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56
2018). Cultural settings found in the figure include whether time is available in the workday for
employees to perform physical activity without negative outcomes (Coulson et al., 2008; Röttger
et al., 2017) and whether appealing physical activity programming exists (Kruger et al., 2007).
The next level of consideration in the depiction of the conceptual framework is the
organization’s global goal of increasing employee physical activity during the workday, which is
represented by a large yellow box. PCU’s broad goal supports efforts toward meeting the
organizational mission to secure employee health and wellness (Alkhatib, 2015) and to support
employee performance (Cahalin et al., 2015; Coulson et al., 2008), which is shown as a green
box in Figure 1. The simultaneous interaction of the employee knowledge and motivation
influences within the context of PCU’s cultural context and as components necessary for PCU’s
global goal is depicted by the purple and orange boxes, which include diverse types of
knowledge (Mayer, 2011) and motivation, respectively (Baker, 2006; Pajares, 2006;). An
employee factual knowledge influence was whether they are aware of available university
programs. A metacognitive knowledge influence to consider is whether employees know their
own levels of physical activity and the results of that activity. The motivation influences
affecting employee behaviors include beliefs about their ability to successfully perform physical
activity and perceptions of the responses of their coworkers should they choose to exercise in the
workday (Eccles, 2006).
It is important to note that the interaction of these stakeholder knowledge and motivation
influences informs movement toward employee participation in the CLS physical activity
intervention program, depicted in the figure by a blue box, which would then support PCU’s
organizational mission, depicted by a green box. All elements of the conceptual framework must
function together to allow progress toward the global organizational goal of increased employee
Object Description
| Title | Physical activity interventions to reduce rates of sedentary behavior among university employees: a promising practice study |
| Author | DeFrank, Ginny Mary |
| Author email | ginnydefrank@gmail.com;defrank@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Organizational Change and Leadership (On Line) |
| School | Rossier School of Education |
| Date defended/completed | 2020-06-19 |
| Date submitted | 2020-08-11 |
| Date approved | 2020-08-11 |
| Restricted until | 2020-08-11 |
| Date published | 2020-08-11 |
| Advisor (committee chair) | Malloy, Courtney |
| Advisor (committee member) |
Canny, Eric Stowe, Kathy |
| Abstract | The purpose of this study was to understand factors influencing employee participation in a university-offered physical activity program to inform recommendations for other institutions of higher education seeking to address high rates of university employee sedentary behavior with physical activity programming. The instructor-led program was held four times per week beginning at noon each day and lasted one hour in duration on a university campus in the western United States. The program, which was offered at no cost to employees, typically served 20-30 participants each week. The Clark and Estes Gap Analytic Framework (2008) was employed to assess relevant knowledge, motivation, and organizational influences affecting university employee engagement with the physical activity program. The study utilized a convergent parallel mixed methods design, engaging 24 university employees by means of a fifty-four-item quantitative survey. Six survey respondents also participated in interviews. Research findings revealed the importance of the interplay of employee factual and metacognitive knowledge, as well as motivation influences including self-efficacy and expectancy value within the organization’s cultural models and settings. Recommendations for other institutions seeking to engage employees in physical activity were informed by the findings and supported by a review of literature. Recommendations include the use of training, communication strategies, information guides, modeling, and opportunities for reflection to meet employee knowledge and motivational needs. Evaluating and changing organizational policies, cultural values, and existing physical activity programming was recommended to ensure employees understand an organization’s support for participation in physical activity. Additionally, implications for practice involved a focus on the role of instructors and the development of communities of continuity to support and improve rates of university employee engagement in physical activity during the workday. |
| Keyword | sedentary behavior; physical activity; workplace physical activity; physical activity intervention; university physical activity; exercise |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | DeFrank, Ginny Mary |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-DeFrankGin-8921.pdf |
| Archival file | Volume13/etd-DeFrankGin-8921.pdf |
Description
| Title | Page 65 |
| Full text | 56 2018). Cultural settings found in the figure include whether time is available in the workday for employees to perform physical activity without negative outcomes (Coulson et al., 2008; Röttger et al., 2017) and whether appealing physical activity programming exists (Kruger et al., 2007). The next level of consideration in the depiction of the conceptual framework is the organization’s global goal of increasing employee physical activity during the workday, which is represented by a large yellow box. PCU’s broad goal supports efforts toward meeting the organizational mission to secure employee health and wellness (Alkhatib, 2015) and to support employee performance (Cahalin et al., 2015; Coulson et al., 2008), which is shown as a green box in Figure 1. The simultaneous interaction of the employee knowledge and motivation influences within the context of PCU’s cultural context and as components necessary for PCU’s global goal is depicted by the purple and orange boxes, which include diverse types of knowledge (Mayer, 2011) and motivation, respectively (Baker, 2006; Pajares, 2006;). An employee factual knowledge influence was whether they are aware of available university programs. A metacognitive knowledge influence to consider is whether employees know their own levels of physical activity and the results of that activity. The motivation influences affecting employee behaviors include beliefs about their ability to successfully perform physical activity and perceptions of the responses of their coworkers should they choose to exercise in the workday (Eccles, 2006). It is important to note that the interaction of these stakeholder knowledge and motivation influences informs movement toward employee participation in the CLS physical activity intervention program, depicted in the figure by a blue box, which would then support PCU’s organizational mission, depicted by a green box. All elements of the conceptual framework must function together to allow progress toward the global organizational goal of increased employee |
