PEPonline
Professionalization
of Exercise Physiologyonline

An international electronic
journal for exercise physiologists
ISSN 1099-5862
Vol 3 No 9 September 2000


 
Scholarly Writing: Student Empowerment 
for the Advancement of Exercise Physiology
Greg E. Bradley-Popovich, MSEP, MS, CSCS, 
Doctor of Physical Therapy Candidate
Department of Physical Therapy
School of Pharmacy and Allied Health Professions
Creighton University
Omaha, NE 68178


A HALLMARK OF A PROFESSION is the existence of a body of knowledge specific to members of that profession.  It follows, then, that an important aspect of professionalization is the collective commitment of members to establish in writing a body of knowledge.  While the responsibility of scholarly writing is inherent in the role of the academician, another great repository of ideas has been overlooked: students.  Many students and professors alike may believe that publication follows full academic preparation and can occur only after the completion of a master’s thesis or doctoral dissertation.  The purpose of this article is to offer alternative views to such restrictive perspectives and to provide strategies for successful student publication.

Hopefully, this article will stimulate sufficient thought to allow students of exercise physiology to accomplish the following objectives:

• Describe possible perceived barriers to student publication
• Identify at least one barrier to a student’s own publication
• Defend the student’s role as an author
• Rank the reasons to publish in order of importance for a particular student 
• Rank possible challenges of publication from most to least important for the student
• Self-identify a student’s own qualities that are conducive to publishing
• Discuss strategies to facilitate publishing
• Identify at least one previously written assignment that has potential for publication
• Determine a future assignment with potential for publication
Given the newness of the writings on the professionalization in exercise physiology, there is an opportunity to fill a void while helping to shape one's profession.  Students are poised to make a significant contribute to the professionalization of exercise physiology because they are relatively unaware of self-imposed restrictions on the role of exercise physiologists. 

The content of this article is based primarily on personal observation and experience.  The following ideas represent my perceptions of scholarly writing as both a student and an author.  This approach has worked for me (see Appendix 1), and a similar approach may work well for others.

Possible Perceived Barriers to Student Publication

Below are a few perceived barriers to student publication that either I or my student acquaintances once held to be true.  I suspect that there are many more impediments that individual students may believe to be preventing them from contributing to the literature. 

• Research
Misconception: You must conduct experimental research to publish in peer-reviewed journals 
Alternative perspective: Many journals feature letters, review articles, perspectives, case reports, and assorted columns 
• Knowledge / Expertise 
Misconception: Students have nothing of value to offer
Alternative perspective: Each student may offer a fresh, unique perspective on a given topic
• Learning
Misconception: Recycling school assignments for publication limits learning
Alternative perspective: Papers become more sophisticated and refined while   increasing the depth of knowledge in a particular area of interest; multiple uses for  derivatives of the same paper is an exercise in creativity
• Perfectionism
Misconception: Errors in your manuscript mean certain death for your idea
Alternative perspective: Editors don’t expect you to be infallible and they and   peer-reviewers can offer guidance to improve a submission
Reasons to Publish

Readers will likely identify additional reasons for student publication beyond those I have listed.  Indeed, the benefits of scholarly writing are many.  Scholarly writing accomplishes the following: 

• Furthers the profession of exercise physiology
• Additionally rewards you for previous and/or future school assignments if they can be published 
• Promotes individuality
• Builds one’s curriculum vitae 
• Shows initiative to prospective employer
• Develops integrity
• Earns respect of peers
• Promotes the author
• Promotes the author’s educational institution
• Hones writing skills
• Develops the ability to accept constructive criticism
• Develops a professional network
• Creates a cause for celebration!
What I consider to be an unfortunate occurrence in higher education is the cumulative number of hours that many students invest in term papers and other writing projects that never see the light of day outside of the classroom.  By adapting such school assignments with the intention of submitting the work to a journal, newsletter, etc., the literary effort is cheating death from the circular file.  (Note that all publications in Appendix 1 were adapted from school assignments.)  It has been said that sharing knowledge is a way to achieve immortality, for our ideas may long outlive our bodies.

Challenges of Publishing

The following obstacles may impede the student publication process:

• Extra effort
• Editorial / reviewer comments and criticisms
• Political presence
• Territorial issues
• Rejection of manuscript
• Editorial / publishing errors
• Page fees
• Reprint fees
• Transfer of copyright
• Delays in publication with lack of immediate gratification
It would be misleading to suggest that scholarly writing will require little effort on behalf on the student author.  Most of the challenges cited above are self-explanatory with a few exceptions that deserve further elaboration. 

Unfortunately, a political presence, or favoritism, may be shown to authors who have good rapport or influence with editors or reviewers of a certain publication.  Also, students may anticipate a territorial issues of some publications, particularly if the publication is specific to a society or organization different from that of the author.  For example, it may prove difficult for an exercise physiologist to have a manuscript accepted in a journal sponsored by a society made up primarily of physicians.  Furthermore, students may be subject to discrimination from a relative lack of formal credentials.  Nevertheless, it is best to believe that it does not matter who you are but rather what you say.  Otherwise, one may be unnecessarily limiting one’s scope of influence without ever having tested the waters.

Other difficulties are more closely tied to the publishing process.  For example, some journals charge the author page fees to offset the cost of publication, and the student may need to find a way to subsidize these costs.  Also, to obtain multiple hardcopies of the final published article, the author may be assessed reprint fees that are also relatively costly for the student.  Reprint fees may need to be paid to avoid copyright infringement stemming from signing transfer of copyright forms that may prohibit the mass distribution of self-copied reprints. 

 Personal Qualities Conducive to Publishing

Scholarly writing is not for everyone.  Undoubtedly, many students will find the challenges of scholarly writing to outweigh the benefits.  Perhaps the following section offering strategies to facilitate publishing will stack the cards in favor of publication.  Below appears a list of personal traits that may assist in successful writing.  Can you think of others?

• Willingness to sacrifice short-term for long-term gain
• Persistence / mental endurance
• Flexibility
• Patience
• Organization
• Self-discipline
Strategies to Facilitate Publishing

The road to successful publication can be a long one.  The following are some methods to maintain momentum so that the article’s publication comes to fruition:

• Begin with a small article
• Write about that which you are passionate or curious
• Be aware of collaborative potential with classmates
• Respectfully request permission of professors for creative latitude in assignments
• Gain faculty support / advisement
• Ask published professors what journal they recommend for a particular article
• Consult reference librarians for potential places for publication
• Read the references of articles you find yourself reading and note the journal of publication
• Become familiar with exercise physiology journals and related journals
• Pay attention to “Call for Papers” notices
• Carefully follow the “Instructions for Authors” for a given journal
• Associate yourself with others who write or appreciate and understand your efforts
• Make yourself accountable
• Reward yourself
Frequently, fellow students have commented to me that they will contemplate publishing more seriously when they are better established, yet never again will the student be surrounded with so many accomplished authors as they are when they are within the halls of academia.  Perhaps the ultimate demonstration of advisory support for student publication is the increasingly common trend that allows a student to prepare his or her graduate work in submission-ready form in lieu of a formal thesis or dissertation. 

A degree of accountability helps to expedite the writing process.  Ideally, we would all be accountable solely to ourselves and our own goals and ambitions, but it usually is beneficial to be accountable to someone else as well.  Accountability can be established by simply developing a time line for manuscript development alongside one’s advisor or by setting a specific meeting time to discuss progress on the paper.  Having a writing group of a few individuals has proven extremely beneficial at my present institution.  The writing group surrounds the student with like-minded professors and peers who support writing, but adds a degree of accountability because the group members are always excited to see what progress has been made on each paper since the previous meeting.

For those who do not perceive the internal rewards of successful publication to be sufficient, external rewards may be helpful.  I encourage others to reward themselves with something that will further their writing, such as a computer upgrade, updated writing software, new texts for their personal library, etc.  Doing so is a reinvestment and helps to ensure continued literary productivity.

Recommended Resources

The following represent the most basic resources for the aspiring student writer:

• Books and journals
• Professors
• Peers
This article has not delved into the actual mechanics of scholarly writing because there are a number of excellent printed resources on the subject (see Appendix 2).

Limitations

It is true that my peer-reviewed publications have all been submitted after attaining two advanced degrees.  However, I attribute this chronology to my own prior lack of foresight.  For those students who feel disadvantaged in developing and submitting a paper for consideration in a refereed journal, the importance of having a faculty member as his/her advocate cannot be underestimated.  For example, well-published faculty members can assist the fledgling author by writing the editor-in-chief of the intended place of publication to test the waters for receptivity.  A second limitation of this report is the fact that I possess a multidisciplinary background, which may provide more avenues for publication and a wider range of subject matter within my scope of knowledge.  Nevertheless, I am optimistic that during the four or more years of higher education of an exercise physiologist, at least one writing project may result in a publication. 

Conclusion

Given the proper motivation, vision, and faculty support--among other factors--students of exercise physiology are capable of producing meaningful literature for peer-reviewed exercise physiology journals such as Journal of Exercise Physiology Online and Professionalization of Exercise Physiology Online and newsletters such as that for the American Society of Exercise Physiologists.  For example, this article itself began as a school assignment.


Appendix 1: Recycled article references
1. Bradley-Popovich, G. E. & McGuff, M. D. (2000). Exercise withdrawal and migraine headache: addiction to endogenous opiates? [letter]. Journal of Exercise Physiologyonline. 3. Available at: www.css.edu/users/tboone2/asep/JEPletter.html [2000, January].
2. Bradley-Popovich, G. E., Frounfelter, G. G., Abshire, K. R., Crookston, C. M., & Jensen, G. M. (2000). Self-adapted resistance exercises for an individual with paraplegia [Innovation]. Physical Therapy Case Reports. 3:141-147.
3. Bradley-Popovich, G. E. (2000). An exercise in ethics: case analysis with implications for the exercise physiologist. Professionalization of Exercise Physiologyonline. 3. Available: www.css.edu/users/tboone2/asep/ExerciseInEthics.html [2000, June].
4. Bradley-Popovich, G. E., Abshire, K. R., Crookston, C. M., & Frounfelter, G. G. Resistance training in paraplegia: rationale and recommendations [Special Populations]. Strength and Conditioning Journal. In press.
5. Bradley-Popovich, G. E. Scholarly writing: student empowerment for the advancement of exercise physiology. Professionalization of Exercise Physiologyonline. In press.
6. Bradley-Popovich, G. E., Karageorgos, G., Eckerson, J. M., Stout, J. R., & Gale, J. R. Oral creatine supplementation in AIDS-related muscle wasting [lead article]. Positive Communication. In review.
7. Bradley-Popovich, G. E., Abshire, K. A., & Vost, K. Quantity of therapeutic resistance exercise: evidence, ethics, and professionalism. Professionalization of Exercise Physiologyonline. In preparation.
8. Bradley-Popovich, G. E., Stout, J. R., Fontaine, K. R., Fischer, D., & Smith, P. Acute postpolio syndrome: muscle function and quality of life following oral creatine supplementation. Journal of Exercise Physiologyonline. In preparation.
9. Frounfelter, G. G. & Bradley-Popovich, G. E. Ethical considerations in anabolic-androgenic steroid use. Professionalization of Exercise Physiologyonline. In preparation.


Appendix 2: Select printed resources
1. American Medical Association. (1998). American Medical Association Manual of Style: A Guide for Authors and Editors. (9th edition). Baltimore, MD: Williams & Wilkins.  (Cost: approximately $40) 
2. Day, R. A. (1998). How to Write and Publish a Scientific Paper. (5th edition). Phoenix, AZ: The Oryx Press.  (Cost: approximately $20)
3. Day, R. A. (1995). Scientific English: A Guide for Scientists and Other Professionals. (2nd edition). Phoenix, AZ: The Oryx Press.  (Cost: approximately $20)
4. International Committee of Medical Journal Editors. (1997). Uniform requirements for manuscripts submitted to biomedical journals. New England Journal of Medicine. 336:309-315.  (Cost: approximately 70¢ to photocopy)
5. McEwen, I., ed. (1996). Writing Case Reports: A How-to Manual for Clinicians. Alexandria, VA: American Physical Therapy Association.  (Cost: approximately $35)
6. Strunk, W., Jr. & White, E. B. (2000). The Elements of Style. (4th edition). Needham Heights, MA: Allyn & Bacon.  (Cost: approximately $7) 
About the Author

Greg Bradley-Popovich holds master's degrees from West Virginia University in Exercise Physiology and Human Nutrition.  He is currently a Doctor of Physical Therapy (DPT) candidate at Creighton University in Omaha, Nebraska where he is researching the use of creatine supplementation as an intervention in medical conditions.  He is a free-lance fitness and sports nutrition writer whose ultimate ambition is teaching on the university level while promoting a multidisciplinary approach to fitness, wellness, and rehabilitation.

Copyright ©1997-2000 American Society of Exercise Physiologists. All Rights Reserved.

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