PEPonline
Professionalization of Exercise Physiologyonline

An international electronic
journal for exercise physiologists
ISSN 1099-5862

Vol 10 No 10 October 2007

 
The Tragic Illusion of Exercise Science
Tommy Boone, PhD, MPH, FASEP, EPC
Professor and Chair
Department of Exercise Physiology
The College of St. Scholastica
Duluth, MN 55811
 
The enemy of truth is illusion.  Illusion is "a false interpretation by the mind ... a belief or hope that has no real substance."  Illusion comes when we perceive something to be true that isn't true or is only partly true. -- Dr. Fathi El-Nadi
 
Exercise science is such an illusion.  It is without doubt considered important by many academics, yet its value is meaningless for numerous reasons.  And, unfortunately, it seems to exist simply because exercise physiologists have not taken the time to give it serious thought.  This article is focused on the problems that result from not facing the truth about exercise science.  It is tragic, especially since the illusion is likely to produce more illusions (such as the idea that accreditation of exercise science makes sense).  This is deception that is only going to get worse.  Exercise physiologists must get the point that continuing to give a face lift to exercise science is not going to correct its problems.   

The following quote is a common statement on many exercise science websites.  "Exercise science is a springboard into all the allied health fields.  We've had students go into physical and occupational therapy, cardiac rehabilitation, athletic training, nursing, and medical school."  Does the statement make sense?  If it is untrue, is it an illusion?  That is, are such statements a distortion of reality?  "When we witness an illusion, we perceive something that does not correspond to what is actually out there—what exists in the real world. Illusions fool us. They convince us of things that are not true." [1]  

While the "springboard" for diving is commonplace, the word has alternative meanings.  One, in particular is the meaning implied in the quote where it is used to suggest that the exercise science degree launches the students' career in allied health fields (e.g., physical therapy or athletic training).  Is it true?  No, it is an illusion!  It is not true.  Exercise science is not as popular as a springboard degree as one of the more traditional science degrees (e.g., chemistry, psychology, and biology).  Most advisors recognize that the exercise science graduate will need to take a significant number of other courses as defined by the specific health field.  The degree itself is 95% useless as a springboard (i.e., to "spring" from exercise science directly into, for example, athletic training, nursing or medical school).

A Failure to Tell the Truth
What will students do when it finally hits them that their professors did not tell them the truth?  Also, since it is well documented that physical therapists, in particular, are doing everything to be recognized as exercise and wellness experts, what chance does the exercise science graduate have in competing with graduates of physical therapy?  That is exactly the predicament exercise science students face today, and if you have not stopped to think about these things, there is a reason.  The tragic illusion of action lies with the sports medicine organization (otherwise known as ACSM) and its way of thinking that continues to make matters worse.  It is all a big con.  Think about it.  What is the latest "big" plan by sports medicine?  The answer: It is accreditation and personal training.  Their unshakable belief in yesterday's thinking will be their downfall.  The onslaught of more nonsense continues to create more problems than it solves.
 
The reality, of course, is that it is a flawed plan from the beginning.  It is not the right plan to help college students find a solid career or to help with the professionalism of exercise physiology.  It is nothing more than a charade of events designed by people who have lost their way.  Some are exercise physiologists, but most are not.  Look around you.  Where is the honest debate?  There isn't any. The majority of exercise physiologists support ACSM, as if it is the professional organization of exercise physiologists.  It is sad to acknowledge their failure to think independently of the influence of those interested in growing the ACSM organization.  After all, for the most part, those in power are not exercise physiologists.  Do you honestly believe the physician-president of ACSM believes ACSM is his or her professional medical organization? Or, do you think the athletic trainer, the physical therapist, or the physical educator does not understand that they are first responsible to their own professional organizations?  
 
The Recognition of Failed Thinking
Aside from the members of the ASEP organization, it seems that most exercise physiologists do not get the point that they need their own professional organization.  Also, it is obvious that there are far too many exercise physiologists who are not willing to clean up the exercise science mess. It is entirely irresponsible behavior.  Academics, in particular, are accountable to the whether an academic degree has any value to the students.  After all, the university setting does not exist for the doctorate prepared to go about doing his or her research without consideration of the quality of education students get.  Even the recent article [2] by non-exercise physiologists, Ives, who earned a PhD degree in 1992 from the University of Massachusetts, Amherst in motor control and occupational biomechanics, and Knudson, who earned the PhD in biomechanics from the University of Wisconsin, Madison understand that exercise science is hugely problematic.
 
Apparently, Ives and Knudson recognize that exercise science is not exercise physiology.  And yet, the illusion that both degrees are the same with similar career-related opportunities exists among students and even faculty.  They state that [2, p. 103]: "…graduates of undergraduate programs in exercise science are not as prepared as they should be in order to provide professional and comprehensive advice on exercise and human performance, because of the focused academic and professional requirements of exercise physiology."  Of course, given their academic background, they believe that more courses in motor learning and biomechanics should be incorporated into the exercise science curriculum.  However, even if this were the case, it does not correct the larger philosophical and curriculum problems with the academic major.  And, unfortunately, when they refer to the ASEP organization in their paper, they fail to appreciate that ASEP exercise physiologists believe that more exercise physiology courses (not motor learning courses) at the undergraduate level is what is needed to support the professional infrastructure of exercise physiology.  No where in their paper do they state the obvious.  That is, the American Society of Exercise Physiologists is working to build an exercise physiology healthcare profession, not more so-called exercise science professionals.
 
Many of the comments by the authors [2] agree with the conclusions previously published throughout the Professionalization of Exercise Physiologyonline (PEPonline) articles.  And yet, even though the paper listed 128 references, not once did they reference the ASEP journals.  Just imagine, between PEPonline and the electronic journal published by The Center for Exercise Physiologyonline (i.e., the Journal of Professional Exercise Physiology, JPEP), there are probably close to 350 articles about all aspects of exercise science and exercise physiology!  Not once did their article refer to any of the published articles and, also of importance, they failed to point out what the ASEP leaders have done to clean up the exercise science "mess" in relation to exercise physiology.  This kind of indifference argues the obvious while also highlighting the authors' bias towards motor learning and biomechanics.
 
It is clear that the sports medicine and exercise science way of thinking is having a negative effect on exercise physiology.  Good career opportunities do not follow just any degree program.  This is other professionals understand that the academic degree follows a philosophic and ethically-driven connection with society's healthcare needs.  And, if you are a student interested in paying back your tuition bills after graduation and financially surviving to pay for an apartment, food, car, and other living expenses, you need to graduate with a credible academic degree.  Why not take a moment and read what is on the Ithaca College website regarding the "exercise science" major?
 
This major gives students a theoretical understanding of the physiological, neuromuscular, psychological, and biomechanical effects of exercise stress on the human body. Graduates are well positioned to pursue advanced study in these areas, as well as in medicine and allied health, or to use their knowledge to interpret scientific information on physical activity for the lay public through such means as educational forums (e.g., fitness/wellness seminars, website development, public speaking, public health initiatives), journalism or writing, or sales (e.g., medical equipment, pharmaceuticals). [Online] http://www.ithaca.edu/hshp/depts/ess/
 
The bottomless pit is even more embarrassing given the length of time the problem has persisted and, unfortunately, it is getting worse.  Exercise science is visionless.  It is an illusion of the worse kind.  Frankly, the quote is not just unethical.  It is also legally questionable (given the untruths).  First, are graduates actually well positioned to pursue advanced study in the areas of physiological, neuromuscular, psychological, and biomechanical effects of exercise stress on the human body? The short is absolutely "no." Second, are graduates are well positioned to pursue medicine and allied health, or to use their knowledge to interpret scientific information on physical activity for the lay public?  No.  In fact, the authors actually agree in their article that exercise science students are not prepared [2].  Third, note the manner in which the graduates are expected to use their knowledge: seminars, websites, public speaking, journalism or sales.  Honestly, can a graduate survive financially doing seminars or public speaking?  It is all one big illusion!
 
The Reality of Exercise Science
The exercise science degree is a physical education degree without the opportunity to qualify to teach in the public schools.  This comparison to physical education is today's reality.  Students graduate without having a real opportunity to access jobs in the equivalent way other students do. Does anyone think a college degree, even exercise science, is necessary to work in a fitness gym?  And, even if it were true, is the gym job going to pay the bills?  How many gym jobs have health benefits?  No doubt the reader has heard of a sales commission.  It is a sum of money paid to an employee upon completion of a task, usually that of working directly with clients interested in fitness.  Gym employers use sales commissions as a means to increasing worker productivity.  And, it is commonplace that a commission may be paid in addition to a salary or instead of a salary.
 
Exercise physiologists and all other teachers associated with the exercise science major and related programs need to be held accountable, not only in regards to the useless sports medicine accreditation process but to adopting and encouraging the continuation of a crisis.  It is naïve to think that exercise science graduates can compete successfully against exercise physiologists and/or other healthcare professionals. This is a serious problem, which needs the attention of the academic community.  Indeed, there are few things more important at this point in time.  The lack of a quality education, despite doctorate level teachers engaged in research is the same as shooting blanks. Taking one or two courses in the exercise science major does not make it an exercise physiology degree.  Exercise science is an inferior degree and a mess that needs a mandate to clean up.
 
It is hard to imagine the same old thing continuing for another 10 or 20 years, but it will unless college teachers wake up to the problem.  The pseudo "science" in exercise science is simply snake oil.  It is a fake, fraudulent, and ineffective academic degree.  It rings of exaggerated marketing and questionable quality.  After all, anyone who has been a college teacher for more than 20 or 30 years realize there is little difference between the physical education course work and the exercise science course work to justify the existence of both degree programs.  Yet, decades of wasted college tuition continue to go down the drain along with the students' hopes and dreams of something better.  It takes insanity or courage to argue this point, that is, to speak the truth.  The pathway is not easy.  Most people are afraid of conflict and uneasiness among colleagues.  Eliot [3] expresses this point in the following way:
 
In order to arrive at what you do not know
You must go by a way which is the way of ignorance
In order to possess what you do not possess
You must go by way of dispossession
In order to arrive at what you are not
You must go through the way in which you are not.
 
Mark Twain has said, "Courage is not the absence of fear. It is acting in spite of it."  A credible college degree is everything to the academic institution, students, and parents.  That is why many students pick and choose with considerable precision the college they attend.  A credible academic degree from an excellent academic institution can make all the difference in the world when it comes to finding the better jobs.  The exercise science degree is a moral mockery of the educational system.  Students must be told to be careful when deciding to major in exercise science.  It is their future that suffer if they turn a blind eye to the content of this article.  Faculty members who are willing to keep it going have not taken the time to reflect on the consequences of doing so.  In fact, if you are like most people, you are one of them.  And, if you think it is easy to write about this tragic illusion, you are wrong.  Despite the obvious, it is difficult to write the truth.  It is a story of how exercise physiologists played into the hands of others and, in doing so, lost their way.  They should be asking the following questions:
 
  1. Why are exercise physiologists continuing to give up who they are to please sports medicine leaders?
  2. Why are exercise physiologists continuing to support exercise science?
  3. Why are exercise physiologists failing to reach out to the American Society of Exercise Physiologists?
  4. Why aren't more exercise physiologists willing to tell the truth regardless of the circumstances?
None of this is really new or a first-step story.  Dysfunction is all about us.  It has been for some time now.  The way students process information and make choices is critical to their success after college.  Illusions of all kinds are increasingly commonplace.  The commitment to long-standing assumptions and status quo is a mistake not an opportunity.  Failure to commit to the ASEP solution is not straight thinking.  What is needed is an agreement that something must be done about exercise science.  Indeed, the waste has gone on too long.  Students should not be lured into the exercise science major with the make-believe that the degree has a future.  Now is the time to let go of the old ways and to rethink much of what has been going on for decades.  The sheer size of the problem is enormous, and it is only getting worse.  Unfortunately, students (and many faculty members) appear to lack the ability to discern, analyze, and evaluate whether exercise science makes sense or not.  Isn't the function of education to teach how to think critically?
 
Frustration with Non-Exercise Physiology Majors
In 1997, I co-founded the American Society of Exercise Physiologists [4] with Dr. Robert A. Robergs of the University of New Mexico, Albuquerque, NM.  As an exercise physiologist, I have been committed to developing and promoting exercise physiology as a healthcare profession.  This article and others like it represent my frustration with exercise physiology "look alike" majors in the hope that the content of the articles might help others recognize the problem.  I am convinced that students are wasting their time and tuition fees majoring in exercise science.  Too many students tolerate the ambiguity (e.g., what do you call yourself) without having reached a proper resolution.  Only when it is too late, they realize that many of the exercise science courses resulted in non-relevant activities. The majority of jobs in health, fitness, rehabilitation, and athletics are held by exercise physiologists and other healthcare professionals who are often Board Certified.
 
The depressing reality is that no one seems to get the big picture, including the exercise science educators. Hence, exercise science remains largely a sideshow to those who are willing to open their minds to the truth (e.g., refer to the "course content" later in this article).  The problem is a combination of many things but, in particular, there is the huge failure to think through the following two questions: "What is exercise science?" and "Why is it a college degree?"  It is simply not philosophically grounded in a "reasoned" collection of courses with a career-driven purpose.  To give accreditation to exercise science or related degree programs, as if the process has integrity is little more than pushing to truth to the side.  Where is the integrity is such a process?  Accrediting degree such as exercise science, sports sciences, and human performance still leaves the degrees meaningless [5].  It does not solve the problems inherit with the educational programs and/or educators, especially the lack of viable jobs in the public sector.  In fact, why are the eyes of educators closed to the reality of the students' need for viable career opportunities?  For example, take cardiac rehabilitation, how many students know that many graduates are hired as part-time employees without benefits or with minimal health benefits?  
 
The best estimate is that there are approximately 3,800 colleges and universities in the United States.  So, obviously the illusion of something good coming from exercise science is a big problem.  Most importantly, students need to understand that many jobs are filled by individuals without a college degree!  Many students, if not most, expect to access employment to pays the bills.  Most analysts view college as the important step to accessing viable jobs.  But, when students are sat up to fail with low paying jobs, the only thing unique about exercise science is the illusion of something better.  If you have the time to study the exercise science content on the Internet, you will find many examples of the following:
 
  1. "Many students with this major are preparing to enter graduate programs in their career area of interest, while others may seek positions in pharmaceutical sales, or sales or marketing of medical, fitness, and sports related equipment. Others seek employment as rehabilitation specialists in hospitals." [6]
  2. "The primary objective of the Exercise Science Program is to assist students in preparing themselves for success in graduate study…." [7]
  3. "Our graduates are currently employed as athletic trainers, work in hospitals as cardiac rehabilitation specialists, program design in corporate fitness facilities, serve as personal trainers and work in commercial health and fitness centers." [8]
  4. "The applied exercise science major prepares students for leadership roles in a number of career opportunities, including clinical exercise settings and corporate and hospital wellness programs, or as personal fitness trainers, exercise specialists, and strength and conditioning coaches. Students are well prepared for graduate programs in exercise physiology, biomechanics, exercise and sport psychology, or health and wellness." [9]
  5. "The Exercise Science curriculum prepares graduates with the knowledge and practical experience necessary for employment as strength and conditioning specialists, personal trainers, corporate and community fitness leaders, and cardiac rehabilitation exercise specialists." [10]
  6. "Students wishing to enter the job market with a B.S. degree in exercise science may be prepared for entry level positions with corporate and community fitness programs, health clubs, YMCAs and similar fitness related organizations." [11]
  7. "The major is designed to prepare students for careers and work in exercise and sport sciences, and allied fields." [12]
  8. "Capital University [exercise science] graduates can find employment as personal trainers and fitness directors in a variety of settings. [13]
  9. 'The Exercise Science major is designed to give students a scientific understanding of exercise and its effects on the body. Coursework and hands-on opportunities ensure that students are well-prepared for careers as exercise professionals in corporate, clinical, commercial and community settings." [14]
  10. "Job prospects for Northwestern’s exercise science students include careers as personal trainers, strength and conditioning specialists, fitness program directors, cardiac rehabilitation specialists, physical and occupational therapists, and college professors." [15]
  11. "The Exercise Science major is designed for students who wish to work in the wellness and fitness promotion field." [16]
  12. "The undergraduate Exercise Science major is designed to prepare a student for a career in exercise programming and supervision for individuals or groups across the lifespan." [17]
  13. "Graduates are employed in clinical, corporate, commercial, governmental, and community settings." [18]
  14. "The mission of the Exercise Science Major program at Central Christian College is designed to produce graduates who are qualified in the areas of exercise leadership, exercise testing, and evaluation, exercise prescription, and program directors." [19]
  15. "The exercise science major is designed for students interested in strength and conditioning as well as preparation to be personal trainers or fitness specialists." [20]
  16. "The Exercise Science major is a flexible, science-based curriculum designed for students wishing to pursue a wide range of goals including working in the health and fitness industry, health professions including pre-medicine and pre-physical therapy as well as graduate study in exercise science." [21]
  17. "Professionals in exercise science assist in this through providing services in profit-making organizations such as fitness clubs, health clubs, racquet clubs, corporate fitness/wellness organizations, and in private training. Employment opportunities are also available in rehabilitative and preventative fitness programming at hospitals and sports medicine clinics." [22]
The Truths and Untruths
Do these statements represent the reality of exercise science?  To answer this question, consider first a definition of truth.  Senator Robert C. Byrd said on the Senate Floor, May 21, 2003 that, "Truth has a way of asserting itself despite all attempts to obscure it.  Distortion only serves to derail it for a time.  No matter to what lengths we humans may go to obfuscate facts or delude our fellows, truth has a way of squeezing out through the cracks, eventually."  What has become painfully clear is that many of the statements from exercise science websites are an illusion.  They are without reality; a distortion of the facts that have now become obvious from many cracks within society.  The integrity of a college education, its traditional roots in ethical thinking and practice, and its social implications have all but disappeared in some departments.  Now, the next question:  "Are exercise science students actually qualified for the following jobs?"
 
  • Fitness clubs
  • Health clubs
  • Racquet clubs
  • Corporate fitness/wellness organizations
  • Private training
  • Rehabilitative and preventative fitness in hospitals and sports medicine clinics
  • Health and fitness industry
  • Health professions including pre-medicine and pre-physical therapy
  • Strength and conditioning
  • Fitness specialists
  • Exercise leadership
  • Exercise testing and evaluation
  • Exercise prescription
  • Program directors
  • Clinical, corporate, commercial, governmental, and community settings
  • Exercise programming and supervision for individuals or groups across the lifespan
  • Wellness
  • Fitness promotion
  • Fitness program directors
  • Cardiac rehabilitation specialists
  • Physical and occupational therapists
  • College professors
  • Exercise professionals in corporate, clinical, commercial, and community settings
  • Exercise and sport sciences
  • Corporate and community fitness programs
  • Health clubs
  • YMCAs
  • Clinical exercise settings
  • Corporate and hospital wellness programs
  • Exercise specialists
  • Commercial health and fitness centers
  • Pharmaceutical sales
  • Sales and/or marketing of medical, fitness, and sports related equipment
No doubt it is true that exercise science graduates may qualified for many of the jobs listed above, given the similarities.  But, what is obvious is this:  It is a fact that they are not qualified for all of them.  Again, what is an illusion?  The exercise science major appears to be a great degree to prepare for the variety of jobs.  Again, are the graduates actually prepared for all them?  If not, then, it is an illusion that must be corrected.  That is unfortunate and sad, but it is the truth.  And, it should not be that hard to separate reality from illusion.  On the face of it, this analysis may sound terribly harsh.  It is nonetheless a necessity. While the exercise science major may have started out as an alternative to the physical education major, it is clear that it does not have sufficient scientific depth (either in course work or hands-on laboratory experiences) to warrant its continuation as presently described in most Internet web pages. Students who agree with this conclusion yet stay in the major are not thinking very well.  Certainly there is a place for fitness instructors and those who want to be strength coaches, but what is the point of thousands of majors in exercise science?  This dilemma should be simple to understand.  Perhaps, a quick test will prove the point in regards to the 35 to 40 different jobs listed from the content of the abovementioned websites.  The following coursework for the exercise science major at Texas Wesleyan University is clearly a physical education major [23].

Exercise Science - Bachelor of Science 

MAJOR REQUIREMENTS

Kinesiology:

Any one activity course in addition to the General Education Curriculum requirement and the following:

 

KIN 2203 First Aid

KIN 2300 Foundations of Professional Physical Education

KIN 2301 Anatomical Basis for Physical Activity

KIN 3300 Biomechanics

KIN 3304 Recreation Administration

KIN 3305 Test and Measurement

KIN 3306 School and Personal Health

KIN 3307 Care and Prevention of Athletic Injuries

KIN 3310 Fundamentals of Motor Development

KIN 3316 Nutrition for Sports and Exercise

KIN 3320 Pedagogy

KIN 3322 Strength and Conditioning

KIN 3336 Sport Facilities Management and Design

KIN 4301 Issues in Sport Seminar

KIN 4310 Adapted Physical Education

KIN 4311 Physiology of Exercise

KIN 4325 Sports Psychology

 

And, any one of the following courses:

 

KIN 3311 Coaching Methods I: Football and Baseball

KIN 3312 Coaching Methods II: Volleyball and Basketball

KIN 3313 Coaching Methods III: Track and Field and Softball

 
Also, look at the exercise science curriculum at Central Christian College [19].  The Exercise Science Major is using the NASPE Basic Standards for the Professional Preparation in Exercise Science. 
 
Career Opportunities:
  • Fitness Programs
  • Exercise Test Technologist
  • Parks and Recreation Worker
  • University Instructor
  • Personal Trainer
  • Sports Club Trainer

Component 1- General Education Requirements

To help keep your educational experience broad enough to deal with the reality of the world marketplace, the Bachelor of Science - Exercise Science major also requires that you complete a series of General Education Courses.  These courses include:

  • 6 hrs    English Composition I & II
  • 3 hrs    Principles of Speech
  • 3 hrs    Philosophy or Modern Culture & Christianity
  • 2 hrs    Fitness and Wellness
  • 1 hr      P.E. Activity or Varsity Sport
  • 3 hrs    Math
  • 4 hrs    Science
  • 3 hrs    Personal Finance or Marriage & Family
  • 2 hrs    Computer Literacy
  • 3 hrs    History
  • 3 hrs    Psychology or Sociology
  • 6 hrs    Bible Survey Course I & II
  • 3 hrs    Old Testament Course
  • 3 hrs    New Testament Course
  • 4 hrs    Humanities

Component 2 - Major Requirements

Building on the foundation received through the General Education Core courses, you will add courses directly related to your major.  These courses could include:

  • 2 hrs    First Aid
  • 3 hrs    Introduction to Physical Education
  • 2 hrs    Care and Treatment of Athletic Injuries
  • 3 hrs    Exercise Physiology
  • 3 hrs    Kinesiology
  • 2 hrs    Adaptive Physical Education
  • 3 hrs    Measurement and Evaluation in Health and Physical Education
  • 3 hrs    Exercise Testing, Evaluation & Prescription
  • 3 hrs    Exercise Leadership
  • 3 hrs    Administration and Organization of Physical Education and Sports
  • 3 hrs    Exercise Practicum
  • 3 hrs    Internship
  • 3 hrs    Basic Nutrition
  • 3 hrs    Sport Nutrition
  • 2 hrs    Personal and Community Health
  • 4 hrs    General Biology with lab
  • 4 hrs    Anatomy and Physiology with lab
  • 3 hrs    General Chemistry
  • 3 hrs    Physics
The exercise science major is 95% a major in physical education.  Buena Vista University [24] says, " As an exercise science major at Buena Vista University, a student may choose an emphasis in physical education and coaching which allows for licensure to teach K-6 and 7-12 physical education and to coach at all grade levels. Many students combine health education with this exercise science major to increase their employment potential."  Also, in 2004, in an Academic Affairs Meeting, among the numerous decisions to approve changes in academic majors, Richman, Chairman of the Lake Region State College Task Force approved changing physical education to exercise science/sports management [25].  Also, it is clear that "Too few faculty speak out on their campus or fight aggressively against meaningless courses or degrees specifically designed to keep athletes eligible, suggesting they have surrendered their role as defenders of academic integrity…" [26]. 
 
Change Begins with Self-Change
The problem is the failure of the faculty and the department chairs and deans to realize that a significant "ethical" problem exists.  To illustrate this point, why not ask a colleague what he or she thinks about the exercise science major?  To be certain, different points of view will surface as a function of years of association with sports medicine. Compared to the established healthcare professions, the challenge to think critically is generally not front page news in exercise science.  The issue here, however, is not that the faculty cannot think critically, given that they are doctorate prepared.  No one is questioning the ability of the faculty to think, to teach, or to do research.  But the clock is ticking.  And, the lost decades to exercise science does not help students or the profession of exercise physiology.  Once again, note the following content taken from a college web page. 

The Department of Health and Physical Education offers two Bachelor of Science (B.S.) degree programs: The major in Physical Education and the major in Athletic Training. The major in Physical Education offers the following three emphasis areas: (1) Teacher Certification (P-12); (2) Exercise Science; and (3) Physical Education with the Leadership Minor.

This is the point, isn't it?  As exercise physiologist look at the continuation of exercise science unchanged from its creation in the 1970s, the reality is a generation of fitness instructors contrasted with an ever-increasing number of other healthcare "professionals." This distinction is the difference between exercise science and physical therapy or exercise science and exercise physiology.  Can college teachers actually continue to justify the unacceptable reality of the exercise science degree?  It is absolutely understandable that a colleague would say "no," but who among the so-called "exercise scientists" have taken the time to question what they are doing.  After all, individual behavior is largely under the control of yesterday's inertia and physical education contingencies rather than a vision for the future.  Thus, the doctorate prepared exercise physiologist who works in a physical education department or an exercise science department accepts the illusion that "it's all good" without ever stopping to think about what is what. The end result is that the exercise physiology faculty underestimates the power and the necessity of change. 

This is not a bias or vague misunderstanding by any means.  The idea that teaching is "the" important task as a college teacher is incorrect.  Put in terms of one professor's comments some years ago, "I have a lot more responsibilities than just teaching."  Well, while no one is interested in limiting the professor's desire to decrease the stigma of "just being a teacher," the fact remains that the student's education is based on academic courses.  The idea that exercise physiology can be learned without a teacher simply does not fly well among those who understand the profession of teaching.  All college teachers should recognize that they are responsible to their students, and yet often the following is true:
 
  1. With the traditional emphasis on "what to think," students are not taught "how to think."
  2. College teachers do not teach students the importance of exercising control over their lives, particularly career opportunities.
  3. Students graduate without the ability to rethink educational content and to give attention to professionalism.
Hence, the emphasis on teaching is often the last to be embraced, given the desire and consensus of research and grant writing.  And, as to how much research is done, the answer is "more is always better."  Professors take to "win at costs" very seriously when it comes to research publications.  In fact, their thinking is similar to the athlete's frame of reference when it comes to performance-enhancers.  My point is that if it is wrong for athletes to cheat, of which it is, it is also wrong for professors to cheat their students from a credible education.  Instead, why not build a share culture of professionalism and ethical thinking?  Well-informed college students require knowledge and debate about complex issues such as credibility, accountability, professionalism, and ethics.  Presently, students do not learn about these issues and, as a result, many students do not even read or talk about them.
 
The New Career Reality: Exercise Physiology
The truth is that the number of students graduating with less than credible academic degrees is growing year after year.  This is clearly a problem that exercise physiologists ignore at their peril. Obviously, 30 to 40 different undergraduate degree titles glossed over as "exercise science" related degrees does little to help exercise physiologists stay on the right track.  Such thinking is troublesome, and it serves to distort the marketing, development, and future of exercise physiology. This is the underlying argument in this article.  But having said that, it is not impossible for the ASEP organization to do what has to be done on behalf of Board Certified exercise physiologists.  The ability of the Board members to respond is uplifting, and as Winston Churchill said: "The price of greatness is responsibility."  After all, it is a matter of trust.  Yet, some colleagues ask, "Do academic exercise physiologists give a damn?"  They, too, have heard the statement, "I couldn't possibly have anything to do with ASEP.  What would my sports medicine friends think?" 

Where do you stand in this discussion?  The direction is clear.  Accountability is important.  And, in many ways, it is the foundation of everything important to the future of exercise physiologists.  Clearly, it is in the exercise physiologist's self-interest to cash out with sports medicine and exercise science.  Why not take a moment to reflect on the career possibilities for the students if exercise science were to be updated to exercise physiology? When exercise physiologists support ASEP, they are demonstrating faith in their ability to create their own reality.  This new mind-set is vital to their success.  It will also dramatically upgrade the caliber of exercise physiologists and their accountability to the public sector. The new mind-set brings a new way of thinking; a commonsense way of supporting the profession of exercise physiology.  As one professor put it, "This kind of thinking makes sense.  The possibilities are endless."  Consider the following re-write of the often quoted remarks of George Bernard Shaw, "We have not lost faith, but we have transferred it from God to the medical profession."  Similarly, is it possible that exercise physiologists have not lost faith they have transferred it from themselves to sports medicine?

Obviously, when members of a profession give the control of their profession to sports medicine or other groups, there is a serious problem.  As José Ortega y Gasset put it: "Life is a series of collisions with the future; it is not a sum of what we have been, but what we yearn to be."  Since 1997, ASEP exercise physiologists have yearned to be professionals in truest sense of the word.  Those who have been responsible for creating the infrastructure of professionalism have faced vast and complex problems.  ASEP is not an illusion.  It is real.  Members of the Board of Directors understand that the only risk exercise physiologists take with their future is not to take the risk of creating it.  And, they understand that there is no substitute for passion and action.  This is why they are doing as Theodore Roosevelt said, "Do what you can, with what you have, with where you are."

Rather than a sports medicine view of what is exercise physiology through the eyes of exercise science, exercise physiologists now have an enduring and inherently sustainable solution to the professionalism of exercise physiology.  Why not cast your vote towards ASEP and get past the illusion of exercise science.  It is inextricably linked to the actions of sports medicine.  There is no polite way to say that sports medicine is having a negative effect on exercise physiology.  But, ACSM is not the root problem.  Rather, it is the root symptom.  The critical issue is the lack of professionalism in exercise physiologists.  And, again, the most disturbing thing is that exercise physiologists continue to support the illusion of exercise science!  Until they learn what they do not know, it is difficult to imagine the academic affluent rising to the "call for action" [27].  Undeterred in their usual daily interactions with sports medicine they continue to live in the past.  Such behavior is remarkably common and painful to watch when living under an illusion.

When one looks at the role of the ASEP organization in professional development, it is apparent that most students are not aware of the importance of the organization.  They need to know the truth about the tragic illusion of exercise science.  And, when they start receiving proper information, then, things will change in academics and students will be able to think about an education that creates, increases, nourishes, and enhances the credibility of exercise physiologists as Board Certified healthcare professionals. In fact, increasingly, it is becoming clear that the exercise science degree is obsolete and that a big need for new leaders of the future with the following characteristics:

  1. High levels of perception and insight into the professionalism of exercise physiology.
  2. Extraordinary levels of motivation to help colleagues and students understand the change process.
  3. Willingness and ability to involve others and elicit their participation, knowledge, and skills in the growth of exercise physiology as a healthcare profession.
  4. Self-leadership and accountability to take control of exercise physiology.
  5. Create and shape exercise physiology, rather than passively accepting the sports medicine influence.
  6. Seize the opportunity to be part of the American Society of Exercise Physiologists.
  7. Think straight, never give up, and work to build the students' future in exercise physiology.
  8. Communicate the ASEP vision, core values, and principles of professional development and credibility in the academic exercise physiology major.

"We must live the change," said Mahatma Gandhi.  Few of us however are willing to change.  Yet, if exercise physiologists are not willing to live the change, how can they ever learn to take responsibility for who they are and what they represent?  Perhaps, it is important to point out that exercise physiologists cannot learn the power of change without being part of the membership of an organization that holds itself accountable for achieving specific goals and objectives.  Working together, the risks that associate with change are easier to deal with (e.g., job, friendships, self-esteem, etc).  It many ways, it all comes down to courage! 

Is the time to act now?  Or, is that an illusion too?  Meaning simply, is change really taking place in most situations or is it that everything is actually staying the same?  Is it likely that the idea itself, "each exercise physiologist must take responsibility for the professional development of exercise physiology" is an illusion?  How personal is such thinking?  If so, what are the factors that lead to changing how a person thinks?  Obviously, there are many questions without answers and there is the illusion of change itself.  Too often, the attachment to past thinking and the tendency to seek power in decision making that involves the status quo produces at best the illusion of change.

What is obvious is this: Those who are in power are not likely to give it up easily.  Meanwhile, they are likely to work at keeping things as they have been.  After all, power is control and control is status.  No one is going to willingly give up his or her power position, even if it means doing the right thing.  Hence, the truth is they are not likely to change for several reasons.  First, they are uncomfortable with the new ASEP culture of exercise physiology.  Second, their unfamiliarity with all that which is necessary for professional development of exercise physiology is simply too threatening to them. Third, their reluctance to support the ASEP organization is partly explained by the desire to not admit their bias against the ASEP leaders.   Four, no officials of an organization enjoy admitting they are not the absolute experts in "exercise as medicine" as they profess.  Eventually, their reliance on coercive power will fall apart.

ASEP is the freedom to think as exercise physiologists.  Obviously, there will continue to be organizational responsibilities, if not more, and there will be major professional obligations as well.  There will also be important lessons to be learned, as has been the case during the past 10 years since the founding of ASEP.  The change process from sports medicine to exercise physiology requires many steps and a considerable length of time.  In many ways, it is appropriate that it has taken so long for exercise physiologists to recognize the illusion of exercise science and the fact it is not producing (and has not produced) positive results for students.  ASEP is, therefore, in the right place at the right time to deal with the tragic effects of the exercise science illusion.  And, there is plenty of evidence to support the urgency for change along with the well-documented ASEP vision and short-term wins (such as accreditation, board certification, research and professional journals, code of ethics, standards of practice, and more).  Clearly, even though the illusion continues to exist, the ASEP leaders are handling the change process rather well. 

Remember the saying, “If you don’t know where you are going, any road will get you there.” Okay, what about this saying, “If you have conviction and belief, it is a matter of time.”  I am sure that you understand my point.  Success is a product of hard work.  It is directly defined by an “attitude” of success that says in essence, “I’m the best, and I’m committed.” Otherwise, why would a person who graduates from an accredited academic program work for a fly-by-night operation?  Leaders and educators know the difference, and they (in particular) are driven to be winners among others who value setting goals and holding each other accountable for one’s work.  The driving force is their passion to do the right thing for the right reason.  They are not interested in doing the wrong thing.  They are interested in doing the right thing the very best possible.  They are passionate about their work, and passion is everything!  There is nothing new about any of this except in the context of exercise physiology.  There is nothing new about the stimulating feelings like, “We are the ASEP organization, and we are making a difference.”  “Our hearts are in the right place for the right reasons – we just need more of them!" [28]




References

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  28. Boone, T. (2004). The Culture of Exercise Physiology. Journal of Professional Exercise Physiology. 2:10 [Online]. http://www.exercisephysiologists.com/JPEPOctober2004/index.html


 

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