Page 143 |
Save page Remove page | Previous | 143 of 189 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
134
abundant, their number became overwhelming, and the lack of easily accessible information
presented an impediment to easily trying them, which supports this as a need. Another key
difference in participants’ factual knowledge related to how it was acquired. Participants learned
about Get Fit through word of mouth, while information on PCU options, many of which
changed each semester, had to be proactively sought out by a participant. Several learning
theories are useful to apply to this knowledge need. Schraw and McCrudden (2006) describe
learners as able to more quickly store and accurately remember information that is connected to
their prior knowledge. Additionally, Mayer (2011) states that the integrated use of auditory and
visual information maximizes the working memory capacity of learners. Scott and Palincsar
(2006) posit that social interaction and cooperative learning assist an individual in their
construction of new knowledge. These principles underscore the recommendation that PCU and
other institutions develop informational guides to inform employees about available physical
activity resources. It is recommended that these guides be shared in multiple formats to
encourage repeated exposure to the information, and that distribution be done through existing
commonly used access points in virtual and physical settings to increase the likelihood of
employees encountering the information. Because word of mouth was demonstrated as effective,
informational guides should be easily sharable to encourage employee-to-employee information
dissemination.
Information shared in multiple sensory formats and opportunities for collaborative
learning have successfully enhanced learning in the workforce. A randomized twelve-week study
evaluating the effectiveness of a workplace physical activity intervention revealed that
employees participated more in physical activity when they were exposed to environmental
prompts and educational signage and received guidance from peer leaders in the workplace
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 143 |
| Full text | 134 abundant, their number became overwhelming, and the lack of easily accessible information presented an impediment to easily trying them, which supports this as a need. Another key difference in participants’ factual knowledge related to how it was acquired. Participants learned about Get Fit through word of mouth, while information on PCU options, many of which changed each semester, had to be proactively sought out by a participant. Several learning theories are useful to apply to this knowledge need. Schraw and McCrudden (2006) describe learners as able to more quickly store and accurately remember information that is connected to their prior knowledge. Additionally, Mayer (2011) states that the integrated use of auditory and visual information maximizes the working memory capacity of learners. Scott and Palincsar (2006) posit that social interaction and cooperative learning assist an individual in their construction of new knowledge. These principles underscore the recommendation that PCU and other institutions develop informational guides to inform employees about available physical activity resources. It is recommended that these guides be shared in multiple formats to encourage repeated exposure to the information, and that distribution be done through existing commonly used access points in virtual and physical settings to increase the likelihood of employees encountering the information. Because word of mouth was demonstrated as effective, informational guides should be easily sharable to encourage employee-to-employee information dissemination. Information shared in multiple sensory formats and opportunities for collaborative learning have successfully enhanced learning in the workforce. A randomized twelve-week study evaluating the effectiveness of a workplace physical activity intervention revealed that employees participated more in physical activity when they were exposed to environmental prompts and educational signage and received guidance from peer leaders in the workplace |
