Exercise is recommended for cancer survivors, as it mitigates treatment side effects and improves overall wellness. Therefore, survivors attend community-based exercise programs and report positive results, but published evaluations of outcomes of these programs are scarce in the literature. The objective of this study is to validate the anecdotal reports of the physical fitness and quality of life benefits of the LIVESTRONG at the YMCA program. A retrospective analysis of deidentified data consisting of 17 program cohorts of the LIVESTRONG at the YMCA program (n = 88) was conducted. Statistically significant improvements were seen when compared to baseline in the physical fitness measures of the 6-minute walk, the chest and leg presses, the sit-and-reach test, and the oneleg stand test, as well as in the domains of the 29-item Patient-Reported Outcomes Measurement Information System (PROMIS-29) Profile, a health-related quality of life questionnaire. These domains are physical function, anxiety, depression, fatigue, social role satisfaction, and pain. The anecdotal impression that participation in the LIVESTRONG at the YMCA program improves physical fitness and subjective quality of life perceptions was supported by statistical analysis of the subjective and objective pre-and postprogram measurements for this data set. Exercise in this cancer-specific community exercise program is likely to improve physical fitness and quality of life outcomes. C ancer will be diagnosed in approximately 39.6% of men and women during their lifetime, according to data collected by the Surveillance, Epidemiology, and End Results Program (SEER), of the National Cancer Institute (NCI, 2015). Early detection and improved treatments continue to positively impact cancer survivorship, such that 66.5% of patients diagnosed can now expect to be alive in 5 years (Howlader et al., 2016). These numbers combined indicate that by 2025 there will be 18.9 million cancer survivors in the United States, and of these, 75% will be greater than 50 years of age (American Cancer Society, 2016).

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The use of analogies is a well-known teaching strategy to bridge unfamiliar and familiar concepts. However, analogies may become ineffective if the familiar concept is not familiar anymore. For example, this may occur when we describe rotational sense as clockwise and counterclockwise, assuming students know how to read a clock with hour and minute hands. To what extent is this assumption correct?