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138
of Pajares (2006), a high sense of self-efficacy can positively influence motivation, and feedback
and modeling increase self-efficacy. These theoretical principles inform the following
recommendations to improve employee self-efficacy beliefs around exercise: (a) provide
employees with specific physical activity instruction that incorporates modeled movement and
(b) provide employees with opportunities to replicate exercises and receive feedback to help lead
to mastery.
In self-efficacy theory, one’s beliefs about their capacity to learn or perform an action
influences the outcome of attempts at learning or actions (Pajares, 2006). Unless an individual
believes that their actions can produce a desired outcome, they have little incentive to act or to
persevere in the face of hardship when attempting an activity (Pajares, 2006). Self-efficacy
beliefs can be influenced by several sources, including mastery experiences, the vicarious
experience of observing others attempt a task, social persuasion, and one’s physiological or
emotional states (Pajares, 2006). Offering employees mastery experiences that may incorporate
social persuasion and vicarious modeling by instructors, or other employee participants,
enhances opportunities to develop positive self-efficacy beliefs about one’s ability to perform a
given exercise (Pajares, 2006). Research into effective workplace physical activity interventions
supports opportunities to influence employees’ self-efficacy beliefs. Pronk and Kottke (2009)
conducted a survey of literature and evaluation of two case studies regarding physical activity
promotion in business. Their research findings led them to conclude that employee physical
activity programming should be concurrently supported at the individual, organizational, and
environmental levels (Pronk & Kottke, 2009). The authors cite the need for programming that is
“tailored and targeted” (p. 320) to reach all employees, regardless of existing level of fitness and
physical activity. A separate systematic review of 17 health interventions targeting university
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 147 |
| Full text | 138 of Pajares (2006), a high sense of self-efficacy can positively influence motivation, and feedback and modeling increase self-efficacy. These theoretical principles inform the following recommendations to improve employee self-efficacy beliefs around exercise: (a) provide employees with specific physical activity instruction that incorporates modeled movement and (b) provide employees with opportunities to replicate exercises and receive feedback to help lead to mastery. In self-efficacy theory, one’s beliefs about their capacity to learn or perform an action influences the outcome of attempts at learning or actions (Pajares, 2006). Unless an individual believes that their actions can produce a desired outcome, they have little incentive to act or to persevere in the face of hardship when attempting an activity (Pajares, 2006). Self-efficacy beliefs can be influenced by several sources, including mastery experiences, the vicarious experience of observing others attempt a task, social persuasion, and one’s physiological or emotional states (Pajares, 2006). Offering employees mastery experiences that may incorporate social persuasion and vicarious modeling by instructors, or other employee participants, enhances opportunities to develop positive self-efficacy beliefs about one’s ability to perform a given exercise (Pajares, 2006). Research into effective workplace physical activity interventions supports opportunities to influence employees’ self-efficacy beliefs. Pronk and Kottke (2009) conducted a survey of literature and evaluation of two case studies regarding physical activity promotion in business. Their research findings led them to conclude that employee physical activity programming should be concurrently supported at the individual, organizational, and environmental levels (Pronk & Kottke, 2009). The authors cite the need for programming that is “tailored and targeted” (p. 320) to reach all employees, regardless of existing level of fitness and physical activity. A separate systematic review of 17 health interventions targeting university |
