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Pedersen, C., Halvari, H., & Williams, G. (2018). Worksite intervention effects on motivation,
physical activity, and health: A cluster randomized controlled trial. Psychology of Sport
& Exercise, 35, 171–180. https://doi.org/10.1016/j.psychsport.2017.11.004
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in
learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.
doi:10.1037/0022-0663.95.4.667
Plotnikoff, R., Collins, C., Williams, R., Germov, J., & Callister, R. (2015). Effectiveness of
interventions targeting health behaviors in university and college staff: A systematic
review. American Journal of Health Promotion, 29(5), e169–e187.
https://doi.org/10.4278/ajhp.130619-LIT-313
Pronk, N., & Kottke, T. (2009). Physical activity promotion as a strategic corporate priority to
improve worker health and business performance. Preventive Medicine, 49(4), 316–321.
https://doi.org/10.1016/j.ypmed.2009.06.025
Puig-Ribera, A., Martínez-Lemos, I., Giné-Garriga, M., González-Suárez, Á., Bort-Roig, J.,
Fortuño, J., Muñoz-Ortiz, L., McKenna, J., & Gilson, N. (2015). Self-reported sitting
time and physical activity: Interactive associations with mental well-being and
productivity in office employees. BMC Public Health, 15(1), 72.
https://doi.org/10.1186/s12889-015-1447-5
Robinson, S. B. & Firth Leonard, K. (2019). Designing quality survey questions. Sage
Publications.
Rocco, T. S., & Plakhotnik, M. S. (2009). Literature reviews, conceptual frameworks, and
theoretical frameworks: Terms, functions, and distinctions. Human Resource
Development Review, 8(1), 120–130. https://doi.org/10.1177/1534484309332617
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 169 |
| Full text | 160 Pedersen, C., Halvari, H., & Williams, G. (2018). Worksite intervention effects on motivation, physical activity, and health: A cluster randomized controlled trial. Psychology of Sport & Exercise, 35, 171–180. https://doi.org/10.1016/j.psychsport.2017.11.004 Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. doi:10.1037/0022-0663.95.4.667 Plotnikoff, R., Collins, C., Williams, R., Germov, J., & Callister, R. (2015). Effectiveness of interventions targeting health behaviors in university and college staff: A systematic review. American Journal of Health Promotion, 29(5), e169–e187. https://doi.org/10.4278/ajhp.130619-LIT-313 Pronk, N., & Kottke, T. (2009). Physical activity promotion as a strategic corporate priority to improve worker health and business performance. Preventive Medicine, 49(4), 316–321. https://doi.org/10.1016/j.ypmed.2009.06.025 Puig-Ribera, A., Martínez-Lemos, I., Giné-Garriga, M., González-Suárez, Á., Bort-Roig, J., Fortuño, J., Muñoz-Ortiz, L., McKenna, J., & Gilson, N. (2015). Self-reported sitting time and physical activity: Interactive associations with mental well-being and productivity in office employees. BMC Public Health, 15(1), 72. https://doi.org/10.1186/s12889-015-1447-5 Robinson, S. B. & Firth Leonard, K. (2019). Designing quality survey questions. Sage Publications. Rocco, T. S., & Plakhotnik, M. S. (2009). Literature reviews, conceptual frameworks, and theoretical frameworks: Terms, functions, and distinctions. Human Resource Development Review, 8(1), 120–130. https://doi.org/10.1177/1534484309332617 |
