espond using a 4-point scale. The PSPCSAYC is widely used. For example, the original article describing the scale has 374 citations in Scopus (21 July, 2011).
Social Skills Improvement System - social skills
The Social Skills Improvement System Rating Scales (SSIS-RS)  are a revision of the widely used Social Skills Rating System (SSRS) . For children below 8 years of age, parent and teacher reports of behaviours, using a 4-point scale, are used to assess Social Skills (i.e., communication, cooperation, assertion, responsibility, empathy, engagement, and self-control); and Problem Behaviours (i.e., externalizing, bullying, hyperactivity/inattention, internalizing, and autism spectrum).Teacher reports also includes an Academic Competence subscale. The SSIS-RS has been specifically designed for pre- and post-intervention assessment. Significant re-norming was conducted in the revision from the SSRS . Protocols described in the SSIS-RS manual, such as ensuring the rater has known the child for at least 2 months, are followed. Parents of the children are provided with feedback on their child's score and in cases of extreme scores, are offered follow-up with the psychologist on this project. The completion time is 10 to 25 minutes per form. Compensation of teachers' time is offered by paying the schools for relief teaching staff. Scores are entered manually into the SSIS Assist software http://www.pearsonpsychcorp.com.au.
Height and weight are measured using standard procedures. Height is measured to the nearest 0.1 cm using a portable stadiometer. Weight is measured to the nearest 0.1 kg using digital scales; children will wear school uniform (shoes removed).
Tolerance of Risk in Play Scale (TRiPS)
We are developing and testing the validity and reliability of data gathered with an instrument to examine adults' tolerances of risk during children's play. The scale is based on a Norwegian model of risky play . We will collect data from 100 parents and teachers of children aged 3 to 13 years.
Qualitative data in the form of audio recordings of risk reframing sessions, brief, written participant evaluations, and in-depth interviews with selected teacher and parent volunteers are gathered to understand some of the experiences and observations of the adults participating in the study.
Primary outcomes (activity levels) will be analysed using intention-to-treat principles. The effectiveness of the intervention for increasing activity, changing social skills and after school activities will be measured at both cluster and individual levels. Mixed-effects multi-level regression (STATA/IC 12, http://www.stata.com), taking clustering and repeated measurement of participants into account, will be used to examine net change from baseline values between groups. At the individual level, multivariate regression will be used to examine the contributions of activity level to changes in self-concept and social skills between groups. Secondary analyses will be conducted to explore subgroup effects (e.g., by sex). In addition, the contribution of potential confounders such as BMI will be explored.
Data from the audio recordings of the risk reframing sessions, parent interviews and field notes kept by project staff will be transcribed either in their entirety or as brief written reports. The resulting qualitative data will be converted to text to be analysed according to an adaptation of Charmaz's  approach to social analysis. Initial emergent themes will be identified and data coded for patterns and complexity regarding participants' experiences, actions, beliefs or relationships to risk, assumptions regarding risk, the larger process of which this action or belief is a part, and possible implications of such actions or beliefs for particular actors, institutional forms, parents, families, or children.
During and after each round of data collection, the process is evaluated and the methods of data collection and communication are reassessed to monitor fidelity to the treatment. Teachers' and administrators' perceptions and attitudes are assessed 