This book was written because I became convinced—through years of teaching, working with students, and observing the realities of maritime education—that physical education in maritime colleges was being treated as a secondary subject, when in fact it should be considered a strategic pillar. New Vision of Sports Science for Students of Maritime Transport and Technology College is my attempt to reposition sports science from a “supporting activity” to a scientific foundation that protects performance, safety, and long-term professional competence.

The moment I realized “fitness” was not the real issue

For a long time, physical education within maritime institutions was framed in very narrow terms: fitness sessions, drills, general exercise. But what I repeatedly saw was this: students preparing for highly demanding maritime careers were not being trained scientifically in ways that matched the real physiological and psychological stresses of working at sea.

Life on ships is not static. It involves long shifts, irregular sleep cycles, vibration, noise exposure, confined environments, emergency response, and continuous cognitive alertness. Yet, in many cases, physical preparation programs remained traditional and detached from these realities.

What convinced me to write this book was not dissatisfaction with effort—many educators are deeply committed—but the gap between modern sports science knowledge and how it was being applied in maritime education. The issue was not lack of goodwill; it was lack of integration. I felt that if we truly value the safety and performance of maritime professionals, then sports science must be aligned with their occupational demands, not separated from them.

What this book tries to change

At its core, this book is built on a clear belief: sports science is not only for athletes. It is a structured body of knowledge that can and should be adapted to any profession that requires physical endurance, coordination, psychological resilience, and sustained alertness. Maritime transport is one of those professions.

In this work, I present a new perspective—one that connects physiology, biomechanics, training principles, and health sciences directly to the context of maritime students. Rather than treating physical education as a general requirement, I argue that it must become occupation-specific preparation.

We address how structured training improves muscular endurance, cardiovascular efficiency, and reaction speed—qualities that are not abstract, but directly related to emergency handling, equipment operation, and fatigue resistance. We also examine how scientific programming reduces injury risk and enhances long-term work capacity.

In short, the book moves from the question “How do we keep students active?” to a more serious one: “How do we prepare them scientifically for the realities of maritime life?”

My journey writing it (and why it required precision)

Writing this book required careful balance. On one side, I had to maintain academic rigor—definitions, principles of training, physiological adaptations, and scientific references could not be simplified to the point of losing credibility. On the other side, I wanted the text to remain accessible to students, instructors, and administrators who may not come from a deep sports science background.

One of the most demanding aspects was translating theory into application. It is easy to describe aerobic capacity, muscle fiber types, or training load principles in isolation. It is far more complex to design a framework that connects those elements to maritime operational scenarios.

I also carried a sense of responsibility while writing. Maritime students are not only future employees; they are future officers, engineers, and decision-makers in environments where human error can have serious consequences. If physical preparedness contributes even slightly to reducing fatigue-related mistakes or improving crisis response, then this field deserves structured attention.

What readers will find inside

The structure of the book is deliberate and progressive. It begins by establishing the scientific foundations of sports science—defining its scope, importance, and interdisciplinary connections. From there, it moves into physiological principles of training and adaptation, ensuring that readers understand why certain methods work, not just how they are performed.

The book then addresses physical fitness components relevant to maritime students: endurance, strength, flexibility, coordination, and speed—analyzing each within a functional context. It discusses training load organization, program design, and the importance of gradual progression to avoid overtraining and injury.

Health promotion and preventive dimensions are also central. Maritime professionals often face lifestyle challenges—irregular schedules, stress, limited movement during long voyages. Therefore, the book includes guidance on maintaining health under such conditions and emphasizes long-term physical sustainability rather than short-term performance peaks.

Finally, the text connects sports science to institutional responsibility. Educational institutions are not merely knowledge providers; they are developmental environments. When sports programs are scientifically designed, they become part of professional preparation rather than extracurricular activity.

Who this book is for—and how it can impact them

This book speaks first to maritime students. My hope is that they begin to see physical training not as a requirement to pass, but as an investment in their future safety and professional competence.

It is equally directed to physical education instructors within maritime colleges. I wanted to provide them with a framework that justifies curriculum development and encourages modernization of training approaches.

Administrators and decision-makers may also find value here. When sports science is positioned strategically within maritime education, it contributes to performance quality, safety culture, and institutional credibility.

Beyond these groups, the book contributes to a broader conversation: how do we integrate human performance science into non-athletic professional sectors? In my view, maritime education offers a powerful case study.

Why I continue to stand by its message

I remain convinced that the separation between occupational preparation and sports science is artificial. The human body does not distinguish between “sport” and “work.” It responds to load, stress, recovery, and adaptation according to biological principles. If we ignore those principles in professional preparation, we accept unnecessary risk.

The message of this book is not simply “exercise more.” It is: build structured, evidence-based programs that reflect real-world demands. When institutions adopt that mindset, they do more than improve fitness—they strengthen safety, resilience, and professional longevity.

Ultimately, my goal was simple: to offer a new lens through which maritime education can view sports science—not as an accessory, but as a foundational element in shaping capable, alert, and physically prepared professionals. If this work contributes even modestly to that shift, then writing it was worthwhile.