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87
Improved Self-Concept. One unanticipated theme that emerged in the findings was a
more enduring sense of well-being or personal improvement. Data revealed that, for some
participants, consistent participation in Get Fit supported improved self-concept and overall well-being.
Participants engaged in metacognition about the impact of their participation in the
aggregate, including increased self-esteem and confidence, as well as reduced stress and
improved self-regulation.
Survey responses for items that allowed for free text yielded insight into the personal
benefits employees were aware they experienced as a result of participating in physical activity.
In response to a prompt for additional comments, one participant wrote:
Before Get Fit, I did not work out at all since high school. This program has helped many
people begin working out who otherwise might not have. It has definitely improved my
health/looks and makes me feel proud of myself that I do this.
This survey respondent garnered pride from their continued participation in the Get Fit program,
in addition to benefits like improved health and self-image. The self-affirmation the respondent
experienced aligns with a comment made in response to a survey item asking about respondents’
primary reasons for participating in Get Fit. The response “To be the best version of myself and
feel stronger” indicated a more holistic lens was being applied to the impacts of Get Fit than
physical activity alone. For this respondent, participation was tied to their self-concept.
Interview data supports the notion that participation in Get Fit changes how certain
participants view themselves, not just how they think about their physical activity or health. As
with several preceding examples, interview participants indicated surprise at the personal
impacts they recognized and understood to be occurring based on their metacognition. For
example, Carla shared:
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 96 |
| Full text | 87 Improved Self-Concept. One unanticipated theme that emerged in the findings was a more enduring sense of well-being or personal improvement. Data revealed that, for some participants, consistent participation in Get Fit supported improved self-concept and overall well-being. Participants engaged in metacognition about the impact of their participation in the aggregate, including increased self-esteem and confidence, as well as reduced stress and improved self-regulation. Survey responses for items that allowed for free text yielded insight into the personal benefits employees were aware they experienced as a result of participating in physical activity. In response to a prompt for additional comments, one participant wrote: Before Get Fit, I did not work out at all since high school. This program has helped many people begin working out who otherwise might not have. It has definitely improved my health/looks and makes me feel proud of myself that I do this. This survey respondent garnered pride from their continued participation in the Get Fit program, in addition to benefits like improved health and self-image. The self-affirmation the respondent experienced aligns with a comment made in response to a survey item asking about respondents’ primary reasons for participating in Get Fit. The response “To be the best version of myself and feel stronger” indicated a more holistic lens was being applied to the impacts of Get Fit than physical activity alone. For this respondent, participation was tied to their self-concept. Interview data supports the notion that participation in Get Fit changes how certain participants view themselves, not just how they think about their physical activity or health. As with several preceding examples, interview participants indicated surprise at the personal impacts they recognized and understood to be occurring based on their metacognition. For example, Carla shared: |
