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We recognize that the link between physical activity and psychological well-
being in children adolescents is not a new concept and has been studied thoroughly
for many years (Ryan 2008, Raustorp et al. 2005, Kirkaldy et al. 2002, Boyd and
Hrycaiko 1997). However, most if not all of these studies are limited in the sense
that they have a very narrow temporal ordemographical focus. This study seeks to
avoid these limitations by monitoring the self-esteem and physical activity levels of
an ethnically and economically diverse group of children during all major stages of
development (from six to eighteen years of age). In doing this we will add a critical
piece of literature to the overall body of knowledge about the effects of physical
Sample Selection
Ages
The initial sample population for this experiment will be young children living
in the United States, not including those living in US territories. It is our intent to
select children no younger than six years and no older than seven years of age. Six
years of age, the lower bound of our age requirement, is that at which at least some
children have acquired basic reading skills and will be able to independently
(National Institue of Child Health 2000). The upper age limit of seven years will be
to guarantee that this study encompasses all stages of childhood. It should also be
noted that we intentionally selected this particular age group because it includes
the average ages at which compulsory education is mandated by the vast majority
of states (U.S. Department of Education 2008). Entry into a school environment
marks one of the key stages of a child’s development (Sameroff and Haith 1996).
Selection
For the purposes of this study, we divided the United States into the nine
divisions are contained within the four primary regions of the US: the Northeast,
Midwest, South, and West (United States Census Bureau 2009). Within each
division, the state that best matched the ethnic distribution of the entire division
was selected as one of those from which children would be drawn (see table 1).
Finally, we examined the 2007 economic statistics of individual counties within each
target state and grouped the counties according to the percentage of individuals
below the poverty line, defined as an annual income of $10,210 in 2007 by the
Department of Health and Human Services (National Archives and Records 2007).
average, and “high” indicating a highpoverty level relative to the average poverty
level of the state as a whole. One county in each economic category was randomly
selected from each state, giving a total of three counties per state. Children from
these counties will be selected to participate in this study. This selection process
The majority of children ages six to seven are entering their first year of
primary school, where they will spend, on average, more than six hours of each day
specific children, we will recruit children on a voluntary basis from public primary
schools within the chosen counties. The ultimate goal of the recruitment will be to
obtain a total sample size between 750 and 1000 children to maintain the statistical
significance of this study over the twelve to thirteen year period that it will be
Permissions
permissions from the ethics committees of each chosen state to conduct this
twenty seven different primary schools to cooperate with us. They in turn have
notified all parents of six and seven year old students at their institutions about the
intent and purpose of this study. In addition, parental consent forms have also been
Judging Self-Esteem
For this study, we will be judging the self-esteem of young children using the
Children’s Inventory of Self-Esteem (CISE) scale and the Self-Esteem Index (SEI)
scale (Anon 2001, Brown and Alexander 1991). The former scale is an assessment
designed for the child’s teacher that seeks to reveal his or her perception of the
child’s personality and behavior, both of which are inherently linked to the child’s
self-esteem. The latter scale, the Self-Esteem Index, will beused to complement the
findings of the CISE and will be completed by the child independently of others.
1996).
We will follow the practice of Maxwell and Chmielewski in administering the
research team sit with the children during the assessment to answer any questions
that the children may have about the meaning of any item. If requested, the
researcher will read each item of the SEI aloud to the child. The children will be told
that there are “no correct answers” to the assessment and that none of their
responses will be judged or graded. The results of both the CISE and the SEI scale
for each child will then be compiled and examined at a later time by our research
team.
During these first five years of this study we feel that it would be most
Although a home environment would likely be more comfortable for children and
reduce test anxiety (if any), it would be extremely difficult to provide the necessary
support required for them to complete the assessment (Weber 1983). After five
years we expect that children will gradually disperse into potentially different
middle and then high schools, at which time this method is no longer practical.
Here we assume that all adolescents are proficient in their ability to read and
adolescents in this age range will be judged entirely by the Self-Esteem Index scale
mailed to the child’s address in a prepaid envelope that the child (or the parent of
the child) can use to return the completed assessment form at any time without any
from each primary school in our original sample to undergo personal evaluations by
one of the lead researchers in this study. For consistency, the evaluation will be
guided by the items included in the Self-Esteem Index scale but the children will be
allowed to explain their views and opinions more thoroughly. These psychiatric
evaluations, like the written assessments, will be conducted annually and ideally will
involve the same children each time. Evaluations for each child will be reviewed
and analyzed for important trends after the first five years of the study and then
every two years thereafter. In this case, the frequency of evaluation review
increases after the first five years so that we will be able to more closely monitor
the children as they make the critical transition from childhood to adolescence.
In order to accurately gauge the physical activity levels of the children in our
sample, we propose two different measurement techniques. The first technique will
rely on self-reported physical activity (a questionnaire), while the second will involve
Questionnaire
During the first eight years of this study, we will make use of the Physical
Activity Questionnaire for Older Children (PAQ-C) (Kowlaski, Crocker, Faulkner 1997).
This assessment was designed for children ages eight to fourteen and studies
the seven days prior to the assessment (Janz et al. 2008). Because our initial
sample could potentially include children as young as six years old, it would be in
our best interest to administer the PAQ-C within a classroom setting for the first two
years of this study. Representatives of our research team will be directly available
to answer any questions that the children may have regarding the content of the
assessment during this time period. In this way we hope to make the PAQ-C
accessible to all children in this study. After the first two years the PAQ-C will be
mailed to the child’s household during the school year and returned by mail in a
prepaid envelope.
For the remaining years of this study we will use a modified form of the PAQ-C
designed for adolescents and high-school age individuals known as the Physical
It is nearly identical to the PAQ-C but includes only those questions appropriate for
the age group (Janz et al. 2008). The PAQ-A will be mailed directly to the child’s
Accelerometer
accelerometer. For this study we have chosen to use the RT3 accelerometer
Sun et al. 2008). Furthermore, the device is generally unobtrusive and can be worn
The accelerometers will be used every four years, beginning with the first
year,in order to capture a clear picture of the physical activity levels of children at
once during elementary, middle, and high school. They will be distributed locally to
selected children and their parents after watching a brief presentation concerning
safety and the proper use of the device. Children will be instructed to wear the
considerable risk for damage (high-contact activities). At the end of a seven day
period following the distribution of the RT3 the devices will be collected and the
data uploaded into a computer database for further analysis. The combined data
from the accelerometers and the questionnaires will allow us to gain a much more
comprehensive view of childhood physical activity than we could obtain from either
method alone.
Compensation
One of the greatest concerns for this study given its extensive longitudinal
cash prizes to the parents of the children after each confirmed instance of
greater involvement required by both activities. See the proposed budget for
further details.
Years 1-2
Years 3-5
Years 6-8
Years 9-12
The total estimated cost for the successful completion of this study is $2,199,754, a
fraction of which will be provided by Stanford University. This figure includes all
totals, and publication costs that will be incurred over the duration of the study. It is
extremely important to recognize that the total cost listed above will finance this
project for the twelve years that it is scheduled to proceed, producing a modest
The salaries of various personnel involved in this research account for the
greatest percent of the overall total. Within this category, the salaries of the
principal researchers are easily the largest, especially on a per person basis. Here
willdedicate approximately four months of each year gathering and analyzing data.
During each of these months they will receive $10,000, a reasonable price for the
skills and abilities of these individuals, generating the twelve year total seen in the
budget below. The cost to enlist research representatives will be significantly lower
because their services will be required for much shorter periods of time (during
assessment administration, for instance) and require less skill. Like the research
performing services for this study. However, their work clearly requires a great deal
of skill and as a result they will be paid significantly more per person than the
research representatives.
Participant compensation follows personnel in total cost but nevertheless is
significantly lower. We feel that this category will be our most important budgetary
need for this study. The unusual length of this study makes it a prime candidate for
excessive and statistically damaging participant dropout rates. Therefore, they will
be awarded with small sums of money for each confirmed, verifiable instance of
participation in the study. For all surveys, including the SEI and both versions of the
PAQ, we decided that ten dollars was a reasonable amount of “reward” money,
face psychological evaluations, which will require a greater time commitment from
participants than will surveys, will generate a fifty dollar cash reward for each
participants would receive thirty dollars for each seven day period of use. We hope
that these measures will help to prevent a loss of participants over time.
Comment should alsobe made about the travel expenses listed in the budget.
The final total for travel to and within the selected state was generated on the
assumption that each primary researcher will visit the state once per year for twelve
significant transportation due to the fact that these individuals will be recruited
locally. Travel to each state was assumed to be by plane and travel within the state
was assumed to be by car. Airfares and gasoline prices were based on current
One final item of budgetary interest not discussed thus far is postage. As
mentioned in the experimental design, one of the aims of this study is to minimize
assumed a one-way shipment cost of $0.42 (the present base cost of United States
Postal Service first-class postage) and a roundtrip total of $0.84. This figure,
combined with the approximate number of surveys mailed per year and the
duration of this study, was used to calculate the final cost of postage listed in the
budget.
Research Budget
Equipment
RT3
Accelerometers $59,000 $7,000 $66,000
(220)
RT3 Docking
$200 ------- $200
Station, Software
Travel
(Includes Estimated
Transportation Costs to
and within the State)
California $10,200 $400 $10,600
Colorado $9,300 $276 $9,576
Delaware $10,400 $148 $10,548
Minnesota $14,100 $444 $14,544
New Jersey $11,300 $256 $11,556
Ohio $12,500 $280 $12,780
Rhode Island $13,200 $552 $13,752
Tennessee $15,200 $568 $15,768
Texas $15,000 $480 $15,480
Participant
Compensation
Miscellaneous
Postage (1250
envelopes per $10,250 ------ $10,250
year)
Reviewing,
Publishing,
$72,000 $3,000 $75,000
Dissemination of
Final Report
Anon (2001). The Children’s Inventory of Self-Esteem. Olathe, KS: Brougham Press.
Boyd, K.R. and D.W. Hrycaiko (1997). The effect of a physical activity intervention
package on the
Brooke, S.L. (1996). Critical analysis of the self-esteem index. Measurement &
Evaluation in Counseling
Brown, L., and J. Alexander (1991). Self-Esteem Index. Austin, TX: PRO-ED Inc.
Hussey, J.K., K. Bennett, J.O. Dwyer, S. Langford, C. Bell, and J. Gormley (2009).
Validation of the RT3 in
12(1), 130-133.
Janz, K.F., E.M. Lutuchy, P. Wenthe, and S.M. Steven (2008). Measuring Activity in
Children and
Adolescents Using Self-Report: PAQ-C and PAQ-A. Medicine and Science in
Sports and Exercise,
40(4), 767-772.
Kirkcaldy, B.D., R.J. Shephard, and R.G. Siefen (2002). The relationship between
physical activity and
Kowlaski, K.C., P.R.E. Crocker, and N.P. Kowlaski (1997). Convergent Validity of the
Physical Activity
Kowlaski, K.C., P.R.E. Crocker, and R.A. Faulkner (1997). Validation of the Physical
Activity Questionnaire
National Archives and Records Administration, Office of the Federal Register (2007).
Annual Update of
National Institute of Child Health and Human Development (2000). Report of the
National Reading
Ryan, M.P. (2008). The antidepressant effects of physical activity: mediating self-
esteem and
self-efficacymechanisms. Psychology & Health, 23(3), 279-307.
Sameroff, A.J., and M.M. Haith (1996). The Five to Seven Year Shift: The Age of
Reason and
Sun, D.X., G. Schmidt, and S.M. Teo-Koh (2008). Validation of the RT3 Accelerometer
for Measuring
20(2), 181-197.
United States Census Bureau (2009). 2007 Economic Census: Regions and
Divisions. Retrieved Feb. 28,
2009, from
http://www.census.gov/econ/census07/www/geography/012144.html.
United States Census Bureau (2007). State & County Quickfacts. Retrieved Feb. 28,
2009, from
http://quickfacts.census.gov/qfd/index.html.
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Weber, L.J., and Others (1983). Take Home Tests: An Experimental Study. Research
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18(4), 473-483.
Biographical Sketch-Kenneth Earl
Stanford, CA 94305
EDUCATION
AFFILIATIONS
PROFESSIONAL EXPERIENCE
AWARDS
SELECTED PUBLICATIONS
Dickenson, D., K.S. Earl, and Jones, D. (1995). True Wishes: The philosophy and
developmental psychology of children’s informed consent. Philosophy, Psychiatry,
& Psychology, 2(4), 287-303.
Earl, K.S., T. Kishimoto, Y. Shizawa, J. Yasuda, T. Hinobayashi, and T. Minami (2007).
Do pointing gestures by infants provoke comments from adults? Infant Behavior &
Development, 30(4), 562-567.