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104
programming and feel encouraged to do so. Interviews revealed that participants viewed
employees’ ability to participate as supervisor-specific, as not all supervisors understood the
benefits of Get Fit, nor was encouragement or approval uniform across the university.
Participants indicated that the university’s newly offered fitness discounts and incentives were a
good effort to transform cultural support for physical activity, but that supervisors would need to
convey that support in their daily managerial practices for culture to change. One survey
respondent commented, “It is just hard to step away, change clothes, walk to [the] location, and
without true support from [a] supervisor I am unable to attend in order to put my work first.”
Allison suggested that support may be offered on a case-by-case basis, but most likely would not
be initiated by a supervisor. Allison offered:
I don’t think it’s encouraged by supervisors if they’re not doing it themselves because
they don’t think about it. I was the one who approached my supervisor. I don’t think it’s
the other way around, where a supervisor says, “Hey, we have these opportunities. It’s
something you guys should do.” So I’m not really sure where it comes from, that more
people who belong to the gym don’t actually do it during the middle of the day. I don't
know if that's self-imposed or imposed through their supervisors.
Allison’s experiences highlighted the proactive role employees take to participate in Get Fit with
supervisor approval. Bess also indicated differences in employees’ opportunities based on their
specific supervisors and job roles. Bess shared:
[The advisors] feel like they're under the thumb of somebody. And so, they don't really
feel like there's time to go and do a class and come back and clean up and the time that it
takes to get dressed…. So, they're not really allowed to. They don't control their schedule.
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 113 |
| Full text | 104 programming and feel encouraged to do so. Interviews revealed that participants viewed employees’ ability to participate as supervisor-specific, as not all supervisors understood the benefits of Get Fit, nor was encouragement or approval uniform across the university. Participants indicated that the university’s newly offered fitness discounts and incentives were a good effort to transform cultural support for physical activity, but that supervisors would need to convey that support in their daily managerial practices for culture to change. One survey respondent commented, “It is just hard to step away, change clothes, walk to [the] location, and without true support from [a] supervisor I am unable to attend in order to put my work first.” Allison suggested that support may be offered on a case-by-case basis, but most likely would not be initiated by a supervisor. Allison offered: I don’t think it’s encouraged by supervisors if they’re not doing it themselves because they don’t think about it. I was the one who approached my supervisor. I don’t think it’s the other way around, where a supervisor says, “Hey, we have these opportunities. It’s something you guys should do.” So I’m not really sure where it comes from, that more people who belong to the gym don’t actually do it during the middle of the day. I don't know if that's self-imposed or imposed through their supervisors. Allison’s experiences highlighted the proactive role employees take to participate in Get Fit with supervisor approval. Bess also indicated differences in employees’ opportunities based on their specific supervisors and job roles. Bess shared: [The advisors] feel like they're under the thumb of somebody. And so, they don't really feel like there's time to go and do a class and come back and clean up and the time that it takes to get dressed…. So, they're not really allowed to. They don't control their schedule. |
