School Travel Planning

School Travel Planning

Research Questions

Research Questions

1. To assess the effects of the STP intervention on (a) school travel behaviour and (b) PA levels.

2. To examine how potential effects of the STP intervention on (a) school travel behaviour and (b) PA levels from the intervention group varies based on aspects of the intervention implementation for each school, and how these outcomes are moderated by factors at the individual, interpersonal, and physical environment levels.

3. To assess the effects of the STP intervention on air quality around schools.

4. To evaluate the process of how the STP intervention is developed and implemented in each school, so that we can identify factors that influenced STP effectiveness to enhance our knowledge of how to implement interventions to benefit the greatest diversity of children.

Sample

Target Sample

Intervention

• Parents in JK - 8
• Students in 4 - 8

Study

• 12 Intervention Schools & 12 Control Schools
• Parents & Students in 4 to 6

Key Outcomes

1. School Travel Behaviour

1) # of active trips to and from school

2) # of car trips to and from school

3) # of bus trips to and from school

Key Outcomes

2. Physical Activity Levels

1) # of minutes of total PA

2) # of minutes of MVPA

3. School Air Quality

1) PM2.5

2) O3

3) NO2

Travel Behaviour

Mood

There are no wrong answers. The most important thing is to respond honestly about how you feel.

1. When you get to school: Right now, I am feeling…

2. Thinking back to your trip to school this morning: how did you feel on your way to school?

3. Before you leave school: Right now, I am feeling…

4. When you get home from school: Right now, I am feeling…

5. Thinking back to your trip home from school: how did you feel on your way home?

Behaviours (Parents & Youth)

Behaviours:

Mode of Travel

During a typical week, how does your child get to school each day?

Walk Bike Roll School Bus Drive

Monday

Tuesday

Wednesday

Thursday

Friday

Mode Specific Questions:

Attitudes (Parents)

Attitudes

From the Physical Activity Literature:

Doing physical activity every day for the next 3 months would be:

1) Fun

2) Enjoyable

3) Good for Me

4) Important to Me

Literature for AST takes a different approach...

If my child walks to or from school:

Subjective Norms

Youth:

My family wants me to walk, bike or roll to school / bus stop every day

My friends want me to walk, bike, or roll to school every day

My teachers want me to walk, bike, or roll to school every day

My family walks, bikes, or rolls to school or work every day

My friends walk, bike, or roll to school every day

My teachers walk, bike, or roll to school every day

Parent:

I want my child to walk, bike, or roll to school every day

My child's school wants children to walk, bike, or roll to school every day

Behavioural Controls

My child could walk, bike or roll to school every day if they want to

My child has time to walk, bike or roll to school every day if they want to

We live in a place which allows my child to walk, bike or roll to school every day if they want to

Intentions

I plan for my child to walk, bike or roll to school every day over the next month

Strongly Agree Somewhat Agree

Somewhat Disagree Strongly Disagree

I intend for my child to walk, bike or roll to school every day over the next month

Strongly Agree Somewhat Agree

Somewhat Disagree Strongly Disagree

Individual Factors

Parents:

• Age / Grade
• Gender
• Ethnicity
• Postal Code
• Second Home Postal Code

Youth:

• Age / Grade
• Gender
• # of vehicles
• Own / Share Cell Phone
• Health / Disabilities that make AST difficult?

Social Factors

Youth:

• Household Size
• # of Children in household (under 18)

Parent:

• # of children attending the school
• Older Children still living at home?
• 1 or 2 Homes
• # of parents in each home
• Household Income
• Parent Gender, relationship with child
• SES of each parent in each home (e.g., education, employment)

Social

Factors

Independent Mobility

(Parent & Youth)

Independent Mobility

Adding in:

• Walk to/from school
• Bike to/from school
• Roll to/from school

Within each of the above on youth only:

• Alone;
• With Friends;
• With Adults

Using Hillman's 6 Mobility Licenses (Yes / No)

Do you allow your child to…

• Travel home from school alone
• Cross main roads alone
• Cycle on main roads alone
• Travel on buses alone (other than school bus)
• Travel alone to places other than school
• Go out alone after dark

Knowledge (Youth)

Purpose: To better understand the influence education has on children's knowledge

Knowledge

Mood /

QOL

Well-being (Youth)

Purpose: Helps inform Gina's PDA Grant & evidence that links AST with positive mental well-being

Ability

Abilities

Facilitators (Youth):

Do you have the following equipment?

• Bike
• Skateboard
• Roller Blades
• Scooter
• Helmet

Barriers:

• My child doesn’t have the skills to:
• Bike to school
• Walk to school
• Roll to school
• My child is too young to:
• Bike to school
• Walk to school
• Roll to school

Convenience

Convenience

Facilitators:

• I choose to live in my neighbourhood so my child can walk / bike / roll to school
• My child enjoys to walk / bike roll to school
• My child enjoys to walk / bike / role for fun outside of school hours

Barriers:

• It is too far
• Not enough time in the morning
• Not enough time in the afternoon
• Parent's schedule does not allow it
• Don't like to walk, bike or roll
• Too much stuff to carry
• Too cold in winter
• Too hot in the fall / spring
• Get too hot and sweaty

Infrastructure

Infrastructure

Facilitators:

• There are many interesting things to look at on the way
• There are lots of trees along my route to school
• There are enough sidewalks along my route to school
• There are walking trails along my route to school

Barriers:

• Lack of Sidewalks
• Lack of Cross Walks
• Nowhere to leave a bike at school
• Nowhere to leave my scooter /

skateboard / roller blades at school

Safety

Facilitators:

• My neighborhood is safe enough for children to walk to/from school alone
• My neighborhood is safe enough for children to walk to/from school with friends
• Pedestrians/cyclists can be seen by people in their homes along the way

Barriers:

• Drivers drive too fast
• Too much traffic on the route
• Child has to cross busy roads
• Unsafe because of crime in our

neighbourhood

• Unsafe because of strangers in the

neighbourhood

• Might get bullied/teased
• No adults to walk with
• No children to walk with
• There is not enough daylight in the

morning

Measurement Scales

Lot's of options in the literature. Differences among how questions are stated and scales used to answer them.

Measurement

Scales

Recommendations:

• Parents = Likert Scale (Strongly Agree - Strongly Disagree)
• Youth = Binary Scale (Yes / No)