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Getting outside of your self is not an easy thing to do. I see it everyday with students. Some speak openly about the importance of exercise physiologists having their own professional organization. Others sit back and, often times make facial gestures of displeasure and/or disagreement with a comment that may have argued for supporting the ASEP organization. Just about every normal thinking student understands that physical therapy students support the APTA and, similarly, with dietitians in regards to ADA. The question “Why is it so difficult for graduate students with academic majors in everything other than an exercise physiology degree to discern the importance of a professional organization?” For those of who teach passionately about the need for the ASEP organization, nothing is more difficult dealing with insincerity of the students who just don’t get it.

You may say, “Wait a minute, I’m a student and I get it.” Sure, some students do get it. But, it is a small number of the larger pool of students. Time and again I wonder why this is the case for some, but not for the others. In light of multifaceted issues that link past experiences and contemporary behaviors to one’s identify, it’s not all that simple by any means. What is really uncomfortable is the idea that those who don’t get the importance of exercise physiologists having their own professional organization act as if they are offended by the alternative to their views. This, it seems to me is really laughable if it were not so unbelievable. Talk about creatures of habit. Talk about faith in a self-preoccupation that compromises professional integrity. Sports medicine is not exercise physiology! It is an absolute lie and an inexcusable fallacy to continue communicating the impossibility.

The very process of sitting back and isolating oneself from the 21st century view of exercise physiology requires a strong commitment. Perhaps, even more disturbing is the pious posturing by students who display their disrespect to teacher(s) required by their position and their professionalism to emphasize in the strongest manner possible the role of ASEP in the professionalism of exercise physiology. Aside from the freedom of each individual to decide for him or herself, one must wonder why such a commitment to disagree with ASEP supporters? Why can’t they call a spade a spade, especially given the stark facts that are staring at the students? Even now, writing this piece will cause them to point their fingers and frown as though those who believe in ASEP do not have the right to do so.

The willingness to surrender individuality for the proliferation of the popular when it is obviously not rational is unsettling. Indeed, it is a powerful statement of the negative influence of exercise physiologists failing to plan adequately for their future. Why can’t someone say: “Enough of this blatant disrespect of those who are trying to do the right things for the right reason; it is time come together.” In other words, why not dare to be different? Why not dare to create a vital and credible profession of exercise physiology? Understandably, commitment and dedication are required, so why not stop playing it safe and move beyond yesterday’s thinking? Of course, only the reader can answer these questions.

The blueprint for changing the way students think about exercise physiology is to change the way they think. Thousands of students need help in getting over their habit of thinking about exercise physiology from the sports medicine perspective. And no teacher should ever have to apologize for teaching the ASEP perspective, for talking about the importance of professionalism and for, in effect, doing one’s job. Students who don’t get it, who refuse to assimilate new thinking, and who are arrogant in their connection to the establishment have yet to distinguish between wit and intelligence. Honestly, they need very much to get acquainted with the reality of exercise physiology. Perhaps, answers to the following questions will help:

1. Do you have the courage and conviction to think not only with what you have learned, but also with what you need to learn?

2. Do you recognize the need for professionalism in exercise physiology and, if not, what is holding you back?

3. Do you feel a certain necessity or commitment to earlier thinking taught while you were an undergraduate student?

4. Why not let your mind go and reflect on the possibilities of exercise physiology as a healthcare profession?

The need for passion in exercise physiology is major. Far too many students sit back and allow other students dictate the mood and conditions of classroom activities. Far too many students fail to speak up when other students act out their disappointment with what the teacher says in class. Where is their passion? Or, better yet, why are they so passive in allowing the mousey individuals to influence the class? It makes no sense at all, especially when the timid and mousey students look at you or to another student disapprovingly; when they purse their lips or role their eyes, or when they pull down the corners of their mouths and say under their breath, “This is a waste of my time.”

As a teacher responsible for a professional development course, it is clear to me that there will be mousey students who are ready to dress down the teacher with their disrespectful facial expressions and mannerisms. The behavior is inappropriate and no teacher should allow it to back him or her into a corner. As long as the teacher is doing what he or she is hired to do and what he or she is expected to do, then, under no circumstances is it necessary to give in or to change his or her approach to teaching the course. Remember: Just because several students are uncomfortable with what is being said or flatly disagree with the content, as if it were a serious waste of their time, does not make their behavior right.

It should be clearly understood throughout the course that the teacher is in charge of the content and its delivery. So, let nobody stop you, and certainly do not allow the behavior of a few students get in your way of presenting your beliefs, direction, and meaning of what is exercise physiology. This is perhaps a way of thinking that is yet to be explored more fully in exercise physiology. Teaching isn’t easy, and when teachers put their hearts into it, they should not have to deal with the rigid and hard states of mind of those who don’t get or simply don’t want to get it. Some things are obviously beyond some individuals, even when it comes to an obvious purpose or direction that is tough but necessary.

Hence, as a teacher, do show concern for your students. Show your love for the subject and for your work. Expect patience and kindness from students. Be courteous and unselfish and continue to do what you can to help those who are moving somewhat slower. But, under no circumstances do you have to allow students to act out in class. Under no circumstances should students be allowed to be disrespectful and, if they simply don’t want to understand that they behavior is wrong, immature, and lacking in respect for the teaching profession, they should be removed from the classroom. After all, life is more than giving into bullies and others who aren’t willing to learn. Perhaps, students could stand to acquire the following beliefs:

1. Believe in the educational process. Give it a chance and see what happens.
2. Believe in their ability to refigure their thinking to see things differently.
3. Believe in the teacher’s honest attempt to share tough and uncertain information.
4. Believe that everything will be okay and better with a more forgiving and positive mental attitude.

Whether it is a questioning cynicism or a just a negative mental attitude, whatever it is students cannot afford to be grouped among the “little people” who love to get in the way of big ideas and goals. They must rise above the lack of guts self-discipline, and self-confidence that allows for or encourages their behavior. The power for thinking differently comes from within. It comes from the mind of the student. Because thinking guides behavior, it is absolutely critical that students are encouraged to understand, if not, restrain their negative thinking for a hopeful positive view. The rewards of doing so are plentiful and, certainly, better for everyone concerned in the classroom. And, in this way, students can move closer to recognizing the important and real issues they must deal with as future exercise physiologists.

This is the only way. Exercise physiologists and their students must appreciate the challenges they face in the academic and/or public sector. Only the sustaining confidence in our ability to lead the way forward will stand the challenges of time. So, wherever teachers and/or students should encounter problems, such as those briefly discussed in this article, think through them and convert them to work solutions. No one said it would be easy to build a new profession and a new future together. Be courageous in your work. And, think about it, every time you run head on into a problem, deal with it and learn from it, you gain strength and confidence that all such problems can be put away. Most importantly, don’t let it bug you or get to you. Indulging in negative thinking is of no value whatsoever.

Keep at turning things around in class. Make it happen by making even a stronger commitment. You have the power to choose and the privilege to teach what you think is right. This means that the power is in your hands. So, when a student does something in class that distracts from what you are teaching, do not zero in on the student’s mistake (unless it is repeated time after time). Anyone can make a mistake. If necessary, however, speak with the student in your office. Let the student know that the behavior is inappropriate and that it distracts from your enthusiasm as a teacher. Help students to understand the following quote:

You are reading this article for a purpose, and that is to learn something about exercise physiology, the teaching thereof, and the challenges on many different levels that are worthwhile to understand. Teaching is the primary means to creating and building a new exercise physiology. So, when the moments get too much for you and when you don’t want to teach another class, and you get the feeling that you want to dissolve and forget the class, don’t do it. Ask yourself at this point and time, do you have faith that everything will be okay? Do you have hope that when the day is done and you have done your best that life will get better? The fondness of sports medicine will pass.

The modern exercise physiologist will no all about the differences, the dichotomy, the divisive behaviors, and the disturbing politics. Then, there will be a respect and fondness of ASEP that will be unmatched. There will be fewer lethargic and lifeless students still unmoved by the passionate talks by ASEP leaders. There will be more students with a strong commitment and passion for exercise physiology and its idealistic aspirations. They will display the feelings others already know in the established healthcare professions. They will no longer be silent, dull, and unmoved, having acquired passion, zest, and zeal for the professionalism of exercise physiology.

As a result, there will be fewer committing the ultimate sin of indifference (i.e., to ignore the true reality of exercise physiology). This is perhaps one of the greatest benefits of being understood. Also, living passionately for every chance to systematically build on our strengths shows everyone that exercise physiologists have the courage to overcome their fears.

References

1. Batten, J. D. and Hudson, L. C. (1966). Dare to Live. West Nyack, NY: Parker Publishing Company, Inc.