Facilitating Self-Understanding

PEPonline Professionalization of Exercise Physiologyonline

An international electronic journal for exercise physiologists ISSN 1099-5862

Vol 10 No 3 March 2007

Values Clarification and Exercise Physiology Tommy Boone, PhD, MPH, FASEP, EPC Professor and Chair Department of Exercise Physiology The College of St. Scholastica Duluth, MN 55811

To achieve all that is possible, we must attempt the impossible…to be as much as we can be, we must dream of being more. – Gale Baker Stanton

It isn’t all that unusual to expect students and faculty with an interest in exercise physiology to have different views about what is exercise physiology and who is an exercise physiologist. However, it might not be apparent that so many students and colleagues seem to avoid the ongoing struggle to the professionalism exercise physiology. To some extent, it is logical not to get involved in circumstances beyond one’s control or influence. What is obvious though is that professionalism is everybody’s business. It requires group action and shared values.

What is the purpose of the American Society of Exercise Physiologists? Aside from the usual things a person or others think in regards to organizations, ASEP is “your” organization. Its effectiveness is Every exercise physiologist must stand up for linked intimately exercise physiology, talk and live exercise to the members physiology, and do what needs to be done to and their support move exercise physiology forward towards the of the work of the future they deserve. organization. In other words, ASEP is the brainpower of its members and their actions. Yet, it is disconcerting that so many students and exercise physiologists are so slow 2

to commit themselves to the ASEP initiatives. While becoming involved and supporting new ideas aren’t always easy, why is it that some exercise physiologists will not question the present circumstances of exercise physiology?

At first glance, it always seems like it is just a matter of time and the new establishment will take the lead. The dynamics of this thinking are such that this reality is likely to be at any point in the near future. Until then, however, in contrast to the sense that everything will get better if ASEP exercise physiologists will “stay the course,” some of my colleagues tend not to agree. After all, what encourages respect for new ideas is not the same across all individuals. The prejudice within the sports medicine framework is particularly political and seemingly immutable. It is therefore hard for these individuals to see the world through the eyes of those who get it.

Social identity and self-categorization provides a person a certain philosophical way to think and, perhaps, even to feel. Since none of us is born as a sports medicine supporter or an ASEP supporter, each person must learn his/her own path. Many students are simply a product of the exercise science culture and underlying prejudice. Hence, it is not surprising that frank discussions are needed to clarify both the culture and the prejudice. Students can change their behavior and think differently. But, first, they must think about what is at the heart of their prejudice.

For example, is it fear, ignorance, or anxiety that keeps students and others from embracing the ASEP perspective? Is it about the ASEP identity versus some other identity? Is it about some sort of academic or political correctness? Whatever it is, it is appropriate to acknowledge the role “values” play in the endorsement of one set of beliefs versus another. Values represent a person’s disposition toward a person, object or idea [1]. Therefore, the importance of values cannot be denied since they often define or guide a person’s existence. And, apparently it is the historical socialization that exercise physiologists share with others that has instilled in them the misplaced attention to the same.

It is the responsibility of the ASEP profession of exercise physiologists to clarify and influence the values held by exercise physiologists. Why? Progress is built on a solid foundation of values which are associated with the profession, especially once the values are internalized. That is, once a value, such as the ASEP vision becomes a conscious or even unconscious guide to the profession, is determined to hold a key position in how exercise physiologists think and make decisions, it has an important role in the hierarchical structure of exercise physiology. And, as such, then, the ASEP hierarchy of values necessitates an acknowledged allocation of time, energy, and resources to support the values [1]. The greatest thing in this world is not so much where we are, but what direction we are going. -- Oliver Wendell Homes 3

Uustal [2] describes values clarification as a search of self, such as: “Who am I?” and “What do I believe in?” Exercise physiologists must ask these questions to know themselves and their relationship to each other if they are to be better prepared to care for the profession of exercise physiology. Knowing that the 21st century path of exercise physiology is an achievable state versus other views should help motivate exercise physiologists to voluntarily seek the ASEP path. And, if the latter way of thinking is valued, the emerging roles of the non-doctorate exercise physiologists, call for a compassionate support of ASEP and the implications of their support for the professionalism of exercise physiology.

The need for values clarification and professionalism is something all exercise physiologists share, not just for the credibility of their own careers, but for future generations of students. Today, the burden of professionalism falls much more heavily on students than college teachers. It used to that the doctorate prepared exercise physiologist had a sense of direction, but that is no longer the case. For many students, their future has eroded along with the value of their college degree [3]. Hence, one goal of ASEP is to engage members and the public to press for professional development, to create solutions not just for their immediate benefit but for their clients, too.

Saving exercise physiology from the prospects of failure will not happen overnight. Nor can ASEP or its leaders do it alone. Members who understand why they are dedicated to ASEP are the force for change. Together, they create the future but, first, they must express their feelings about exercise physiology, ASEP, academic course work, career opportunities, and how and why they connect their thoughts and feelings to a set of principles or rules of behavior. They must also address professional responsibility, self-esteem, integrity, credibility, and accountability; a process of self-actualization that results from reflecting on the consequences of one’s choices [4].

The work of clarifying and actualizing one’s values is at the individual level. And, most importantly, given this view, is that every student and every exercise physiologist has the right and the freedom to make choices and decisions based on self-determination and feeling [5]. The self-actualization process requires choosing freely from alternatives in which individuals act on their decision. Of course the process is important because every person who earns a college degree should know what personal values should be achieved and how these values contribute to career choices. Conversely, not knowing what personal values students want (or, perhaps, should) achieve often set the circumstances for giving up and other inevitable consequences of forced choices.

If you are a student, let yourself think about the I want the credibility and quote. Is it reasonable to conclude that it freedom of a professional life and all the rewards of a career well planned for and achieved. 4

makes sense when the reality of the academic degree is career driven? That is, if a person wants to be an exercise physiologist, then, is it not precisely the intent of the “academic” degree in exercise physiology to provide the reality of such? Accepting something other than majoring in the right degree program is a trade off with contradictions in logic and order otherwise known to all established professions. One must then consider that individuals who turn their face from such understanding and reality are either unwilling to engage tough thinking or they are preoccupied by other behaviors [6].

If exercise physiologists are to become what they are capable of becoming, they must break from traditional thinking. This point is critical if they are to align themselves with their professional organization’s mission [7]. The price of committing themselves to ASEP is presently believed by some to be a major obstacle. It may require sacrificing relationships with friends and peers. Perhaps, Weiler and Schoonover [6] said it best:

If you don’t know who you are you will probably become for other (e.g., superiors, peers or society) what they need you to be. There will be no self. Doing what others expect (including suggested career or location moves) may bring high recognition and material rewards, but if there is no self in your decisions there will probably be little true meaning. You life will drift away from you unanchored and in directions you don’t really want to go.

The bottom line is clear. Exercise physiologists need to know what they value and how to stay connected with their own inner preferences if they are to experience meaning in their work. Because this article is about values clarification and a career in exercise physiology, it is reasonable to expect that exercise physiologists should take the time to prioritize their values and to be sure they are not wasting their time. Unfortunately, however, when students (in particular) fail to get the right information about undergraduate degrees, thinking they are majoring in exercise physiology, some are confused, some are unsatisfied, and some are seriously disappointed.

There is no discernible track leading to exercise physiology from within exercise science. The stories of the students who have been poorly advised are endlessly variable. Some were The best way to speak the truth is exercise science majors who acquired to know it clearly, believe it a lasting connection for exercise implicitly, love it sincerely, live science, but went on to major in it courageously, and proclaim physical therapy or become a nurse or it zealously. – Clifton J. Allen a physician assistant. Some went on to graduate school in yet another field similar to exercise science (e.g., health and sports sciences); others completed doctorate degrees in kinesiology. 5

Some work in exercise physiology jobs even though they aren’t exercise physiologists; others have gone on to different work.

This brief overview is presented to argue for values clarification. It is a viable and real alternative to yesterday’s thinking and groupthink [8]. Exercise physiologists cannot underestimate the political and other forces that induce a sense of isolation (organizational and professional) and close-mindedness. The forces are real. Students should be encouraged to consider other points of view, to avoid tunnel vision, and the likelihood of non-professional organizations offering simplistic answers to big problems.

The failure of the academic community to recognize that values change over time is linked to many things. One, in particular, is that fact that exercise physiologists have failed to develop a professional infrastructure that underpins exercise physiology and its standards of practice. Also, part of the missing infrastructure is a “philosophy” of exercise physiology, which was proposed in June of 2003 [9]:

Exercise physiology is a healthcare profession founded on a specialized body of scientific knowledge. The application of the core concepts and ideas and thus service provided the human community is delivered in a multifaceted format. The delivery is systematic, including assessment and implementation. Exercise physiologists are morally and legally responsible for a safe and effective delivery of fitness, health, rehabilitation, and athletic knowledge and hands-on skills. Their work is integrated with other healthcare professionals to help ensure the highest quality of care.

The ever-increasing public enthusiasm for exercise as medicine [10] should motivate students and exercise physiologists to undergo serious clarification of their values. They need a philosophy to understand the professional paradigm and values of the new paradigm. Skeptics who remain unconvinced can choose to stay in something other than exercise physiology. But the new exercise physiology paradigm, based on the work of the ASEP leaders, will legitimately treat the underlying problem of not understanding the following questions: Who are we, what are we doing, and what is necessary to do it correctly?

Answers to these questions are forth coming if not self-evident. Exercise physiology has arrived. It is official since the founding of ASEP in 1997. The ASEP leadership has defined the exercise physiology scope of practice. Exercise physiologists now have their own code of ethics and a mechanism that ensures members abide by the code’s principles. All of this and more resulted from the clarification of values that has ultimately created the future of exercise physiology. This is important not only for exercise physiologists 6

but for society that will benefit from the “new way” of thinking about healthcare and exercise as medicine.

Now is the time to broaden the exercise physiology philosophy, conviction, and professional infrastructure along with a completely new way of thinking about the implications of the exercise physiology scientific body of knowledge to clients and patients.

References

1. Steele, S. M. and Harmon, V. M. (1979).Values Clarification in Nursing. New York, NY: Appleton-Century-Crofts. 2. Uustal, D. B. (1977). Searching for Values. Image. 9:15. 3. Boone, T. (2006). Speaking the Truth about Exercise Science and Exercise Physiology. Professionalization of Exercise Physiologyonline. 9:8 [Online]. http://faculty.css.edu/tboone2/asep/SpeakingTheTruth.html 4. Huitt, W. (2004). Values. Educational Psychology Interactive. [Online]. http://chiron.valdosta.edu/whuitt/col/affsys/values.html 5. Moustakas, C. (1966). The Authentic Teacher: Sensitivity and Awareness in the Classroom. Cambridge, MA: Howard A. Doyle. 6. Weiler, N. W. and Schoonover, S. C. (2001). Your Soul at Work: Five Steps to a More Fulfilling Career and Life. [Online]. http://www.yoursoulatwork.com/values.htm 7. American Society of Exercise Physiologists. (2007). General Information: ASEP Mission Statement. [Online]. http://www.asep.org/ 8. Boone, T. (2004). There Comes a Time When it is Necessary to Question, to Argue, and to Challenge. Professionalization of Exercise Physiologyonline. 7:8 [Online]. http://faculty.css.edu/tboone2/asep/TimeToQuestionToChallenge.html 9. Boone, T. (2003). Values Clarification in Exercise Physiology. Professionalization of Exercise Physiologyonline. 6:6 [Online]. http://faculty.css.edu/tboone2/asep/ValuesClarificationANDExercisePhysio logy.html 10.Boone, T. (2006). Exercise Physiology and Exercise as Medical Treatment. Professionalization of Exercise Physiologyonline. 9:12 [Online]. http://faculty.css.edu/tboone2/asep/ExerciseAsMedicalTreatment.html