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124
Basically, one hundred percent the cost factors into it and I’ve heard comments from
other people that costs were also a factor for them as well. And so that’s why I appreciate
so much that CLS kind of offers this to us because that’s really, I mean, cost is just
another barrier to preventing people from…exercising and making this a habit.
Later in the interview, Ellen connected her estimation of PCU’s support for employee physical
activity to their provision of free programming. Ellen said:
I think PCU is showing that they want to encourage this and that they support it and it’s a
value… that it can help your health, even to the point of saving you future medical costs.
Even just the existence of CLS Get Fit— CLS pays for the instructors to hold that for us.
Ellen’s comments highlight the interplay of cost as a cultural setting with the cultural model of
clear support for physical activity. For Ellen, free classes signaled a commitment to employee
health. Diana’s comments indicated she also viewed free course offerings as an indication of
institutional support for employee health, but pointed to the opportunity that CLS employees had
that other PCU employees did not. She said:
I feel like they would always say funding is an issue, but if one department is having it, I
don’t see why not for others, to give everyone access. We have different departments, but
it’s a matter of people coming together.
Diana’s comments addressed the difference she experiences in cultural models between CLS and
PCU. Whether most useful for initially engaging employees or in motivating their continued
participation, data suggests the cost of programming is a factor in employees’ participation.
Physical Resources. Interesting data emerged in participant interviews around the
availability of physical resources. The need for programming at a location near one’s workplace
was an expected theme and was discussed by participants in relation to their experiences of
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 133 |
| Full text | 124 Basically, one hundred percent the cost factors into it and I’ve heard comments from other people that costs were also a factor for them as well. And so that’s why I appreciate so much that CLS kind of offers this to us because that’s really, I mean, cost is just another barrier to preventing people from…exercising and making this a habit. Later in the interview, Ellen connected her estimation of PCU’s support for employee physical activity to their provision of free programming. Ellen said: I think PCU is showing that they want to encourage this and that they support it and it’s a value… that it can help your health, even to the point of saving you future medical costs. Even just the existence of CLS Get Fit— CLS pays for the instructors to hold that for us. Ellen’s comments highlight the interplay of cost as a cultural setting with the cultural model of clear support for physical activity. For Ellen, free classes signaled a commitment to employee health. Diana’s comments indicated she also viewed free course offerings as an indication of institutional support for employee health, but pointed to the opportunity that CLS employees had that other PCU employees did not. She said: I feel like they would always say funding is an issue, but if one department is having it, I don’t see why not for others, to give everyone access. We have different departments, but it’s a matter of people coming together. Diana’s comments addressed the difference she experiences in cultural models between CLS and PCU. Whether most useful for initially engaging employees or in motivating their continued participation, data suggests the cost of programming is a factor in employees’ participation. Physical Resources. Interesting data emerged in participant interviews around the availability of physical resources. The need for programming at a location near one’s workplace was an expected theme and was discussed by participants in relation to their experiences of |
