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89
are seemingly invisible outcomes. Carla’s own metacognition about Get Fit’s benefits led her to
wonder about the knowledge deficits of others relating to the program’s impact.
Participants’ endorsements of the many personal benefits they experienced by
participating in Get Fit demonstrated their metacognitive knowledge about why the program
matters. Both the improvements to mood and productivity, and the deeper effects some
participants experienced relating to their own self-concept as a result of joining Get Fit, have
implications for the forthcoming motivational influences in this chapter and the
recommendations that will be offered in Chapter 5.
Summary. This section examined knowledge influences assumed to be important to
successfully engaging university employees in workplace physical activity. Knowledge of
available physical activity programming emerged as an asset for the Get Fit program, but a
partial need for PCU. Participants’ metacognitive knowledge of their own physical activity and
how their work experiences and, in some cases, self-concept, are affected by physical activity
was identified as an asset to motivating Get Fit participation.
Motivation
Self-Efficacy. The Get Fit program consistently helped participants develop confidence
in their ability to perform physical activity. Participants indicated in their survey responses and
interview data that instructor coaching and an environment accepting of individuals with varied
levels of fitness and ability encouraged their self-efficacy beliefs. Participants also described a
lack of self-efficacy as a barrier to general participation in workplace physical activity.
Survey items addressing whether participants felt they knew how to perform a variety of
muscle strengthening and endurance exercises returned unambiguous results. One hundred
percent of survey respondents strongly agreed (67%) or agreed (33%) that they knew how to
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 98 |
| Full text | 89 are seemingly invisible outcomes. Carla’s own metacognition about Get Fit’s benefits led her to wonder about the knowledge deficits of others relating to the program’s impact. Participants’ endorsements of the many personal benefits they experienced by participating in Get Fit demonstrated their metacognitive knowledge about why the program matters. Both the improvements to mood and productivity, and the deeper effects some participants experienced relating to their own self-concept as a result of joining Get Fit, have implications for the forthcoming motivational influences in this chapter and the recommendations that will be offered in Chapter 5. Summary. This section examined knowledge influences assumed to be important to successfully engaging university employees in workplace physical activity. Knowledge of available physical activity programming emerged as an asset for the Get Fit program, but a partial need for PCU. Participants’ metacognitive knowledge of their own physical activity and how their work experiences and, in some cases, self-concept, are affected by physical activity was identified as an asset to motivating Get Fit participation. Motivation Self-Efficacy. The Get Fit program consistently helped participants develop confidence in their ability to perform physical activity. Participants indicated in their survey responses and interview data that instructor coaching and an environment accepting of individuals with varied levels of fitness and ability encouraged their self-efficacy beliefs. Participants also described a lack of self-efficacy as a barrier to general participation in workplace physical activity. Survey items addressing whether participants felt they knew how to perform a variety of muscle strengthening and endurance exercises returned unambiguous results. One hundred percent of survey respondents strongly agreed (67%) or agreed (33%) that they knew how to |
