Epistemological Beliefs and Professional Identity Formation in Exercise Science Education: A Mixed-Methods Investigation of Developmental Trajectories

This study explores the intricate interplay between epistemological belief evolution and professional identity development amongst undergraduate and postgraduate exercise science students. Employing sequential explanatory mixed-methods, researchers surveyed 184 students across three developmental stages: early undergraduate, advanced undergraduate, and postgraduate levels. Subsequently, 27 participants engaged in purposive interviews examining knowledge conceptualisation trajectories.Quantitative analyses demonstrated significant epistemological sophistication progression across educational tiers (F(2,181) = 14.27, p < 0.001, η² = .136), particularly regarding knowledge certainty and justification mechanisms. Qualitative findings revealed four developmental pathways: disciplinary alignment, professional boundary negotiation, evidence integration, and theoretical-practical reconciliation.Findings indicate that professional identity formation within exercise science involves increasingly sophisticated integration of multidisciplinary perspectives, with epistemological development functioning as foundation and catalyst for professional self-conceptualisation. The study offers implications for kinesiology curriculum design and mentorship frameworks, highlighting pedagogical approaches that acknowledge the complex, evolving nature of professional knowledge construction in movement sciences.