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139
and college employees revealed that interventions tailored to individuals were the most effective,
with one such intervention leading to significant improvement in anxiety, self-efficacy, and
social support (Plotnikoff et al., 2015). Providing tailored physical activity instruction and
targeted opportunities for feedback and support of employee mastery goals will support
increased employee self-efficacy.
College Employees Must Find Value in Engaging in Physical Activity that Exceeds Perceived
Costs
Expectancy value theory examines whether one can perform a task, and whether they
want to perform the task, which depends on an individual’s beliefs about the value of the task
(Eccles, 2006). Survey responses and interview data supported the need to account for employee
expectancy value in consideration of workplace physical activity programming. As described in
Chapter 4, all four aspects of expectancy value—intrinsic, utility, cost, and attribution (Eccles,
2006)—were represented in employee data in relation to choices to engage in physical activity at
PCU. Research revealed that participants found intrinsic value in Get Fit programming and
understood the utility of their participation for the improvement of both personal and health
outcomes. However, participants’ perceptions of the possible cost of participation to one’s
esteem as a professional and attributions of control of one’s participation to external sources
were expectancy value assessments that could pose barriers to participation. Both data and
theoretical principles informed recommendations. For example, learning and motivation are
enhanced when a learner values a task (Eccles, 2006). Discussing the value of a task can also
help motivation engagement (Eccles, 2006; Pintrich, 2003). The first recommendation is to use
team-level messaging to support employees electing to perform physical activity during the
workday to assuage concerns about the negative cost of participation. The second
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 148 |
| Full text | 139 and college employees revealed that interventions tailored to individuals were the most effective, with one such intervention leading to significant improvement in anxiety, self-efficacy, and social support (Plotnikoff et al., 2015). Providing tailored physical activity instruction and targeted opportunities for feedback and support of employee mastery goals will support increased employee self-efficacy. College Employees Must Find Value in Engaging in Physical Activity that Exceeds Perceived Costs Expectancy value theory examines whether one can perform a task, and whether they want to perform the task, which depends on an individual’s beliefs about the value of the task (Eccles, 2006). Survey responses and interview data supported the need to account for employee expectancy value in consideration of workplace physical activity programming. As described in Chapter 4, all four aspects of expectancy value—intrinsic, utility, cost, and attribution (Eccles, 2006)—were represented in employee data in relation to choices to engage in physical activity at PCU. Research revealed that participants found intrinsic value in Get Fit programming and understood the utility of their participation for the improvement of both personal and health outcomes. However, participants’ perceptions of the possible cost of participation to one’s esteem as a professional and attributions of control of one’s participation to external sources were expectancy value assessments that could pose barriers to participation. Both data and theoretical principles informed recommendations. For example, learning and motivation are enhanced when a learner values a task (Eccles, 2006). Discussing the value of a task can also help motivation engagement (Eccles, 2006; Pintrich, 2003). The first recommendation is to use team-level messaging to support employees electing to perform physical activity during the workday to assuage concerns about the negative cost of participation. The second |
