Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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Description
Tools that accurately assess physical activity and sedentary behaviors have broad implications relative to understanding the association of adverse health outcomes and these behaviors. Given the ease of distribution and inexpensive nature of self-report tools, they are the most widely used means to assess human behavior in large-scale populations. The purpose of this study was to validate the ACT24 online self-report recall for measures of sedentary and active behavior against criterion measure. Participants of a larger study were asked to complete the ACT24 recall on a random day in three different weeks during which they were wearing the criterion device. A total of 16 recalls were completed that were used to assess ACT24 measures of sedentary, active, and MVPA behavior. Four different comparisons afforded this analysis: criterion sitting time to ACT24 sedentary time, criterion standing time to ACT24 active behavior, criterion stepping time to ACT24 active behavior, and criterion stepping of 3.0+METs to ACT24 MVPA. Results for the comparisons made between ACT24 sedentary time versus criterion sitting time and ACT24 active time to criterion active time showed little systematic differences at the group level, but the limits of agreement were relatively wide. The comparisons made between ACT24 active time to criterion stepping time and ACT24 MVPA to criterion stepping time at 3.0+ METs both showed a positive systematic difference. Increased incidence of physical activity was correlated with more difference between the measures, likely due to an underestimation of criterion active time measurement. These results are important in the preliminary validity analysis of ACT24 measures of active and sedentary time. Future directions include implementing validation protocols in larger and more diverse samples.
ContributorsBrinkman, Joseph Connor (Author) / Buman, Matthew P. (Thesis director) / Hekler, Eric (Committee member) / Matthews, Charles E. (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
As the prevalence of childhood obesity in the United States rises, opportunities for children to be physically active become more vital. One opportunity for physical activity involves children walking to and from school. However, children that live in areas with a pedestrian-unfriendly built environment and a low degree of walkability are less likely to be physically active and more likely to be overweight. The purpose of this study was to study walking routes from schools in low-income neighborhoods in Southwestern United States to a local community center. Walking routes from the three study schools (South Mountain High School, Percy Julian Middle School, and Rose Linda Elementary School) were determined by distance, popularity, and the presence of a major thoroughfare. Segments and intersections, which formed the routes, were randomly selected from each school's buffer region. The walking routes as a whole, along with the segments and intersections, were audited and scored using built environment assessments tools: MAPS, PEQI and Walkability Checklist. These scores were utilized to develop interactive mapping tools to visualize the quality of the routes, segments and intersections and identify areas for improvement. Results showed that the routes from Percy Julian to the Kroc Center were, overall, rated higher than routes from the other two schools. The highest scoring route, from the seven routes studied, was route 2 from Percy Julian to the Kroc Center along Broadway Road. South Mountain High School was overall the worst starting point for walking to the Kroc Center as those three walking routes were graded as the least walkable. Possible areas for improvement include installing traffic calming features along major thoroughfares and reducing the perceived risk to pedestrian safety by beautifying the community by planting greenery. Future directions include studying the built environment in South Phoenix communities that surround the Kroc Center.
ContributorsZeien, Justin Lee (Author) / Buman, Matthew (Thesis director) / Hekler, Eric (Committee member) / Fellows, Brian (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor) / Department of Chemistry and Biochemistry (Contributor)
Created2015-05