PEPonline
Professionalization of Exercise Physiologyonline

An international electronic
journal for exercise physiologists
ISSN 1099-5862

Vol 9 No 8 August, 2006

 


Speaking the Truth about Exercise Science and Exercise Physiology
Tommy Boone, PhD, MPH, FASEP, EPC
Professor and Chair
Department of Exercise Physiology
College of St. Scholastica
Duluth, MN 55811


The Great Academic Paradox: To the excited student who decides to major in exercise science, I can only say, “From the day you sit in your first class, it is a lost cause.”

John C. Maxwell wrote the book [1], Thinking for a Change. I enjoyed reading it and recommend it to all exercise physiologists. In the Forethought section of the book, his subtitle is, “The Difference That Really Makes a Difference.” When I read this section, it occurred to me that mainstream exercise physiologists have not just missed the boat, they may not know about the boat yet. Frankly, at times, I think they don’t get “change.” But of course I am being too hard on them. Change is a difficult process, and thinking about change is hard, too. What do you think about, and how long should you think about it are part of the same quest. In some sense, it is similar to asking the question – “What shall I be? The finality of the decision is perplexing. For example, a colleague recently said that I am an exercise physiologist, but I teach in an exercise science program. The different academic degrees require different thinking for each.

Exercise science programs are mired in a deluge of certifications….Nationwide, this leaves a myriad of ill-defined competencies, vastly differing university programs and even students who aren’t sure what they will actually do upon graduation. I’m coming to realize: A degree or certificate in exercise science doesn’t actually mean anything in particular (at least not legally, by nationwide professional consensus or to much of the public). An “exercise scientist” or “exercise professional” is not synonymous with a Board Certified Exercise Physiologist (EPC), just as a “nutrition scientist” or “nutrition professional” is not synonymous with a Registered Dietitian (RD). -- Lonnie Lowery, MA, MS, PhD, RD, LD, "Exercise Science: Now I Understand"  (ASEPNewsletter, January 2006, Vol 10, No 1)

The question of an emerging identity that is expected to influence one’s self-image and inner self is unanswered when it comes to exercise science. The crisis that exercise science presents is therefore multiple but, in the fullest way of thinking, it is a crisis that influences students more so than faculty. They understand what it means for them to be successful. After all, they have the doctorate degree and have either a teaching research position or they usually work in cardiac rehabilitation. They are successful primarily because they have a job, not necessarily a career. They engage in the usual daily tasks of teaching and doing research, one usually more so than the other, or they supervise the rehabilitation of heart patients. Obviously, neither should be looked down on. They have important jobs and, if you are lucky enough to be in one of them, you are a success.

While I do not have the statistics and very likely, no one does, I do not know just how many non-doctorates there are compared to doctorates with jobs in the United States. My gut tells me that there are far more non-doctorates without jobs. This brings me to Maxwell’s first sentence in his book, “Why are some people successful and others not?” Having the doctorate degree no doubt helps in getting a job. This is rather obvious, but it needs discussion nonetheless. Why, because the majority of students who attend college are not likely to get the doctorate degree. So, as you read this article, keep in mind it is about the exercise science myth. Try not to take it personally.

A friend asked me, “Do you really believe exercise science is going no where?” I answered from my personal experience, “Yes!” There are many reasons for my views on exercise science. My thinking comes from years of observation. However, it is also the truth of what I know as a college teacher. Students who major in exercise science place themselves at the mercy of a pathway to nowhere. Students, if you are reading this, the majority of you will never be more than what you think about yourself and, most unfortunately, a major in exercise science is a waste of your time. Exercise science evolved not out of a healthcare initiative, but out of the discipline of physical education.

The National Association for Sport and Physical Education (NASPE) is an association of the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD). The Applied Exercise Science Council of NASPE developed a document called Basic Standards for the Professional Preparation in Exercise Science. – AAHPERD, 1995

Of course, the American College of Sports Medicine (ACSM) has kept the interest alive in exercise science. This writer is not optimistic that this is a good thing. I have been a college teacher for a long time, so I know how important it is for students to get good paying jobs after college. The title of this piece is the result of reading yet one more college teacher’s failure (an exercise physiologist) to understand the real world problems of students who major in exercise science [2]. It seems to me that, even though professors often write in such a profound and professional manner, they simply do not know how to get their emotions around the exercise science problem. I suppose the bottom line is that because they cannot get their thinking updated (for whatever reasons prevail within their lives); they cannot get with the students’ feelings of desperation, pain, and failure. This is a huge dilemma and, frankly, the problems that result from a major in exercise science will only get worse.

The answer to this dilemma should be a better academic degree (e.g., exercise physiology). However, if you are a student, ask your college teachers about the American Society of Exercise Physiologists (ASEP). Ask them what they think about the organization and the leadership. Most unfortunately for students and the evolving profession of exercise physiology, they will say something like this, “It is a small organization of members outside mainstream exercise physiology. I would not join the organization.” How about that for a comment? Well, here is the truth. I am an exercise physiologist interested in developing the profession of exercise physiology. I am not a medical doctor who belongs to the American Medical Association (AMA) with an interest in exercise because I like running! Why in the world did members of other professions have to argue for more science-based principles to guide the development of exercise programs? In short, the reason is this: The lack of leadership from within exercise physiology per se. Hence, the comment you just read is no where near reasonable or balanced. It is absolutely a function of a “response based on how someone else thinks.” Or, perhaps, better yet, it is an expression of that person’s feelings. Emotions drive people (including college teachers and CEOs of international businesses) to act in ways that are contrary to their best interest. If the establishment is willing to change how it thinks, feelings about ASEP would change along with actions regarding membership. But, do not hold your breath for the establishment to change. In fact, it will do anything to keep from changing and to stay in power. That is all part of the politics of power.

Of course leaders are preoccupied with power! Power is the basic energy needed to initiate and sustain action or, to put it another way, the capacity to translate intention into reality and sustain it. – John Gardner

Students, faculty, and members of organizations understand that power and the ability to use it are critical to controlling how people think and what they do. That is why change itself is a very slow process. Education and thinking right are only a part of it. And, in particular, education may not encourage change if it is the wrong kind of thinking. By this I mean, too often teachers simply tell students what they want them to think. Teaching students “how to” think is altogether something different. This was brought to my attention years ago after reading Toward Excellence in College Teaching [3, p. 59], from which I read the following:

To learn how to think is vastly more important than to learn what to think.

An education is meaningless if those who are educated do not think well. Maxwell [1, p 6.] said this better than most, “People must learn how to think well to achieve their dreams and to reach their potential.” This raises the first question, “Do exercise physiologists have dreams of their own profession, like the nursing profession or the physical therapy profession?” The second question is this: “Do they think a profession of exercise physiology can exists within the context of a non-exercise physiology organization, like ACSM?” What do you think? Are you comfortable with what you are doing? Are you confident that what is presently going on in exercise physiology is okay? If so, even with your education, I am afraid your thinking may be lacking.

Becoming a professional requires examination that most of us are not willing to do. It forces us to move aside of our comfort zone. Yet, at times in our lives, personally and professionally, we must stop allowing “what is comfortable” and what has been taught to us from colleagues, school, and elsewhere from interfering with our need to continue growing. It does not matter how many college degrees we have if we are not thinking right, we are not going to be successful. Professionals must be open-minded about work and life. They need to express their feelings openly and honestly before others. And, yes, when necessary, they must have the ability to speak-up, make decisions, even if they are uncomfortable with doing so (particularly, when those decisions help students), and commit themselves to professional growth (like other healthcare professionals).

Having said that, what do you see is the future of exercise physiology? Do you have any specific dreams of what you think should happen or would be good for students or someone such as yourself? Is the future, 10 years from now or even 30 years from now, the life you want for yourself and your students? One of the reasons for the founding of the American Society of Exercise Physiologists (ASEP) is to improve the life of students (and the faculty). Striving, planning, and doing those things that ensure the professional development of exercise physiology make for better exercise physiologists.

Why is this kind of thinking important? Because exercise science cannot stay as it has been. It is a joke at the expense of exercise physiology. This is another way of saying that exercise science is the result of bad thinking. To not change it is irresponsible behavior. The exercise science major does not help students because there are no dedicated career options following graduation. As an example, read the following piece. It was taken from an Internet website of a popular university:

The Exercise Science major is designed to prepared professionals for the popular for-profit health and fitness industry and for careers in research, academia and medical professions [4].

Think about the content of the sentence. The exercise science major prepares professionals. Notice it does not indicate specifically what kind of a professional. One would assume it is referring to the exercise science professional. But, if so, is a college degree required to work in the fitness industry? You know the answer to the question, but let me say, “No.” Is the exercise science major required to work in the fitness industry? No. Also, is the exercise science major “the” degree for careers in research, academia, and medical professions? No. In fact, to my knowledge as a college professor, I do not know of anyone who is engaged in research or academia with an undergraduate degree in exercise science. How about the value of the degree in terms of the medical profession? The short answer is, “It has no value.” Other than a person with the exercise science degree who calls him- or herself an exercise physiologist and, therefore, obtains an exercise physiology position in a hospital, no one with the exercise science degree can automatically access a job in the medical profession as a respiratory therapist, nurse, or physical therapist!

As a result, the first sentence of the Internet posting is entirely misinformation and, to a degree, unethical in its intention. But, there is more. Note the second part of the posting:

Professionals in exercise science assist people who desire to keep fit, eat properly, lose weight, and enjoy an active healthy life-style by providing services in fitness clubs, health clubs, racquet clubs, corporate fitness/wellness organizations, and in rehabilitative and preventative fitness programming at hospitals and sports medicine clinics [4].

While there is some truth to the statement, the reader (parents and their children, in particular) is not aware of two important points. First, exercise science majors are not the only applicants for jobs in these for-profit areas of work. The jobs are not linked to just the major, as you might find with physical therapy jobs linked to the profession of physical therapy. Second, unfortunately, aside from the rehab and fitness jobs in hospitals and sports medicine clinics, it is fair to say that the applicant probably does not need a college degree to get the jobs in many fitness clubs, health clubs, racquet clubs, and corporate fitness and wellness organizations. If the applicant does have a college degree, it does not have to be in exercise science to quality for these kinds of jobs. In fact, there are many instances in the for-profit sector that the employees have either no degree or a degree in sociology, business, or drama.

Both the diversity in applicant pool and the lack of a direct link of the academic major to a specific career in the public sector keep the jobs at the very low end of the pay scale (and without medical benefits). No wonder the exercise science majors have a difficult time of paying off their student loans and buying a house, car, and all that which goes along with life after college. This is why the “posting” also says:

Some students in exercise science choose to continue their education after completing the major by attending recognized masters and doctoral programs in exercise science and medical professional schools such as physical therapy or pre-PT schools [4].

It has been my experience that most students want to graduate and go to work. Money is important for all the obvious reasons. A few students know that they want more education, so they go on to graduate school. Some get the big picture very early after graduation, and they know that it is important to apply to physical therapy, nursing, or exercise physiology graduate programs so that they can get a job. This decision may come quickly after graduation or shortly after applying for several jobs with the exercise science degree. My point is this: The driving force and the truth is this: When exercise science majors continue their education with graduate work, 90% of the time it is because the exercise science graduates cannot locate a viable job. It is not because they choose to continue their education.

The idea that the internship is the student’s most important academic endeavor is hopelessly misleading. If this were true, why not convert half of the course work to internship opportunities? In fact, to some extent, the suggestion may be a good thing because the exercise science students are frequently taking courses that physical education majors take as well (motor learning, in particular). Fortunately, the physical education major has a direct link to a career job – teaching and/or coaching with licensure! The Bachelor of Science in Exercise Science is a non-teaching major. Most students and their parents are not aware of the design flaw in the major itself, that is, to attract students to the department. After all, every department is required to show a significant number of students to balance against the department’s annual budget. This is common knowledge even if the faculty and chairperson do not talk about it. That is why they usually say the following on their web sites:

Exercise science is a non-teaching program to prepare students for graduate study in the exercise science sub-disciplines (biomechanics, exercise physiology, motor behavior), and entry into professional programs such as medicine, physical therapy, and occupational therapy [5].

If the primary goal of the exercise science major is to prepare students for graduate study in the exercise science sub-disciplines, then why is that? Again, the reason is obvious. Exercise science is not a career driven field of study. The course work represents the traditional physical education science courses (sports biomechanics, exercise physiology, motor learning, sports psychology, sports nutrition) without the activity and teaching courses required of physical education majors. Physical educators are career driven, just as graduates of nursing have a career in nursing. Exercise science graduates do not have a career in exercise science! To some extent, it is as though they did not attend college, which makes it even harder to deal with the financial debt after college. Remember: A significant reason for going to college is to earn more money.

According to the Census Bureau, over an adult's working life, high school graduates earn an average of $1.2 million; associate's degree holders earn about $1.6 million; and bachelor's degree holders earn about $2.1 million. – J.C. Day and E.C. Newburger [Online] http://www.census.gov/prod/2002pubs/p23-210.pdf

Also, unfortunately, many people do not know what exercise science graduates do in the public sector. They could do this or do that, and this is exactly the problem. For example, does the employer hire an exercise science graduate or a kinesiology graduate? For comparison, note the definition of a kinesiology major from a university in California [6]: “Kinesiology is the discipline related to the study of sport, exercise and related activities from anatomical, biomechanical, developmental, physiological, psychological, sociological, philosophical, and historical perspectives.” It is the same definition used to describe exercise science. This is only the beginning of the problem of similarities among the dozens and dozens of degree titles that exist at the undergraduate level [7]. It is total chaos and no one seems interested in asking the question, “Why should this mess be allowed to continue?”

There are Departments of Exercise Science. Usually, they offer a degree in Exercise Science, but in one Connecticut university [8], the degree is Human Performance, which is (you guessed it) Exercise Science! Take a look at the core courses:

Nutrition
CPR
Introduction to Physical Education
Anatomy/Physiology I
Anatomy/Physiology II
Steroids and Sports Drugs
Exercise and Nutrition
Sports Psychology
Sports Medicine
Kinesiology
Physiology of Exercise
Fitness Management
First Aid
Sports Physiology
Motor Learning
Care and Prevention of Athletic Injuries
Human Performance Practicum

Once again, the list of courses represent the traditional physical education degree without the “how to teach activity courses.” Is the academic major a stripped down physical education degree or is it an exercise science degree? Whatever it is called, a human performance degree or otherwise, it a failed logic that has only created problems for students. And, whether it is a human performance major or a degree in exercise science, as is true in the latter case for a university in Florida [9], it is not sufficiently science-based or career oriented with a significant professional infrastructure to ensure credible and financially stable jobs in clinical testing, corporate fitness, performance enhancement, physical therapy, or cardiac rehabilitation.

Understandably, I disagree with the content on the Florida web site on several accounts. First, most students obtain jobs in fitness centers along with non-college graduate instructors at a pay scale that is usually in the range of $7 to $8 per hour. Second, it is impossible for the exercise science graduate to work as a physical therapist. Third, most managers of cardiac rehab programs want to hire master prepared individuals, not bachelor prepared (given the understanding of the generic nature of the academic major at the undergraduate level).

In addition, consider the following statement taken from the web site: “A BS degree in Exercise Science prepares you to work in human performance laboratory and clinical settings. Careers include laboratory technician, research assistant, and research scientist.” I wish that it were possible to agree with the statement but, frankly, there is little to no evidence that this is the case. Because the jobs mentioned are so few for the BS prepared graduate, there are essentially no such jobs (much less careers) for graduates with an exercise science degree to be hired as “laboratory technicians, research assistants and, most certainly, there are few if any research scientist jobs for BS prepared graduates. The information is terribly misleading.

Because the exercise science degree is not a career-oriented major, some departments get this point and say [9], “The exercise science option provides students with a strong science foundation that emphasizes preparation for further specialized graduate study or direct entrance into a related career. Opportunities include athletic training, biomechanics, exercise physiology, fitness management, medicine, and pre-physical therapy.” Others state it somewhat differently [10], but it means exactly the same thing: “A large number of our students go on to graduate school in one of many allied health professions (medicine, physical therapy, occupational therapy, physician assistant) or in other professional preparatory programs such as exercise physiology or health administration.” Why is it that a large number of the students with an academic major in exercise sciences go on to other fields? By now, the answer ought to be obvious.

Health professionals understand that the academic major drives the academic title as well as the professional title. That is, the Physical Therapy major gives rise to the Physical Therapy title, which gives rises to a career in the Physical Therapy profession. So, in regards to the exercise science major, why would the department page say [11], “Students prepare for careers in exercise physiology, biomechanics, sport psychology, motor learning, and physical activity and fitness. This is entirely incorrect. A person with an exercise science major is not an exercise physiologist. A person with an exercise science major is not a sports psychologist and similarly with biomechanics and motor learning. This may be obvious to the teachers in the department, but students believe what they read and what they are told. This kind of advertisement is not just incorrect it sets the stage for negative results. How are students going to realize their dreams when their future is built on something less than honest thinking?

Students must learn how to think about the academic major. To state that, “I’m an exercise physiologist requires either having completed an academic degree in exercise physiology or having passed the ASEP Board Certification Exam (i.e., EPC) or having earned the doctorate degree in exercise physiology.”

What may surprise many is that too often university teachers encourage students who major in exercise science to think of themselves as exercise physiologists. Students need to learn how to think about the exercise science major. As long as they attend schools that promote exercise science, the chances are that they will not learn how to think like an exercise physiologist, and they will not be part of the profession of exercise physiology. This thinking, which requires an understanding of professional development, is no different from decades of such thinking in nursing or other healthcare professions. If a student does not earn a nursing degree, the student cannot be part of the profession of nursing. It really isn’t complicated.

So, how do students get out from under the negative influence of this academic major? To begin with, the problems faced by graduates of exercise science majors cannot be solved by using thinking that created the major. This does not have to discourage anyone. It simply means that it is time to look at the major from the 21st century perspective. Note that the following information is not consistent with this perspective. For example, the web site [12] identified the following career opportunities for exercise science majors (plus my comments in italics):

  1. Aerobics/group exercise instructor. Employers include commercial and workplace fitness centers.
    • Yes, it is true that exercise science graduates can usually find employment as an instructor of aerobics and group exercise. But, it is equally true that applicants without the degree can also engage in the same employment. And, if this is the case, what is the value in the college degree?
  1. Athletic trainer. Employers include schools, teams, clinics, and hospitals.
    • No, the exercise science graduate cannot seek employment as an athletic trainer without an undergraduate degree in Athletic Training and, then, after passing the Athletic Trainer Certification (ATC).
  1. Biomechanist. Employers include product developers/users in research and clinical settings; future growth is expected in industrial settings.
    • No, not usually. With one course in biomechanics, the exercise science graduate is not adequately prepared to be employed as a Biomechanist who generally has a master’s or, more likely, a doctorate degree in biomehanics.
  1. Cardiopulmonary rehabilitation specialist. Employers include hospitals and clinics.
    • Yes with reservations. It is true that exercise science graduates do locate jobs in cardiac rehabilitation programs. But, it is also true that the employers are much likely to hire the master-prepared applicant over the bachelor-prepared. And, given that so few jobs are available to exercise science majors, a significantly high number go on to the graduate program that works against the applicants with the bachelor’s degree.
  1. Exercise physiologist. Employers include commercial and clinical workplace settings.
    • Yes, it happens and it is most unfortunate that the exercise science major is driven to call him- or herself an exercise physiologist to increases his/her changes of getting hired. Remember: The person with an exercise science major IS NOT an exercise physiologist!
  1. Personal trainer/strength and conditioning coach. Personal trainers might be self-employed or work for a fitness facility. Strength and conditioning coaches are employed by universities and professional athletic teams.
    • Yes, but Personal Trainer jobs are also open for just about any person with or without a college degree. So, again, what is the value of the exercise science major? As to a Strength and Conditioning Coach job, the range of applicants is so diverse from physical education to one of a dozen other majors, one must wonder whether there will ever be a specific degree program that drives the position. After all, it appears that having the S/C certification is of more value than the academic major!
  1. Physical therapist or occupational therapist. Employers include hospitals and clinics.
    • No, no one can call him- or herself a Physical Therapist much less practice as PT without being a Physical Therapist in the first place. What is the value in telling students you can work as a physical therapist with an exercise science degree without telling them they also need to apply to, get accepted, and successfully complete a physical therapy degree?
  1. Physician/physician’s assistant. Employers include hospitals and clinics.
    • No. Again, this is very much like saying that the exercise science major may find employment as a medical doctor. No, the only answer is “no” unless that person gets a degree in medicine.
  1. Pharmaceutical/medical sales. Employers include pharmaceutical and other medical development companies.
    • Yes and NO, but usually NO. The majority of the applicants to these lines of work have a master’s degree or a more credible undergraduate degree.

So, how is it that recognized professionals within the academic setting continue to encourage students to major in exercise science? Will they at some point say in hindsight, “How could we have allowed the major and others like it to go on so long?” To find out, it may be necessary to look at several factors. First, the number of students interested in the core scientific courses of exercise science help to foster the state of confidence in the major. Of course the “just taking scientific courses per se” cannot, even though no one seems to get it, by itself define a professional. That is, I can take all the physical therapy courses I want to (assuming I was allowed to) and, yet if I am not enrolled in a physical therapy program, I cannot graduate as a physical therapist and, therefore, I cannot be a physical therapist. This is exactly the logic used by the ASEP leaders when they say, “No, if you do not have a degree in exercise physiology or have not passed the EPC exam, you cannot call yourself an exercise physiologist.”

Why? Because it is wrong and misleading. Unfortunately, the exercise science faculty either knowingly or unknowingly preserve the good feeling of having a job themselves by suppressing or censoring any dissenting views (perhaps, such as this article). After a while, since no one has the backbone [13] to speak up against the exercise science major, eventually the faculty assumes consensus in support of the major. This harmonious but unrealistic thinking by the faculty is referred to as groupthink by Janis [14, p. 712].

As hard as it may be to accept, I believe that the department chairpersons and the exercise physiology faculty have not taken the time to think seriously about the large number of poor jobs for their college graduates. It may be that they are too overconfident with what they are doing. Thus, in a way, they have justified the major when, in fact, their students would benefit tremendously from updating the curriculum and making changes in the degree title to support the development of exercise physiology as a healthcare profession. At some point, these same faculty members will have to invite the opinions of others along with an open debate about the major.

Truth springs from argument among friends. – David Hume, 1711-1776

Honestly, the most important lesson all exercise physiologists can learn is to get out from under the historical perspective of exercise science. The only way they are going to stand out is to understand this simple point: When students ask you a question regarding the major, you must understand that they already know the answer. Students have known for some time there is a problem with the academic major but as “students,” they continue to think their professors are working on their behalf. Time will come, however, when they reach the point of exhaustion and, then, they will understand that their professors were out of touch with the reality of today. And in time, the professors will come to understand how they have failed their students.

If exercise science professors want to function at the level of other professionals, they are required to work at it just like everyone else does. At no time is their job “a given.” They are responsible for engaging students and themselves in what they teach. They are no different from other college teachers who are always asking themselves questions regarding professional development, ethics, and what needs changing. The latter is most important for the moment because most teachers do not have it within themselves to change. And, because they lack the ability to change, their minds are unwilling to entertain new thinking.

A belief is not just an idea that you possess; it is an idea that possess you. – John C. Maxwell, Thinking For a Change

People who are unwilling to change or who have little expectation that exercise physiology can be different from its historical ACSM perspective are too possessed by the old beliefs of sports medicine and exercise science. As long as exercise physiologists continue to think the old way, they will never get their students to the same level as students in physical therapy, nursing, or occupational therapy. The future of their students depends on a change in behavior; a change in how exercise physiologists think about exercise physiology. Sure, it is awkward and even uncomfortable but the next level of development requires thinking as exercise physiology healthcare professionals [15]. Why? Because the mindset of professionals is entirely different from an academic setting where the following is fairly common on the department web site:

The exercise science major is also appropriate for students interested in entering professional programs in physical or occupational therapy, medicine, or chiropractic or graduate school.

You do not have to be a rocket scientist or an aerospace engineer to realize that such a statement would never appear on a physical therapy web site or other healthcare professional web sites. Anyone interested in physical therapy would expect to practice physical therapy when that person graduates. This is true with nursing and other fields of study. Then, why is the statement common knowledge for exercise science majors? The answer is simple. To bring it into full perspective, it is because students who graduate with an exercise science degree do not practice exercise science. The degree is not meant to deliver a life-long career in the field.

If I were to ask why this problem continues to exists, what would you say? How about this answer? Too few members of the faculty and chairperson have looked at what they are doing. It is hard to think differently when people are caught in yesterday’s frame of mind. To see how others see exercise science is critical. Those who embrace exercise science think they are right in doing so. But, history is replete with examples of wrong thinking. All of us live in a world that requires us to take constant stock of whether or not we are doing the right thing. At times, we figure out that change is absolutely necessary. At other times, we persist in our behavior even though we know in our hearts that something is wrong.

Rather than continuing to feed from the insecurity that exercise science has obviously created, the college environment should be doing what it can to help students to get the best start possible after college. A credible college degree and career following graduation are vital. Becoming the faculty member who can help students requires expansion of their thinking to consider the possibility that the exercise science degree is a waste of time [16]. Exercise physiologists who teach in such departments must have the courage to question status quo [17] and to think outside the box [18].

The question of professionalism requires thinking outside of the box. Indeed, with the founding of the ASEP organization to separate from that of sports medicine, the ASEP leaders stepped completely beyond the box. The use of terms like job, career, profession, professional, professionalism, accreditation, and practice represent breakthrough thinking in exercise physiology. The question that comes to mind is whether exercise physiologists can get past their thinking as a discipline. There is little doubt that exercise physiology qualifies as a profession [19]. It is not that exercise physiology as a discipline or an occupation is bad. Members of both earn high incomes and practice their work with varying degrees of independence. But, presently, exercise physiologists have limited power and influence. Thinking ahead of where we are today, the primary way to get both is to grow and evolve as a healthcare profession like physical therapy and occupational therapy.

This is why the infrastructure for professional development was put in place within the ASEP organization. Exercise physiologists, yes, even those with an undergraduate degree in exercise physiology, have a specialized body of knowledge driven by decades of research. It forms a theoretical basis for the practice of exercise physiology. The body of specialized exercise physiology knowledge is learned in an academic program of higher education, and it is applicable to healthcare and athletic needs of society. This is not the case with exercise science. The public does not view graduates with an exercise science degree as having enough knowledge to be held accountable for their errors. The degree is too generic. Exercise physiologists, however, are held accountable and they demonstrate a level of responsibility for their services, which is consistent with their Code of Ethics [20].

The American Society of Exercise Physiologists is the national organization that represents exercise physiologists in today’s healthcare system. The organization represents the members of the profession and controls the quality of professional practice through regulating the educational programs that prepare exercise physiologists. This is why the ASEP accreditation process [21] is critical to the expert source of power that is derived from knowledge and hands-on skills. It follows logically that accreditation increases power through professional unity. Clearly, there is a lot of work yet to be done. Exercise physiology is an evolving profession. Only when exercise physiologists decide to join ASEP and start thinking of exercise physiology as a profession along with raising educational standards, will work towards an independent practice of exercise physiology grow [22].

Without rules, regulations, and a recognized profession of exercise physiology, anyone (including the exercise science major) can claim to be an exercise physiologist and be given, therefore a job as an exercise physiologist. This is a huge problem throughout the United States. The lack of credentialing for exercise physiologists before the founding of the ASEP organization set the circumstances for anyone who claimed to be an exercise physiologist the right to do so. Paradoxically, college teachers who should understand the importance of credentialing to ensure competency have acted contrary to the ASEP initiatives by failing to support the leadership. In fact, the leadership has met with strong opposition from exercise physiologists themselves!

Imagine what the quality of health care would be if anyone could walk into a hospital, claim to know how to care for clients, and be given a job as a nurse. This situation might sound impossible in today’s healthcare system, but not too long ago it was the norm rather than the exception. – Joseph T. Catalano [23, p. 22].

Nurses understood the problem and corrected it. Exercise physiologists must do the same. The thought of students graduating with a sports sciences degree or a human performance degree calling themselves exercise physiologists is not good for students who do graduate with an exercise physiology degree, and it is not good for the profession either. After all, the evolving profession must do what it can to ensure that the “exercise physiologist” is qualified to practice exercise physiology. Protecting the public from unqualified practitioners (such as exercise science) is a requirement of any profession. That is also why the ASEP leadership created the first-ever Board Certification for Exercise Physiologists [24]. Naturally, students will be anxious at graduation, knowing that they must pass the exam to practice exercise physiology.

The individual exercise physiologist is making a difference in the professionalization of exercise physiology. One EP at a time committed to the ASEP organization is power in itself. In fact, David G. Myers [25] said, “Social history is often made by a minority that sways the majority.” So, when you speak favorably on behalf of the ASEP perspective [26] and you get a negative comment, remember (as Myers says): “People derided Robert Fulton’s steamboat as “Fulton’s Folly.” As Fulton later said, “Never did a single encouraging remark, a bright hope, a warm wish, cross my path.” Hence, in terms of the personal impact of influencing change, it does not matter if your colleagues and others do not get it. What does matter is staying the course and staying committed. Even if your influence is not yet visible, it does not mean that you are not influencing your friends to rethink their views of exercise physiology.

References

  1. Maxwell, J. C. (2003). Thinking For a Change. New York, NY: Center Street.
  2. Susi, J. (2006). The exercise science degree is a waster of time. ASEP Forum. [Online]. http://thor.css.edu/dcforum/DCForumID44/129.html
  3. Pullias, E. V., Lockhart, A., Bond, M. H., Clifton, M., and Miller, D. M. (1963). Toward Excellence in College Teaching. Dubuque, Iowa: Wm. C. Brown Company Publishers.
  4. The University of NebraskaKearney. (2006). Bachelor of Science – Exercise Science. [Online]. http://www.unk.edu/acad/hperls/index.php?id=7808
  5. Auburn University. (2006). Exercise Science. [Online]. http://education.auburn.edu/academics/depts/hhp/academicprograms/exercisescience.html
  6. California State UniversityEast Bay. (2006). Department of Kinesiology and Physical Education – Mission Statement. [Online]. http://edschool.csuhayward.edu/departments/kpe/
  7. Boone, T. (2001). Professional Development of Exercise Physiology. The Edwin Mellen Press, Ltd.
  8. Barry University. (2006). What is Exercise Science? [Online]. http://www.barry.edu/exercisesciencebs/what-is-exercise-science.asp
  9. Rutgers University. (2006). Career Opportunities for Majors in Exercise Science and Sports Studies. [Online]. http://careerservices.rutgers.edu/Mexercise.html
  10. Truman State University. (2006). Health and Exercise Sciences Perspective Hompage. [Online]. http://hes.truman.edu/prospect.shtml
  11. Illinois State University. (2006). School of Kinesiology and Recreation. [Online]. http://www.kinrec.ilstu.edu/undergraduate/info.ex_sci.shtml
  12. The University of Tennessee. (2005). Exercise Science. [Online]. http://pr.tennessee.edu/academicprograms/majorsseriespdfs/05ExerciseScience.pdf
  13. Boone, T. (2004). Show Some Backbone. Professionalization of Exercise Physiologyonline. 7:11 [Online]. http://www.asep.org/asep/asep/ShowSomeBackbone.html
  14. Janis, I. L. (1982). Groupthink: Psychological Studies of Policy Decisions and Fiascoes. Boston, MA: Houghton Mifflin.
  15. Boone, T. (2005). Exercise Physiology: Professional Issues, Organizational Concerns, and Ethical Trends. The Edwin Mellen Press, Ltd.
  16. Boone, T. (2005). The Exercise Science Degree is a Waste of Time. ASEP Forum. [Online]. http://thor.css.edu/dcforum/DCForumID44/129.html
  17. Boone, T. (2003). The COURAGE to QUESTION What is Exercise Physiology in the 21st Century. Professionalization of Exercise Physiologyonline. 6:1 [Online]. http://www.asep.org/asep/asep/COURAGEtoQUESTION.html
  18. Boone, T. (2002). Exercise Physiology of the Future: Thinking Out of the Box. Professionalization of Exercise Physiologyonline. 5:11 [Online]. http://www.asep.org/asep/asep/ThinkingOutsideTheBoxExercisePhysiology.html
  19. Boone, T. (2000). The Passionate Pursuit of Professionalism: A Critical Analysis. Professionalization of Exercise Physiologyonline. 3:10 [Online]. http://www.asep.org/asep/asep/Passionate.html
  20. American Society of Exercise Physiologists. (2006). Code of Ethics. [Online]. http://www.asep.org/ethics.htm
  21. American Society of Exercise Physiologists. (2006). Guidelines for Accreditation of Undergraduate Programs in Exercise Physiology. [Online]. http://www.asep.org/asep/asep/ASEPaccreditation.html
  22. Boone, T. (2004). Exercise Physiologists as Educators and Healthcare Practitioners in the Multidisciplinary Exercise Physiology Healthcare (MEPH) Clinic. Professionalization of Exercise Physiologyonline. 7:1 [Online]. http://www.asep.org/asep/asep/MultidisciplinaryExercisePhysiologyHealthcareClinic.html
  23. Catalano, J. T. (2000). The Evolution of Licensure, Certification, and Nursing Organizations. In Nursing Now! Today’s Issues, Tomorrow’s Trends. 2nd edition. Joseph T. Catalano. Philadelphia, PA: F. A. Davis Company.
  24. The Center for Exercise Physiology-online. (2006). Board Certification for Exercise Physiologists. [Online]. http://www.exercisephysiologists.com/boardofcertification/index.html
  25. Myers, D. G. (2004). Psychology. New York, NY: Worth Publishing.
  26. Boone, T. (2003). The Power of Individuality. Professionalization of Exercise Physiologyonline. 6:4 [Online]. http://www.asep.org/asep/asep/powerOFindividuality.html



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