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  • Dealing with your Data

    by Greg Margason | Nov 22, 2024

    Let’s face it, sometimes data can be dry. As researchers and practitioners, our goal is to collect and publish data, but also to share this information in an accessible and engaging manner. How then do we make numbers or text more intriguing so larger audiences can understand it and possibly apply it?

     Here are 10 strategies to employ:

    • Tell a story: Storytelling is a timeless and impactful approach to communicating ideas. By interweaving your data with a story (i.e., about a population, about a problem, etc.), you can take abstract data and use it to draw people in and get your audience invested. 
    • Build a narrative: Crafting a narrative around your findings gives data context and continuity. Sharing how the research question emerged, who the findings may impact, or highlighting connection to the real-world can ‘connect the dots’ and keep the audience interested. Incomplete story telling can lead to incorrect assumptions about your data. 
    • Use color and font thoughtfully: Simple changes such as a high catching tone or color banding header can do wonders. In a practical sense, color or formatting can emphasize key points, add clarity, and aid in comprehension.  These are powerful steps towards translating your data’s message.
    • Use text wisely: The dreaded over texted slide or poster [inset groan here]. We have all seen these. This is where editing, bullets (think rule of 6 to keep bullets about 6 words), and concise writing skills will make a difference in getting your reader to understand your content. We are all guilty of using too much scientific jargon but as a prominent journalist once told me, “If you can’t explain it simply, you don’t know your information that well”. Writing in plain, nonscientific language will make your data more applicable to a wider range of audiences. Having a non-expert review your work can help provide an objective impression of the data being displayed. 
    • Include axes and labels on graphs: This may seem obvious, but clear axes and labels help viewers of all levels interpret data, identify patterns, and grasp the data’s main story.  
    • Data visualization: Visuals can help make data more memorable and appealing. You can use a variety of visuals such as charts, graphs, maps, images, or icons depending on the type and amount of data. Infographics, or graphical abstracts, can also be used to communicate research through unique and purposeful mechanisms.
    • Use predictable patterns: Consistent colors, fonts, and layout can bring clarity and help key points stand out.  Position your main points in memorable locations on the page, just as eating establishments direct your attention to popular or pricey menu items. Keeping to the same font, color, scheme will build repetition and help your reader remember important information. 
    • Interactive flowcharts and bubble charts: These can be very helpful for teaching or making data driven decisions. It is essential to know which variables need to be communicated when selecting the chart or graph type that best suits the data at hand. 
    • Ask good questions: Approaching data with curiosity and a commitment to integrity fosters more compelling results. By pairing genuine interest with a desire to make your findings meaningful for your audience, your enthusiasm will resonate and bring your work to life.  

    At the end of the day, what’s the point of presenting data if no one bothers to read it? “The medium is the message” might not be the whole story, but the medium is certainly important. By making your data as transparent and meaningful as possible, you are contributing to the scientific field and reaching individuals and communities in ways that are connected to real-world needs. 

    Written by members of the ACSM Science Communication Collective:

    Rafael Alamilla
    Rafeal Alamilla, MS,
     is a Ph.D. Candidate in the Department of Health Science at Indiana University in Indianapolis. Rafael’s research aims to promote physical activity among racial minority adults using community-based and theory-driven approaches. He currently serves on the ACSM Student Affairs Committee and is a member of the ACSM Science Communication Collective.


    Rachelle Reed
    Rachelle Reed, PhD,
     is the Senior Manager of Scientific Research and Science Communication at Therabody. Rachelle also chairs the Continuing Education Committee on ACSM’s CCRB and is the industry representative for the Worldwide Fitness Trends working group.


    Laura Young
    Laura Young, PhD,
     is the Scientific Affairs Program Manager at ACSM and adjunct faculty member in the Exercise Science Department at Wenatchee Valley College in Wenatchee, Washington.

  • Hot Topic | Physical Activity and Gestational Diabetes Mellitus

    by Greg Margason | Nov 21, 2024

    Over the nine short months of pregnancy, a woman will grow a new life (or two, or three!) along with a complex organ called the placenta. During this period of rapid change, a pregnant woman’s body also adapts to become progressively insulin resistant, ensuring there is sufficient glucose in the bloodstream to direct to the fetus. This insulin resistance is a normal and healthy part of pregnancy. For some women, however, blood glucose becomes too high, resulting in a condition known as gestational diabetes mellitus (GDM). 

    GDM is typically diagnosed between 24 and 28 weeks of pregnancy and resolves shortly after childbirth. Approximately 1 in 20 pregnant women will be diagnosed with this condition; however, these estimates increase if you have key risk factors, including having a body mass index (BMI) categorized as overweight or obese and having a prior history of GDM. Moreover, GDM is known to increase the risk of developing other pregnancy complications such as high blood pressure, having a caesarean delivery or delivering a large baby. It can also increase your risk of developing type 2 diabetes later in life. 

    Previous studies have suggested that keeping post-meal blood glucose within target ranges may be key to improving maternal and fetal health outcomes in women with GDM. Current frontline therapies include daily blood glucose monitoring, dietary modifications around carbohydrate intake, pharmacological treatment (most commonly insulin or Metformin) and meeting recommendations for aerobic exercise. For many, being diagnosed with GDM can be very stressful, but the good news is that staying active during pregnancy can help! 

    Staying active during pregnancy can lower your risk of GDM by ~40%. For those who have been diagnosed, regular physical activity can help maintain fasted and post-meal blood glucose values within target ranges as pregnancy progresses. Following delivery, physical activity reduces the risk of type 2 diabetes by 28%. Prenatal physical activity also has other benefits, from improving mood and reducing fatigue to preventing other common pregnancy complications such as high blood pressure. 

    Current guidelines for physical activity during pregnancy recommend engaging in at least 150 minutes of moderate-intensity physical activity spread over three or more days of the week. This can mean going to the gym for 30 minutes five days per week or going for a 10-minute walk after lunch and dinner every day. Every minute counts! 

    Here are some ways women with GDM can get (and stay) physically active: 

    1. If you haven’t been physically active before, start low and go slow. You will reap the benefits of physical activity even if you aren’t meeting current recommendations. In fact, walking for just 10 minutes per day will reduce the risk of developing preeclampsia by as much as 25%
    2. Small steps add up. While going to the gym or joining prenatal classes is a great way to stay active, simple lifestyle changes like parking further away from a shop, raking leaves or getting off the bus a stop early to add a few extra minutes per day count towards this goal.
    3. If you use insulin, you may need to adjust your dose and or eat a snack before exercise to ensure that your blood glucose levels don’t go too low. Speak to your obstetric health care provider if you have any questions about how to do this.
    4. Consider walking immediately after a meal, as this can help prevent spikes in post-meal blood glucose values.
    5. Know the warning signs to stop physical activity and consult with your health care provider. 

    If you need further guidance to start being active, speak to a qualified exercise professional who specializes in pregnancy. They can help you to find a way to incorporate physical activity into your life in a way that works best for you! 

    Margie Davenport, PhD, FACSM, is the Christenson Chair in Active Healthy Living and director of the program for pregnancy and postpartum health at the University of Alberta. She is an executive member of the ACSM Pregnancy and Postpartum Special Interest Group. Dr. Davenport was the chair of the 2019 Canadian Guideline for Physical Activity Throughout Pregnancy and the upcoming 2025 Canadian Guideline for Physical Activity, Sedentary Behaviour and Sleep Throughout the First Year Postpartum. She led the development of the CSEP/ACSM Pre & Postnatal Exercise Specialization, the Get Active Questionnaire for Pregnancy, and the Get Active Questionnaire for Postpartum. 

  • Finding Green Flags in Journal Quality

    by Caitlin Kinser | Nov 21, 2024

    In honor of Publication Integrity Week, and with so many scientific journals to choose from, it is important to discuss how to determine journal quality. There are several indexes that provide journal rankings using a variety of algorithms. One of the most well-known is the impact factor (IF) which is calculated by Clarivate Analytics for journals indexed in the Web of Science. IF calculations are part of Clarivate’s Journal Citation Reports, which also provide a number of other journal quality metrics. A journal’s IF is the ratio of the number of citations in a given year to the number of articles published in the previous two years. Essentially, the IF is the average number of times that articles published in a journal in the last two years have been cited.

    The h-index was originally developed to indicate the impact and productivity of individual authors. Now the h-index is also used as a quality marker for journals. The h-index can be generated by data from a number of sources, such as the Web of Science and Google Scholar, and is the highest number of articles a journal has published that have been cited at least that many times. Google Scholar also generates an h5-index which only includes articles published in the most recent five years, and so is a better indicator of a journal’s current influence.

    The SCImago Journal Rank (SJR) uses data from journals indexed in Scopus and is based on not only how many citations a journal receives, but also where they come from. The SJR is calculated as the average number of citations (weighted based on citing journal prestige and closeness) to articles published in a journal in the previous three years.

    Just being indexed in one of the databases such as the Web of Science and Scopus, or MEDLINE (the primary part of PubMed) and the Directory of Open Access Journals, are marks of journal quality because there are a set of minimum criteria (e.g., article quality and consistency, ethical standards, and journal acceptance rates) that journals must meet to be included. Note that, while Google Scholar includes journal data, it is not considered a journal index due to the lack of quality criteria for inclusion.

    Finally, journals from reputable organizations, such as ACSM, are held to standards and have oversight by the parent organization/college. For example, the ACSM Publications Committee members and Editorial Services Office staff ensure that ACSM journals are held to the highest quality standards. Another benefit of publishing in one of the ACSM journals is that it ensures a large readership distribution. 

    Lisa Griffin, PhD, is an Associate Professor in the Department of Kinesiology and Health Education. And the Director of the Movement and Cognitive Rehabilitation Science Graduate Program (MCRS) at the University of Texas at Austin. Dr. Griffin is the Editor-in-Chief for theTranslational Journal of the American College of Sports Medicine (TJACSM).  

     

  • Building Trust in Qualified Exercise Professionals: The Power of Alignment, Professional Competencies and Academic Accreditation

    by Greg Margason | Nov 20, 2024

    Academic accreditation is a process designed to protect students and the public by ensuring that educational institutions and programs meet established quality standards and promote consistency and excellence in education. Academic accreditation also ensures accountability in delivering an education that effectively prepares students for their professional careers. There are two main types of academic accreditation: “institutional accreditation” assesses the quality of an entire institution, and “programmatic accreditation” evaluates the effectiveness of academic programs to adequately prepare students for a targeted professional role.  

    Programmatic accreditation is the cornerstone of the ACSM Committee on Certification and Registry Boards’ advocacy and outreach efforts. It provides assurances that accredited exercise science programs are capable of preparing students to deliver high-quality, evidence-based care consistently and at scale. ACSM as a whole, and the ACSM Committee on Certification and Registry Boards (CCRB) in particular, aims to position its registered exercise professionals as invaluable members of interdisciplinary health care teams. These efforts align directly with ACSM’s vision to “extend and enrich lives through the power of movement” and its mission to “educate and empower professionals to advance the science and practice of health and human performance.” 

    Understanding Academic Accreditation Types 

    Academic accreditation is a key aspect of ensuring quality education, but not all accreditation types serve the same purpose. Institutional accreditation by one of the 19 accrediting organizations recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) — for example, the New England Commission of Higher Education (NECHE), Northwest Commission on Colleges and Universities (NWCCU), Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and WASC Senior College and University Commission (WSCUC) — focuses on the overall quality and credibility of an entire educational institution. It assesses elements such as the institution’s mission, governance, resources, student support services and overall effectiveness in delivering a quality education. Accreditation is vital for institutions to demonstrate their legitimacy and eligibility for federal funding, but it does not specifically assess the quality of individual academic programs. 

    Programmatic accreditation — of which there are 63 recognized by CHEA — on the other hand, is targeted at specific academic programs within an institution. It ensures that these programs meet professional standards that adequately prepare graduates for specific job roles. Programmatic accreditation provides assurance that students gain both the theoretical knowledge and practical skills required for success in their chosen field. This type of accreditation is essential across disciplines — whether in health care, engineering, business, education or any other high stakes and outcomes-based endeavor — as it helps ensure that graduates are fully prepared to meet industry expectations, adhere to professional standards and contribute effectively to their field. Programmatic accreditation ultimately helps maintain the integrity of specific professions, builds public trust and improves overall workforce readiness by ensuring that programs produce capable professionals. 

    Programmatic Accreditation in the Exercise Sciences 

    The Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Committee on Accreditation for the Exercise Sciences (CoAES) play pivotal roles in accrediting undergraduate exercise science and graduate exercise physiology programs. CAAHEP is one of the largest accrediting bodies in the health sciences field, and it accredits educational programs that prepare students to enter allied health careers. CAAHEP is recognized by CHEA, the only nongovernmental higher education organization in the United States that awards recognition to institutional and programmatic accrediting organizations. CAAHEP and CoAES establish the Standards and Guidelines for the Accreditation of Educational Programs in Exercise Science and Exercise Physiology to assure that graduates are capable of meeting the professional demands of the profession. 

    The CAAHEP accreditation process is like those found in physical therapy and nursing (e.g., Commission on Accreditation in Physical Therapy Education [CAPTE], Commission on Collegiate Nursing Education [CCNE], Accreditation Commission for Education in Nursing [ACEN]). These accreditation processes ensure that physical therapists and nurses are adequately trained and competent to provide high-quality, patient-centered care. Similarly, CAAHEP accreditation ensures that exercise professionals are trained to the highest standards and are ready to work alongside adjacent health care professionals. 

    Alignment of CAAHEP Accreditation with ACSM Certification Competencies 

    CAAHEP’s exercise science and exercise physiology standards strongly align with the professional competencies outlined in ACSM’s certification content for ACSM Certified Exercise Physiologist® (ACSM-EP) and ACSM Certified Clinical Exercise Physiologist® (ACSM-CEP) certifications. Core domains such as health assessment, exercise testing, exercise prescription and behavior modification reflect the competencies requiring a graduate degree that exercise physiologists and clinical exercise physiologists must possess to effectively serve patients and clients. CAAHEP-accredited programs must provide curricula that prepare graduates to meet the demands of the field. In addition, the accreditation standards emphasize the development of client communication skills, adherence to professional ethics and practical, evidence-based application of exercise interventions. 

    Exercise Science. CAAHEP’s exercise science standards are largely aligned with the competencies of an exercise physiologist, requiring a bachelor’s degree. CAAHEP accreditation guidelines ensure that exercise science programs include comprehensive training in health and fitness assessment, exercise prescription and implementation, and behavior change that align strongly with the ACSM-EP performance domains. However, there are areas where alignment is partially covered, which include the integration of advanced behavior modification techniques and emerging technologies in fitness assessment. The CAAHEP and ACSM-EP alignment provides individuals graduating from these programs with a solid foundation to perform competently in the health fitness field, although some may require additional training to fully meet all competencies. 

    Exercise Physiology. CAAHEP’s standards for exercise physiology (clinical track) align with most competencies of a clinical exercise physiologist. CAAHEP-accredited clinical exercise physiology standards emphasize training in patient assessment, exercise testing, prescription and the use of exercise as a therapeutic modality that closely correspond to those outlined in the ACSM-CEP content outline. However, certain areas, such as advanced clinical skills and specialized patient populations, may be partially covered, indicating that graduates may need additional training and experience to fully meet all competencies of an entry level clinical exercise physiologist. The strong alignment between CAAHEP exercise physiology standards and ACSM-CEP knowledge, skills and abilities (KSAs) ensures that graduates are well prepared to provide safe and effective exercise interventions in clinical environments. 

    The CCRB adopted the requirement for CAAHEP accreditation for the ACSM Certified Exercise Physiologist® (ACSM-EP) and ACSM Certified Clinical Exercise Physiologist® (ACSM-CEP) certifications in 2020 due to the substantial overlap of professional competencies and educational standards. This requirement is intended to standardize and elevate the quality of education in the field by ensuring that educational programs align closely with the professional standards expected of exercise professionals. The implementation, scheduled for August 2027, provides academic programs with ample time to achieve compliance with the accreditation standards. This strategic decision aims to promote the integration of exercise physiologists and clinical exercise physiologists within health care teams.  

    Alternative Accreditation Standards and ACSM Certification KSAs 

    While the CCRB identified CAAHEP-accredited exercise science and exercise physiology programs and prefers it as its primary pathway to its degreed certifications, it recognizes that other accreditation pathways exist or may emerge. As such, provisions have been created for alternative pathways to programmatic accreditation to allow academic institutions to demonstrate that their exercise science and exercise physiology programs still meet the required professional standards for ACSM certification. These alternative pathways provide flexibility for institutions while maintaining ACSM’s commitment to high-quality education and competency in the exercise profession. 

    Examples of possible alternative programmatic accreditation pathways include Exercise & Sports Science Australia and the Council on Accreditation of Strength and Conditioning Education (established by the National Strength and Conditioning Association [NSCA]). These possible alternative pathways will be evaluated for each institutional program and must include all of the KSAs. 

    Exercise & Sports Science Australia. Exercise & Sports Science Australia (ESSA) was founded in 1991 and serves as the national professional association and accrediting body for exercise and sports science in Australia. Its primary purpose is to promote and support research, education, and professional practice in exercise and sports science, ensuring that accredited programs maintain high standards in exercise prescription, health assessment and professional practice. ESSA offers several types of accreditations, including “exercise scientist,” “exercise physiologist” and “sports scientist,” each catering to different professional roles within the exercise and sports science industry. 

    Council on Accreditation of Strength and Conditioning Education. The NSCA’s Council on Accreditation of Strength and Conditioning Education (CASCE) was established by the NSCA in 2021 to provide accreditation for strength and conditioning programs in North America. CASCE's mission is to ensure that educational programs adequately prepare students for professional roles in strength and conditioning, emphasizing the knowledge, skills and competencies needed to work within multidisciplinary health care teams. CASCE was founded to meet the growing demand for standardized education in the strength and conditioning field, and it supports the eligibility requirement for the Certified Strength and Conditioning Specialist® (CSCS®) certification, which, starting in 2030, will require candidates to graduate from an NSCA-approved accredited program. This change is intended to ensure that strength and conditioning professionals enter the field with consistent baseline KSAs necessary to serve clients effectively and safely. 

    Crosswalking Professional Competencies with CAAHEP, ESSA and CASCE Standards 

    This section explores the appropriateness of programmatic accreditation for meeting the professional competencies established in the ACSM-EP and ACSM-CEP certification programs. Accreditation from organizations such as CAAHEP, ESSA and CASCE serves as a quality assurance mechanism, ensuring that students are trained in line with industry expectations. The ACSM-EP and ACSM-CEP certifications demand competencies in areas like health assessment, exercise prescription and clinical interventions, and alignment with accreditation standards ensures that graduates are prepared to meet these professional demands effectively. Alignment is crucial for providing safe, effective and evidence-based care for clients and patients.  

    Applying Programmatic Accreditation to the Exercise Physiologist. A comparison of the ACSM-EP competencies against the CAAHEP exercise science, ESSA Accredited Exercise Scientist (AES), and CASCE standards highlights the varying degrees of alignment across accrediting bodies. CAAHEP exercise science standards provide a broad alignment that covers essential domains like health assessment, exercise prescription and professional collaboration, and ESSA AES focuses on areas such as health assessment and working with special populations. CASCE, on the other hand, emphasizes strength and conditioning competencies, with a narrower focus on athletic performance. See Table 1 for a comparison of KSAs to the respective programmatic standards. 

    Table 1 | ACSM-EP KSAs Against CAAHEP Exercise Science, ESSA AES and CASCE Standards 

    Health & Fitness Assessment 

    Meets – primarily focused on healthy populations and those with stable, medically controlled diseases or conditions.

    Meets – includes healthy populations  and some special populations.

    Deficient — Focuses primarily on athletic assessments and lacks in comprehensive health screenings 

    Exercise Prescription & Program Design 

    Meets 

    Partial — Covers exercise prescription but less focus on chronic conditions 

    Deficient — Limited to strength and conditioning programs for athletes 

    Exercise Physiology 

    Meets 

    Meets 

    Partial — Focuses on physiology for athletic performance and lacks clinical applications 

    Behavior Change & Counseling 

    Meets 

    Meets 

    Deficient — Primarily addresses motivation strategies for athletes 

    Risk Management & Professional Responsibility 

    Meets 

    Meets 

    Partial — Emphasis on gym and equipment safety; lacks broader risk management 

    Clinical Exercise Knowledge 

    Partial – primarily focused on healthy populations and those with stable, medically controlled diseases or conditions.

    Meets

    Deficient — Limited clinical focus, primarily oriented towards healthy athletes 

    Special Populations (i.e., stable diseases and conditions) 

    Meets 

    Meets 

    Deficient — Limited focus on nonathletic populations 

    Biomechanics & Movement Analysis 

    Partial — Covers functional anatomy but with less emphasis on performance biomechanics 

    Meets 

    Meets 

    Nutritional Knowledge 

    Partial — Provides basic nutrition knowledge relevant to nutrition counseling 

    Partial — Covers general nutrition knowledge relevant to health

    Partial — Covers general nutrition and its application athletic performance.

    Technology & Data Analysis 

    Partial — Introduces data collection but lacks integration for broad health applications 

    Partial — Includes data analysis and tech applications for exercise science but limited in health settings 

    Deficient — Emphasis on performance tracking only 

    Professional Collaboration 

    Meets 

    Meets 

    Deficient — Limited focus on interdisciplinary collaboration 

     

     

    ACSM-EP KSAs and CAAHEP Exercise Science Standards: The CAAHEP exercise science standards offer a strong alignment with ACSM-EP KSAs that covers a broad scope of competencies necessary for exercise physiologists. CAAHEP standards include comprehensive health and fitness assessment, exercise prescription for diverse populations, in-depth exercise physiology, behavior change support, and professional collaboration across health care settings. While the standards are generally well aligned, CAAHEP provides only partial alignment in areas such as biomechanics, nutrition and technology/data analysis. Overall, the CAAHEP exercise science standards and guidelines are well suited to prepare students for the holistic requirements of the ACSM-EP certification. 

    ACSM-EP KSAs and ESSA AES Standards: The ESSA AES accreditation aligns strongly with ACSM-EP competencies, especially in areas such as health assessments, exercise physiology and working with special populations. ESSA standards also emphasize behavior change, risk management and professional collaboration in health care, equipping graduates with critical skills for various health and fitness roles. However, ESSA provides only partial alignment in clinical exercise for chronic conditions and advanced nutrition applications, as these standards are primarily oriented towards health and wellness rather than clinical rehabilitation. ESSA standards also partially cover technology and data analysis for exercise science applications. Overall, the ESSA AES accreditation is well-suited for preparing students for exercise physiology roles. 

    ACSM-EP KSAs and CASCE Standards: The CASCE accreditation is primarily focused on strength and conditioning education, with an emphasis on athletic performance and training optimization. CASCE standards align with ACSM-EP competencies in areas such as biomechanics and movement analysis. However, CASCE is deficient in critical ACSM-EP areas, including clinical exercise knowledge, health assessments, and behavior change for general populations that are essential for working in diverse health and fitness roles. The program has limited emphasis on risk management beyond athletic contexts and lacks substantial coverage in professional collaboration and interdisciplinary health care. CASCE’s accreditation is best suited for careers in athletic development rather than the broader health-focused competencies required for ACSM-EP certification. 

    Applying Programmatic Accreditation to the Clinical Exercise Physiologist: A comparison of the ACSM-CEP competencies against the CAAHEP clinical exercise physiology, ESSA Accredited Exercise Physiologist (AEP), and CASCE standards highlight the varying degrees of alignment across accrediting bodies. CAAHEP clinical exercise physiology standards provide a strong alignment that covers essential domains such as patient assessment, exercise prescription and clinical interventions, all of which are critical for preparing clinical exercise physiologists. The ESSA AEP standards also show substantial alignment, particularly in clinical skills, health assessment and exercise interventions for stable chronic conditions. However, ESSA standards provide only partial alignment in advanced clinical training and specialized applications for complex cases. In contrast, CASCE standards focus predominantly on strength and conditioning education, with an emphasis on sport performance. CASCE’s standards show limited alignment with the broader clinical competencies required by ACSM-CEP certification, particularly in areas such as patient assessment, chronic disease management and interdisciplinary collaboration. See Table 2 for a detailed comparison of content domains and KSAs for the respective programmatic standards. 

    Table 2 | Applying ACSM-CEP KSAs Against CAAHEP Exercise Physiologist (Clinical Track), ESSA AEP and CASCE Standards 

    Health & Fitness Assessment 

    Meets 

    Meets 

    Deficient — Primarily focused on athletic assessments; lacking comprehensive health screenings 

    Exercise Prescription & Program Design 

    Meets 

    Meets 

    Deficient — Limited to strength and conditioning programs for athletes; lacks clinical exercise prescription 

    Exercise Physiology 

    Meets 

    Meets 

    Partial — Focuses on physiology for athletic performance; lacks clinical applications 

    Behavior Change & Counseling 

    Meets 

    Meets 

    Deficient — Primarily addresses motivation strategies for athletes; lacks clinical behavior change support 

    Risk Management & Professional Responsibility 

    Meets 

    Meets 

    Partial — Emphasizes gym/equipment safety but lacks broader risk management for clinical populations 

    Clinical Exercise Knowledge 

    Meets 

    Meets 

    Deficient — Limited to athletic focus; lacks clinical knowledge for disease management 

    Special Populations (e.g., Older Adults) 

    Meets 

    Meets 

    Deficient — Primarily targets athletes; limited focus on nonathletic or clinical populations 

    Biomechanics & Movement Analysis 

    Partial — Covers functional anatomy; less emphasis on advanced performance biomechanics 

    Meets 

    Meets  

    Nutritional Knowledge 

    Partial — Provides basic nutrition knowledge relevant to nutrition counseling

    Partial — Covers general nutrition related to health

    Partial — Covers general nutrition and its application to athletic performance

    Technology & Data Analysis 

    Partial — Introduces data collection but lacks clinical health applications 

    Partial — Includes data analysis and tech applications for exercise science 

    Deficient — Emphasis on performance tracking only; lacks application to clinical health data 

    Professional Collaboration 

    Meets 

    Meets 

    Deficient — Limited focus on interdisciplinary collaboration, mostly centered on athletic performance 

     

    ACSM-CEP KSAs and CAAHEP Exercise Physiologist (Clinical Track) Standards: CAAHEP clinical exercise physiology standards align well with ACSM-CEP competencies, covering comprehensive health assessments, exercise prescription for clinical populations, exercise physiology and behavior change. CAAHEP standards partially align in biomechanics, nutrition and technology/data analysis, where coverage is foundational. Overall, CAAHEP standards are well suited for preparing students for ACSM-CEP requirements, particularly in clinical and health-focused roles. 

    ACSM-CEP KSAs and ESSA AEP Standards: ESSA AEP strongly aligns with ACSM-CEP competencies, especially in health assessments, clinical exercise knowledge and behavior change. ESSA standards also emphasize risk management and collaboration, equipping graduates for diverse health and fitness roles. However, ESSA provides only partial alignment in nutrition and technology/data analysis, where standards are primarily health oriented but less clinically comprehensive. Overall, ESSA AEP standards prepare students for clinical exercise physiology but with some limitations in advanced clinical nutrition and technology. 

    ACSM-CEP KSAs and CASCE Standards: Primarily focused on strength and conditioning education, CASCE shows deficiencies in critical ACSM-CEP areas, including health assessments, clinical exercise knowledge and behavior change for general populations. CASCE’s limited risk management, special populations and professional collaboration emphasis makes it less suitable for health-focused roles required by ACSM-CEP. CASCE standards are best suited for strength and conditioning in athletic settings rather than broader clinical roles. 

    Advocacy of Qualified Exercise Professionals in Health Care   

    The CCRB’s adoption of the programmatic accreditation requirement for ACSM-EP and ACSM-CEP certifications exemplifies its commitment to standardizing and elevating educational quality across the field. The integration of programmatic accreditation not only assures the preparedness of future exercise physiologists and clinical exercise physiologists but also enhances the credibility of the profession and fosters greater trust and collaboration within interdisciplinary health care teams.  CAAHEP’s exercise science and exercise physiology (clinical track) standards align closely with professional expectations of the ACSM-EP and ACSM-CEP. However, the CCRB recognizes that alternative pathways for accreditation may exist or emerge in the future. By providing multiple accreditation routes, the CCRB ensures that a diverse range of educational programs can meet the high standards required for certification.  

    Programmatic accreditation is a cornerstone of professionalism in occupational credentialing. The CCRB seeks to gain respect, trust and professional recognition by adjacent health occupations and health care administrators. The key to this effort is the ability to draw parallels between registered exercise physiologists and clinical exercise physiologists to registered health care professionals, such as registered nurses (RNs) and registered dietitians (RDs). Just as RNs and RDs achieve recognition through accredited education (i.e., CAPTE, CCNE, ACEN) and professional certification, ACSM-credentialed exercise professionals must also adhere to rigorous standards to promote professional credibility and high-quality patient care.  

     

    Francis_Neric, MS,MBAFrancis Neric, M.S., MBA, currently serves as the associate vice president of certification and credentialing at the American College of Sports Medicine® (ACSM). With professional credentialing experience spanning 16 years, Francis has been instrumental in leading strategic initiatives to enhance the certification, advanced certificate and exam preparation programs to meet the needs of the domestic and international stakeholders of ACSM. Francis holds an MBA in business management from the University of Colorado at Colorado Springs; an M.S. in clinical exercise physiology from California State University, Fullerton; and a B.S. in exercise science from California State University, Long Beach. Francis combines academic and industry knowledge to drive innovation and excellence in the health fitness industry. Francis is a passionate advocate for raising the bar for professionalism in the health fitness industry and expanding opportunities for exercise professionals in health care. 

     

  • GSSI Presented Webinar Q&A | Energy Demands and Nutrition Considerations for Adolescent Athletes

    by Greg Margason | Nov 20, 2024

    Miss the webinar? 

    Watch the recording here


     

    Q: When trying to assess energy requirements how does peak height & peak weight velocity effect your estimation?

    From our study, we found peak height velocity was not useful/effective for predicting RMR in adolescent athletes. Feel free to reference the Discussion section of the published manuscript for more info.

    Q: Does the one compartment model apply to non-athlete youth at all? If not, do you have any suggestions for tools that would help estimate non-athlete youth caloric needs?

    We unfortunately haven’t tested this in non-athlete youth. It’s important to note that resting metabolism is typically higher in athletes compared to non-athletes, as long-term effects of physical activity result in increases in RMR due to increases in lean muscle mass (Speakman & Selman, 2003). To my knowledge, the equation from the study by Lazzer et al. (2014) was developed for non-athlete adolescents. However, their study assessed only obese Caucasian youth and included stage of puberty as a factor for predicting RMR, which should be taken into consideration.

    Q: What ages would you use your equation? 12-18?
     

    The ages used in our study were 13-19 years. For practical applications, we recommend staying within this age range.

    Q: About the recommendation of 0.25 g/kg BM protein intake: is that specific for adolescent athletes? Is that per day? Per hour of exercise? Can you please repeat?

    The 0.25-0.30 g/kg protein recommendation applies to athletes of all ages (not just adolescents) and is specific to protein intake immediately following exercise (e.g. consuming a protein shake after a workout/training session).

    Q: Are the RMR equations you provided for both adolescence and adults or only adolescence?

    The equations developed from our study are specific only to adolescent athletes.

    Q: You discussed gender in your equation for REE, is there any race-based breakdown that would differ?

    Great question! From our analysis, we didn’t find race/ethnicity to be a significant predictor of REE. However, one of the limitations of the study was that we had a small representation of non-White/European Americans. That said, we cannot eliminate the possibility that race/ethnicity could have an effect. Further research is needed to determine this.

    Q: Is there a method for estimating RMR during the peak height velocity ages (13-14 for boys and 11-12 for girls)? Is this likely to be higher or lower relative to weight than for 16 year olds?

    The equation developed from our study is suitable for adolescents as young as 13, which falls within the average range of peak height velocity (particularly for boys). As for estimating RMR for a given body weight, it’s important to note that height (in cm) is also factored into the equation and can therefore impact the estimated value. To collect a more precise RMR measurement, an indirect calorimetry assessment is recommended.

    Q: Thoughts on creatine in youth athletes?

    While research on creatine use in youth athletes is currently limited, there’s some emerging evidence that create supplementation could be safe/beneficial for adolescent athletes involved in serious/competitive training if used with proper precautions/supervisions (e.g. not exceeding recommended dosages, etc.). The review article by Jagim and Kerksick (2021) contains more info on this topic.

    Q: How do these guidelines change when looking at non-team sports that are endurance-related like running? Which are the most important to focus on?

    The nutrition guidelines covered in the presentation are also applicable for endurance athletes, with the exception of carbohydrate recommendations during training/competition. For endurance events lasting 3 hours or more, athletes may consume up to 90 grams of carbs per hour of exercise (compared to 30-60 grams/hour for team sport athletes) (Thomas et al., 2016).

    Q: Hi there, I'm Pippa Woolven, founder of Project RED-S and I have really enjoyed your webinar, thank you. Can I ask, if someone carries out an extra hard workout or intense competition, is their metabolism spiked for an additional time period and are their any nutritional recommendations to maximize recovery?

    There’s evidence (including studies by LaForgia et al., 2006, and Knab et al., 2011) in support of vigorous exercise causing increases in metabolic rate post-exercise. The amount (and time extent) of the increase will depend on certain factors, including the length and intensity of the exercise completed. Consuming adequate amounts of carbohydrate, protein, and fluids (as covered during the presentation) will be key to help maximize recovery between exercise bouts.

    Q: What were the sports of the athletes in the article?

    The sports included in our study were baseball, basketball, American football, golf, track & field, tennis, soccer, and lacrosse.

    Q: How important is replenishing sodium for athletes? I've noticed a lot of my athletes I train feel better when using more electrolytes, especially sodium.

    Replenishing electrolytes (especially sodium) during and after activity is very important for athletes. Sodium is the primary electrolyte lost in sweat, and it plays a key role in the rehydration process as it helps maintain the balance of fluids inside and outside of cells in the body.
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