Chapter 12 Becoming a Physical Activity Professional Shirl J. Hoffman Chapter 12 Becoming a Physical Activity Professional

What Career Will you Pursue? The purpose of this chapter is to help you explore your options, help you make decisions about what profession might suit you best, and help you to take steps to prepare you to become a physical activity professional. Note: Your profession may change several times in your career; this is nothing to fear. Chapter 12 - Hoffman (2005)

Physical Activity Professions Health and fitness (chapter 13) Therapeutic exercise (chapter 14) Teaching physical education (chapter 15) Coaching and sport instruction (chapter 16) Sport management (chapter 17) Chapter 12 - Hoffman (2005)

Figure 12.2 Chapter 12 - Hoffman (2005)

Characteristics of Professionals Master complex skills (grounded and guided by systematic theory and research) Perform services for others (clients or patients) Are granted a monopoly by the community to supply certain services Are guided by ethical codes (formal and informal; preserve health and well-being of clients) Meet expectations and standards prescribed by their professional subcultures Chapter 12 - Hoffman (2005)

Figure 12.3 Chapter 12 - Hoffman (2005)

Physical Activity Professionals Should Know what a profession is, the type of work professionals do, how one gains entry to and acceptance in a profession, the obligations of professionals, and the most important factors to consider in preparing for a career in the physical activity professions. Chapter 12 - Hoffman (2005)

Professionals Have Mastered Complex Skills Grounded in Theory draw on a complex body of knowledge and theory that is developed through systematic research; are gifted thinkers and are also gifted doers (practitioners), able to bring about predetermined outcomes efficiently and effectively, usually on behalf of others; and are skilled experts with the cognitive, perceptual and interpersonal skills needed to succeed in their profession. Chapter 12 - Hoffman (2005)

Figure 12.4 Chapter 12 - Hoffman (2005)

Types of Knowledge That Make Professionals Experts Kinesiology theory Professional practice knowledge Workplace knowledge As a result of their knowledge, professionals develop a range of cognitive, perceptual, and motor skills, anchored in theoretical, workplace, and practice knowledge, that enable them to achieve predetermined outcomes efficiently and effectively. Chapter 12 - Hoffman (2005)

What Do Professionals Do? Professionals perform services for clients or patients. Services are based on a commitment to others (often sacrificing one’s own needs for those of clients). Services rendered are expert (require varying degrees of autonomy). Services are based on clients’ needs and interests (clients may become dependent). (continued) Chapter 12 - Hoffman (2005)

What Do Professionals Do? (continued) Professionals have a monopoly on the delivery of services. Fill a community need Have specific knowledge and training Have well-developed skills Certification Licensure (continued) Chapter 12 - Hoffman (2005)

What Do Professionals Do? (continued) Professionals collaborate with colleagues to ensure high standards and ethical practices. Role of professional societies and conferences Importance of codes of ethical conduct Licensure and professionalism (continued) Chapter 12 - Hoffman (2005)

What Do Professionals Do? (continued) Professionals adhere to standards of their professional subculture. Socialized to workplace expectations Maintain high standards Are very organized Are not “clock watchers” Are appropriately attired Practice good grooming and hygiene Chapter 12 - Hoffman (2005)

A Job or a Profession Expectations “The clock” Of you By you “The clock” Your salary or hourly pay Chapter 12 - Hoffman (2005)

How Do Our Values Shape Our Professional Conduct? Mechanical, market-driven professionalism Practitioners value the profession, profit, personal prestige, and status over the rights and needs of clients. Social trustee, civic professionalism Practitioners value clients and the social good more than themselves or their profession. The personal values you bring to your work will determine your goals and method of operation as a professional. Chapter 12 - Hoffman (2005)

How Are Physical Activity Professionals Educated for the Workplace? Academic areas Liberal arts and sciences Course work in physical activity knowledge Course work in theoretical kinesiology Course work in professional practice knowledge and professional skills Internships Chapter 12 - Hoffman (2005)

Figure 12.5 Chapter 12 - Hoffman (2005)

Internships A culminating educational and evaluative experience for preprofessionals that teaches you how to apply the knowledge and skills that you have learned in your professional program to a real-life situation, and tests your level of preparedness to enter professional practice. Chapter 12 - Hoffman (2005)

Are You Suited for a Career in the Physical Activity Professions? Do my attitudes, values, and goals match those of professionals? Am I interested—really interested—in physical activity? Do my attitudes, interests, and talents lend themselves to a specific physical activity profession? Will my college or university program prepare me well? (continued) Chapter 12 - Hoffman (2005)

Are You Suited for a Career in the Physical Activity Professions Are You Suited for a Career in the Physical Activity Professions? (continued) How committed am I to preparing to be the best professional possible? Excellence in academic work Early identification with the professional field Engagement in college or university life Participation in volunteer services Attending graduate school Complete the decision-making process outlined in activity 12.3 in your web study guide to determine whether you are on your way to a successful physical activity career. Chapter 12 - Hoffman (2005)

Are You Excited and Committed to Kinesiology and the Physical Activity Professions? Just remember, if your answer to this question ever becomes “No,” don’t be afraid to consider a career change. Chapter 12 - Hoffman (2005)