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Harry Sawchuk, Teacher Educator Tuesday, January 29 th 3:30-4:20 Theatre (F213) FREE MEMBERSHIP and RESOURCE CD

Harry Sawchuk, Teacher Educator Tuesday, January 29 th 3:30-4:20 Theatre (F213) FREE MEMBERSHIP and RESOURCE CD. Professionals & Professionalism. PHED 1027 Chapter 2. Overview. Characteristics of a Profession Process of professionalization

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Harry Sawchuk, Teacher Educator Tuesday, January 29 th 3:30-4:20 Theatre (F213) FREE MEMBERSHIP and RESOURCE CD

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  1. Harry Sawchuk, Teacher Educator • Tuesday, January 29th • 3:30-4:20 Theatre (F213) • FREE MEMBERSHIP and RESOURCE CD

  2. Professionals & Professionalism PHED 1027 Chapter 2

  3. Overview • Characteristics of a Profession • Process of professionalization • Semiprofessions, mimic professions, deprofessionalization • Sport & physical activity – professional status? • Professionalism vs. Volunteerism

  4. Characteristics of a Profession Body of knowledge Professional authority Community sanction Code of ethics

  5. Body of Knowledge • Generate knowledge – research, experiences • Knowledge transmission • Training program

  6. Professional Authority • Canadian Sports Massage Therapy Association • Provide service • Knowledge differential • Knowledge monopoly

  7. Community Sanction • Admit, monitor and evaluate members • Punish members for failure to meet standards • Recognition from society – levels of government • Control over the profession is given to the national association • Ontario College of Teachers • Canadian Physiotherapy Association • Canadian Athletic Therapists Association

  8. Code of Ethics • Maintain quality of service • Impartiality • Rationality • Canadian Medical Association – “Do No Harm” • Ontario College of Teachers • Canadian Physiotherapy Association • Coaches Association of Canada

  9. The Process of Professionalization • Essentiality – life or death; PE vs. Literacy? • Exclusivity – monopoly over services • Complexity – varied “treatments” (recall consumer vs. professional services)

  10. Model of Professionalization

  11. What are the professions related to Sport and PHE?

  12. The Profession Continuum...

  13. Semiprofessions • Autonomy • Degree of control over the client • Degree of control of the organization over the profession • Teaching, nursing, exercise physiology, social work, athletic director, coaching, sports psychologist

  14. Mimic Professions • Professions that have built an image that exceeds their credibility • Examples?

  15. Deprofessionalization • Forces counteracting an occupation’s drive for the status of a profession • Educational level of clients • Mastery of skills and knowledge by the public • Technology has increased accessibility to knowledge & skills

  16. Why do we get less respect? • We are considered “leisure time activities” • We do not solve “immediate problems” • Field is not focused around clearly defined subject matter – multidisciplinary knowledge base • Lack of a unified voice • We do not enjoy professional authority (as defined by the knowledge differential)

  17. So, is it important to become a “profession”? • The ideals of a “profession” should guide our work • We can exhibit a high degree of professionalism without be classified as a profession • Strengthen these characteristics: • Application of skills • Advanced education & training • Formal testing and admission requirements • Professional associations • Code of ethics/conduct • Sense of responsibility for serving the public

  18. Professional Associations (National/International) • CCUPEKA • CAHPERD • CAC • CCSS(C) • NSCA • CSEP • AASP • CKA • AAHPERD

  19. Do YOU Believe? • The PHE profession and its professionals are authorities in the field? • The profession provides an important service to society? • The profession should be regulated by its members? • That you have a sense of calling? • That you have the right to make decisions without approval of others?

  20. Then.... • YOU are well-suited to PHE!!!!

  21. Professionalism and Volunteerism • Blurred boundaries • Professional volunteers • Volunteering professionals • If conflict exists: • Focus on SERVICE and SELF-DEVELOPMENT • Serving Clients – learning, acting, serving • Maintain professionalism without rigidity!

  22. If you are in a PAID leadership role... • Will you distance yourself from your volunteers? • Will you be willing to do some of the “dirty work”? • Will you see your volunteers as key assets in your organization? • Will you focus on achieving the goals of the organization, and involve your volunteers in the process? • Will you offer opportunities to your volunteers to increase their knowledge and skill? • Will you recognize your volunteers?

  23. Image Building • YOU and your profession must convince society that your services are essential, exclusive, and complex! • In this way, your profession will gain recognition and control over its own activities • Image building activity – Radio commercial

  24. For Thursday... • Read Chapter 3 – Clients as human Resources

  25. Who are CLIENTS??? • Spectators • Participants • Students • Customers • Other? • They are all RESOURCES, but...

  26. They are also • Co-producers (engaged in the process in some way) • Products (the outcome of the process – fitness?) • Human services aim to TRANSFORM the client

  27. CLIENTS are: Chelladurai, 2006

  28. The CHALLENGE... • Engaging the client to be a co-producer • In other words, getting the client to sweat! • COMPLIANCE is a major challenge for us • What factors contribute to non-compliance?

  29. Key Factors • Time • Accessibility • Fitness level • Motivation • Leadership • How do you address these?

  30. Pay attention to those you can modify (e.g. Facilities/leadership) • Offer programs that meet the needs of clients • LISTEN to them! • Why do they seek your services??

  31. Motives..... • Pursuit of pleasure (hedonism) • Pursuit of skill • Pursuit of excellence • Pursuit of health and fitness (extrinsic) • Or any combination of the above... • Could we add “pursuit of affiliation”? (YOUTH) Chelladurai, 1992

  32. Compliance • Intrinsic vs. extrinsic motives - what is the difference? • Which motives are more challenging of us to secure compliance? • EXTRINSIC motives • School gym class • Sports training group

  33. SO.... • It is important to determine the primary purpose for participation in your program to enhance compliance and better meet the needs of your clients. • It will be more challenging to motivate clients in activities in which the rewards are delayed (extrinsic)

  34. Programming for Client Motives • North Bay YMCA • Nipissing University Fitness Classes • Apollo Gymnastics Club

  35. QUIZ REVIEW • Leadership • Definition • Behaviour vs. Skills • Qualities • Leadership vs. management • Communication • Definition • Types, levels • Non-verbal, verbal • Space, touch, active listening • Feedback, barriers

  36. QUIZ, continued... • Organisations & Human Resources • Characteristics of a service • Professional vs. Consumer services • Volunteering • Significance of volunteering in Canada • Who are the volunteers • Why people volunteer (U, A, N) • Recruiting and keeping volunteers • Professionalism • Characteristics • Process of professionalization

  37. QUIZ, continued... • Profession continuum • Semiprofessions, mimic professions, deprofessionalization • Ideals of a profession • Clients • Who, what why • Compliance challenges • Motives

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