Associations Between Environmental Characteristics and Active Commuting to School Among Children: a Cross-sectional Study

Effectiveness of an Ecological Model-Based Active Transport Education Program on Physical and Mental Health in High School Students (MOV-ES Project): Study Protocol for a Randomized Controlled Trial

The United Nations, through its 2030 Agenda and Sustainable Development Goals, advocates for the establishment of conducive environments for physical activity, following the ecological model. In line with this initiative, active transportation emerges as an accessible, cost-effective, and sustainable approach to augmenting daily physical activity levels. This study protocol endeavors to assess the impact of an active transportation education program rooted in the ecological model on the physical and mental well-being of high school students. Drawing upon scientific insights, we hypothesize that a 16-week active transportation intervention will lead to a 3% reduction in average body fat percentage and a noteworthy enhancement in executive function (including inhibition, cognitive flexibility, and working memory), physical fitness (comprising cardiorespiratory fitness and muscle strength), and mental health (encompassing mood disorders and cognitive functioning). If this intervention proves effective, it could offer a viable solution for the school community, especially in reducing congestion within the school environment. The study protocol aims to evaluate the impact of an active transportation educational program based on the ecological model on the physical and mental well-being of high school students. Three high schools located in the urban area of Talca, Chile, will be randomly selected (one public, one privately subsidized, and one private non-subsidized). Each high school will be randomly assigned an experimental group (n = 30) and a control group (n = 30; without intervention). The experimental groups will receive an active transportation educational intervention during their physical education classes for four months (60 to 90 min sessions, once a week), while the control group will receive no intervention. The primary outcome will provide information on body composition and executive function. Secondary outcomes will include objective physical activity level, physical fitness, mental well-being, academic achievement, health-related quality of life, perception of environmental urban features, physical activity barriers, and adherence to active transportation. It is expected that the results of the MOV-ES Project will transcend the physical health of schoolchildren and will have an impact on the school community, especially by decongesting the school environment.

Creating A child-friendly social environment for fewer conduct problems and more prosocial behaviors among children: A LASSO regression approach

BACKGROUND

Creating a child-friendly social environment is an important component of promoting child-friendly city development. This study aims to explore the key indicators of friendly family, school and community social environments from the perspective of children's conduct problems and prosocial behaviors.

METHOD

The sample included grade 3-5 students from one public elementary school in the urban areas and another public elementary school in the rural areas of a Chinese city pursuing a child-friendly philosophy. A total of 418 participants were included in this study. Data on conduct problems, prosocial behaviors and the social environment were collected. To effectively select important variables and eliminate estimation bias, this study used LASSO regression to identify key indicators predicting children's conduct problems and prosocial behavior, followed by linear regression coefficient estimation and significance testing.

RESULTS

Creating a friendly family environment (ensuring family members' assistance with academic problems) and school environment (reducing cheating, fighting, and unfriendly teacher language) was associated with reduced conduct problems in children. Creating a positive family atmosphere (enhancing children's trust in family members), school environment (increasing parents' awareness of school affairs, reinforcing students' prosocial behavior, increasing extracurricular activity programs, and encouraging student engagement in academics) and community environment (respecting all children in the community) was associated with improving children's prosocial behavior.

CONCLUSIONS

This study transforms the multidimensional, complex child-friendly social environment evaluation indicator system into concise and specific measurement indicators, which can provide theoretical and practical implications for government decision-making in child-friendly city development through empirical research.

Correlates of Active School Transportation During the COVID-19 Pandemic Among Canadian 7- to 12-Year-Olds: A National Study

BACKGROUND

Active school transportation (AST) is an important source of physical activity for children and a potentially important climate change mitigation strategy. However, few studies have examined factors associated with AST in the context of the COVID-19 pandemic.

METHODS

We used baseline data from a longitudinal survey to investigate correlates of AST during the second wave of COVID-19 (December 2020). We collected survey data from 2291 parents of 7- to 12-year-olds across Canada and linked this information with data on neighborhood walkability and weather from national databases. We assessed potential correlates representing multiple levels of influence of the social-ecological model. We used gender-stratified binary logistic regression models to determine the correlates of children's travel mode to/from school (dichotomized as active vs motorized), while controlling for household income. We examined the correlates of travel mode for both the morning and afternoon trips.

RESULTS

Consistent correlates of AST among Canadian children during the COVID-19 pandemic included greater independent mobility, warmer outdoor temperature, having a parent who actively commuted to work or school, living in a household owning fewer vehicles, and living in a more walkable neighborhood. These findings were largely consistent between boys and girls and between morning and afternoon school trips.

CONCLUSIONS

Policymakers, urban planners, and public health workers aiming to promote AST should focus on these correlates while ensuring that neighborhoods are safe for children. Future research should monitor the prevalence and correlates of AST as COVID-19 restrictions are removed.

Associations between school-level environment and individual-level factors of walking and cycling to school in Canadian youth

Identifying individual-level and school-level correlates of walking and cycling to school remains a public health priority as only one in four Canadian youth actively travels to school. This study aimed to estimate the prevalence of Canadian youth in grades 6 to 10 who walk, cycle, or use motorised transport to go to school, and to examine if school neighbourhood walkability, neighbourhood-level and individual-level correlates are associated with mode of transportation to school. Data come from the 2017/2018 Health Behaviour in School-aged Children study. The walkability of the schools' neighbourhood was measured using the Canadian Active Living Environments (Can-ALE) index. We observed that only 22.4% and 4.2% of youth walked and cycled to school, respectively. Most (73.4%) used motorised transport to school, including 53.2% of youth who lived less than 5 minutes from school. Schools located in neighbourhoods with higher Can-ALE classes (i.e., higher walkability) were positively associated with walking to school. No statistically significant association between school walkability and cycling to school was observed. Individual-level socioeconomic status (SES) was associated with walking, but not cycling, to school. Conversely, neighbourhood-level SES was associated with cycling, but not with walking, to school. Correlates of walking to school differed from those for cycling to school, suggesting that different approaches to promoting active transportation are needed.

Active School Commuting in School Children: A Narrative Review of Current Evidence and Future Research Implications

Active school commuting (ASC) has been proposed as a practical way to inculcate positive physical activity habits in children. This paper reviews the current evidence regarding ASC among children, highlights advances in research techniques and existing limitations in the field, and outlines future implications for research and promotion. A comprehensive literature search was conducted to identify English language studies on ASC among children aged 6-12 years, followed by a narrative review. ASC has witnessed a global decline, despite evidence of its contribution to physical activity levels. Context-dependent factors such as commuting distance and parental safety concerns are consistently identified as key determinants of ASC. Several promising interventions have been identified. Despite the limitations in intervention scope and quality, notable advancements in research techniques, such as multilevel regression and agent-based modelling, have been identified. Effective promotion of ASC to tackle childhood physical inactivity requires collaborative efforts among schools, parents, and the government, and should be tailored to address multilevel determinants within the local context. Future research should leverage recent advancements in research techniques to develop effective promotion strategies, while considering the context-dependent nature of ASC behaviours and addressing existing limitations, including the lack of standardised definitions and limited geographical and age coverage.

Perceived Safety Influencing Active Travel to School-A Built Environment Perspective

Despite the many research studies on active school travel (AST), the number of children walking/cycling to school is decreasing as there is a lack of implementable research evidence. This review through database searches from 2000 to 2020 aims to identify research gaps and explore new perspectives. The articles are selected and screened methodically for systematic presentation of the review. An existing active school travel framework is used to structure and discuss this review paper on mediating factors influencing children's active travel to school, that is the perceived traffic safety, neighborhood safety, and distance to school. Perception of traffic safety could be ameliorated through lateral separation from the traffic, and this could be a new area of research. The neighborhood safety perception may require more research to validate the previous findings. Schools should be located within high-density residential development so that many children can walk to school.

Nature and Children's Health: A Systematic Review

CONTEXT

Daily outdoor play is encouraged by the American Academy of Pediatrics. Existing evidence is unclear on the independent effect of nature exposures on child health.

OBJECTIVE

We systematically evaluated evidence regarding the relationship between nature contact and children's health.

DATA SOURCES

The database search was conducted by using PubMed, Cumulative Index to Nursing and Allied Health Literature, PsychInfo, ERIC, Scopus, and Web of Science in February 2021.

STUDY SELECTION

We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. In all searches, the first element included nature terms; the second included child health outcome terms.

DATA EXTRACTION

Of the 10 940 studies identified, 296 were included. Study quality and risk of bias were assessed.

RESULTS

The strongest evidence for type of nature exposure was residential green space studies (n = 147, 50%). The strongest evidence for the beneficial health effects of nature was for physical activity (n = 108, 32%) and cognitive, behavioral, or mental health (n = 85, 25%). Physical activity was objectively measured in 55% of studies, and 41% of the cognitive, behavioral, or mental health studies were experimental in design.

LIMITATIONS

Types of nature exposures and health outcomes and behaviors were heterogenous. Risk of selection bias was moderate to high for all studies. Most studies were cross-sectional (n = 204, 69%), limiting our ability to assess causality.

CONCLUSIONS

Current literature supports a positive relationship between nature contact and children's health, especially for physical activity and mental health, both public health priorities. The evidence supports pediatricians in advocating for equitable nature contact for children in places where they live, play, and learn.

Fitness Level Differences between Students in Kosovo and Montenegro

Geographical, cultural, and socio-economic factors create a different lifestyle. Accordingly, the aim of this research was to identify the differences in anthropometric and fitness characteristics among adolescents living in Montenegro and Kosovo in order to optimize the physical fitness as a consequence of the proactive behavior. Anthropometric characteristics and fitness level measures were assessed by Eurofit testing battery among 600 Kosovar and 600 Montenegrin students, equally distributed by gender. Differences between countries, gender, and age group (13, 14 and 15 years) were assessed with multivariate and univariate analysis of variance. The results showed that Montenegrin students are taller, heavier, and achieve better results in the sit-ups and 20-m endurance shuttle-run tests. Kosovar students achieve better results in the standing broad jump and 10 × 5 m shuttle-run tests. Males achieve significantly better results in all tests, excluding the sit-and-reach test. Statistically significant differences among age groups were found for all variables, regardless gender and country (except for the flamingo and sit-and reach tests). This study is of importance to physical education teachers and curriculum authors to optimize students’ proactive behavior based on the identified anthropometric and physical fitness differences between the two countries, age groups, and genders.

Are school-based measures of walkability and greenness associated with modes of commuting to school? Findings from a student survey in Ontario, Canada

OBJECTIVES

In Canada, students are increasingly reliant on motorized vehicles to commute to school, and few meet the recommended overall physical activity guidelines. Infrastructure and built environments around schools may promote active commuting to and from school, thereby increasing physical activity. To date, few Canadian studies have examined this research question.

METHODS

This study is a cross-sectional analysis of 11,006 students, aged 11-20, who participated in the 2016/2017 Ontario Student Drug Use and Health Survey. The remote sensing-derived Normalized Difference Vegetation Index (NDVI), at a buffer of 500 m from the schools' locations, was used to characterize greenness, while the 2016 Canadian Active Living Environments (Can-ALE) measure was used for walkability. Students were asked about their mode of regular commuting to school, and to provide information on several socio-demographic variables. Multivariable logistic regression models were used to quantify associations between active commuting and greenness and the Can-ALE. The resulting odds ratios, and their 95% confidence intervals, were adjusted for a series of risk factors that were collected from the survey.

RESULTS

Overall, 21% of students reported active commuting (biking or walking) to school, and this prevalence decreased with increasing age. Students whose schools had higher Can-ALE scores were more likely to be active commuters. Specifically, the adjusted odds ratio (OR) of being an active commuter for schools in the highest quartile of the Can-ALE was 2.11 (95% CI = 1.64, 2.72) when compared with those in the lowest. For children, aged 11-14 years, who attended schools in high dwelling density areas, a higher odds of active commuting was observed among those in the upper quartile of greenness relative to the lowest (OR = 1.41; 95% CI = 0.92, 2.15). In contrast, for lower dwelling density areas, greenness was inversely associated with active commuting across all ages.

CONCLUSION

Our findings suggest that students attending schools with higher Can-ALE scores are more likely to actively commute to school, and that positive impacts of greenness on active commuting are evident only in younger children in more densely populated areas. Future studies should collect more detailed data on residential measures of the built environment, safety, distance between home and school, and mixed modes of commuting behaviours.

Active Transport to School and School Neighbourhood Built Environment across Urbanisation Settings in Otago, New Zealand

The school neighbourhood built environment (BE) can facilitate active transport to school (ATS) in adolescents. Most previous studies examining ATS were conducted in large urban centres and focused on BE of home neighbourhoods. This study examined correlations between school-level ATS rates among adolescents, objectively measured school neighbourhood BE features, and adolescents’ perceptions of the school route across different urbanisation settings. Adolescents (n = 1260; 15.2 ± 1.4 years; 43.6% male) were recruited from 23 high schools located in large, medium, and small urban areas, and rural settings in Otago, New Zealand. Adolescents completed an online survey. School neighbourhood BE features were analysed using Geographic Information Systems. School neighbourhood intersection density, residential density and walkability index were higher in large urban areas compared to other urbanisation settings. School-level ATS rates (mean 38.1%; range: 27.8%–43.9%) were negatively correlated with school neighbourhood intersection density (r = −0.58), residential density (r = −0.60), and walkability index (r = −0.64; all p < 0.01). School-level ATS rates were also negatively associated with adolescents’ perceived safety concerns for walking (r = −0.76) and cycling (r = −0.78) to school, high traffic volume (r = −0.82), and presence of dangerous intersections (r = −0.75; all p < 0.01). Future initiatives to encourage ATS should focus on school neighbourhood BE features and minimise adolescents’ traffic safety related concerns.

Influence of Neighborhood Environment on Physical Activity Participation among Children with Autism Spectrum Disorder

Despite the positive influence of environmental factors on physical activity (PA) levels of children, further investigation is necessary when considering the unique characteristics of children with autism spectrum disorder (ASD). The purpose of this study was to examine the relationship between neighborhood environment factors and PA among children with ASD by examining the extent to which (a) the built environment, (b) neighborhood safety, and (c) neighborhood support contributes to PA. A secondary data analysis using the 2016 and 2017 combined dataset of the National Survey of Children's Health was used. The total sample included 14,944 children between the ages of 6-17 years; of this, a sample of 494 children had a parent-reported diagnosis of ASD. Multivariate logistic regressions were conducted to explore the unique influences of the above three neighborhood environment factors on PA engagement. Among children with and without ASD, an association was found between feeling safe and engaging in PA, that is, the odds of engaging in PA are greater among children who were safe in their neighborhoods than children who were not in safe neighborhoods. Surprisingly, other neighborhood factors do not have a significant relationship with PA participation among children with ASD at this time. Future studies should consider how to incorporate the support of others and feeling of safety into the neighborhood along with how to improve accessibility of the built environment in order to increase PA for children with ASD. LAY SUMMARY: The results of this study showed that neighborhood factors influence physical activity (PA) among children with ASD differently compared to their peers without ASD. Children with ASD who live in safe neighborhoods are more likely to engage in PA, while other neighborhood factors, such as playgrounds and support, are not associated with an increased likelihood of engaging in PA at this time. Efforts should be made to improve neighborhood accessibility and design in order to increase PA among children with ASD.

A Conceptual Framework for Modelling Safe Walking and Cycling Routes to High Schools

Active transport to or from school presents an opportunity for adolescents to engage in daily physical activity. Multiple factors influence whether adolescents actively travel to/from school. Creating safe walking and cycling routes to school is a promising strategy to increase rates of active transport. This article presents a comprehensive conceptual framework for modelling safe walking and cycling routes to high schools. The framework has been developed based on several existing relevant frameworks including (a) ecological models, (b) the “Five Es” (engineering, education, enforcement, encouragement, and evaluation) framework of transport planning, and (c) a travel mode choice framework for school travel. The framework identifies built environment features (land use mix, pedestrian/cycling infrastructure, neighbourhood aesthetics, and accessibility to local facilities) and traffic safety factors (traffic volume and speed, safe road crossings, and quality of path surface) to be considered when modelling safe walking/cycling routes to high schools. Future research should test this framework using real-world data in different geographical settings and with a combination of tools for the assessment of both macro-scale and micro-scale built environment features. To be effective, the modelling and creation of safe routes to high schools should be complemented by other interventions, including education, enforcement, and encouragement in order to minimise safety concerns and promote active transport.

Associations of the objective built environment along the route to school with children's modes of commuting: A multilevel modelling analysis (the SLIC study)

As active commuting levels continue to decline among primary schoolchildren, evidence about which built environmental characteristics influence walking or cycling to school remains inconclusive and is strongly context-dependent. This study aimed to identify the objective built environmental drivers of, and barriers to, active commuting to school for a multi-ethnic sample of 1,889 healthy primary schoolchildren (aged 5-11) in London, UK. Using cross-sectional multilevel ordered logistic regression modelling, supported by the spatial exploration of built environmental characteristics through cartography, the objective built environment was shown to be strongly implicated in children's commuting behaviour. In line with earlier research, proximity to school emerged as the prime variable associated with the choice for active commuting. However, other elements of the urban form were also significantly associated with children's use of active or passive modes of transport. High levels of accidents, crime and air pollution along the route to school were independently correlated with a lower likelihood of children walking or cycling to school. Higher average and minimum walkability and higher average densities of convenience stores along the way were independently linked to higher odds of active commuting. The significance of the relations for crime, air pollution and walkability disappeared in the fully-adjusted model including all built environmental variables. In contrast, relationships with proximity, traffic danger and the food environment were maintained in this comprehensive model. Black children, pupils with obesity, younger participants and those from high socioeconomic families were less likely to actively commute to school. There is thus a particular need to ensure that roads with high volumes of actively commuting children are kept safe and clean, and children's exposure to unhealthy food options along the way is limited. Moreover, as short commuting distances are strongly correlated with walking or cycling, providing high-quality education near residential areas might incite active transport to school.

The neighborhood social environment and physical activity: a systematic scoping review

BACKGROUND

Investigating the association of the neighborhood social environment on physical activity is complex. A systematic scoping review was performed to (1) provide an inventory of studies assessing the influence of the neighborhood social environment on physical activity since 2006; (2) describe methodologies employed; and (3) formulate recommendations for the field.

METHODS

Two databases were searched using terms related to 'physical activity,' 'neighborhood,' and 'social environment' in January 2017. Eligibility criteria included: 1) physical activity as an outcome; 2) neighborhood social environment as a predictor; 3) healthy population (without diagnosed clinical condition or special population); 4) observational or experimental design. Of 1352 studies identified, 181 were included. Textual data relevant to the social environment measurement and analysis were extracted from each article into qualitative software (MAXQDA) and coded to identify social environmental constructs, measurement methods, level of measurement (individual vs. aggregated to neighborhood), and whether authors explicitly recognized the construct as the social environment. The following measures were generated for each construct: number of unique measurements; % of times measured at an aggregate level; % of times authors referred to the construct as the social environment. Social environmental constructs were then grouped into larger descriptive dimensions.

RESULTS/FINDINGS

Fifty-nine social environmental constructs were identified and grouped into 9 dimensions: Crime & Safety (n = 133 studies; included in 73% of studies); Economic & Social Disadvantage (n = 55, 33%); Social Cohesion & Capital (n = 47, 26%); Social Relationships (n = 22, 12%); Social Environment (n = 16, 9%); Disorder & Incivilities (n = 15, 8%); Sense of Place/Belonging (n = 8, 4%); Discrimination/Segregation (n = 3, 2%); Civic Participation & Engagement (n = 2, 1%). Across all articles, the social environment was measured using 176 different methods, was measured at an aggregate-level 38% of the time, and referred to as the social environment 23% of the time.

CONCLUSIONS

Inconsistent terminology, definitions, and measurement of the social environment and the lack of explicit language identifying constructs as the social environment make it challenging to compare results across studies and draw conclusions. Improvements are needed to increase our understanding of social environmental correlates and/or determinants of physical activity and facilitate cross-disciplinary conversations necessary to effectively intervene to promote physical activity.

TRIAL REGISTRATION

PROSPERO CRD42017059580.

Individual, social and neighbourhood correlates of cycling among children living in disadvantaged neighbourhoods

OBJECTIVES

To describe cycling behaviours and examine individual, social and neighbourhood correlates of cycling among children living in socio-economically disadvantaged neighbourhoods.

DESIGN

Cross-sectional.

METHODS

Mothers of 289 children (46% boys) aged 8-15 (mean 12±2.2) years living in disadvantaged neighbourhoods in Victoria, Australia were surveyed about their child's cycling frequency and duration in a typical week. Perceptions of cycling, cycling ability, cycling behaviours and road safety were proxy- and self-reported by mothers. Shortest road distance from home to school was determined using a Geographic Information System. Multivariable logistic regression analyses examined associations between individual, social and neighbourhood variables and cycling frequency (>once/week) and duration (>60min/week).

RESULTS

Overall, 70% of boys and 49% of girls cycled>once/week; rates of cycling for >60min/week were 60% and 32%, respectively. Children had greater odds of cycling>once/week if they enjoyed cycling for fun (OR=13.3, 95%CI=2.0, 86.9). Children had greater odds of cycling for >60min/week if they enjoyed cycling for fun (OR=17.1, 95%CI=1.7, 167.7) or if they were allowed to cycle on main roads (OR=3.2, 95%CI=1.1, 9.1). Children who had to cross several roads to access play areas had lower odds of cycling for >60min/week (OR=0.3, 95%CI=0.1, 0.7).

CONCLUSIONS

Future research should investigate strategies to increase children's enjoyment of cycling, independent mobility and safe access by cycling to key destinations such as play areas.

Relationships between area-level socioeconomic status and urbanization with active transportation, independent mobility, outdoor time, and physical activity among Canadian children

Background

Active transportation (AT), independent mobility (IM), and outdoor time are promising ways to increase children’s physical activity. However, in order to create interventions to increase those forms of physical activity, it is important to understand the relationships between area-level socioeconomic status (SES) and type of urbanization with AT, IM, outdoor time, and physical activity, and this was the aim of the study.

Methods

One thousand six hundred ninety-nine children in grades 4 to 6 (mean age: 10.2 ± 1.0 years) from three Canadian regions participated. AT, IM, and outdoor time were assessed using questionnaires and physical activity was measured using the SC-StepRX pedometer. Area-level SES was assessed using the median household income of the census tract in which the school was located and type of urbanization was determined for each school using standardized procedures. Generalized linear and general linear mixed models were used to examine the relationships.

Results

Area-level SES and the type of urbanization were generally not related to AT, IM, or physical activity for either gender. However, we observed that both boys and girls living in lower SES areas had decreased odds of spending > 2 h outdoors on weekend days compared to their peers from higher SES areas. Girls living in suburban or rural areas were more likely to spend > 2 h outdoors on weekdays compared to their urban counterparts.

Conclusions

AT, IM, and physical activity are generally not associated with area-level SES or the type of urbanization in this sample of Canadian children. The finding regarding outdoor time showing that both boys and girls of lower SES areas had decreased odds of spending > 2 h outdoors on weekends compared to their peers from higher SES areas suggest that additional efforts should be implemented to offer outdoor play opportunities in lower SES areas.

Electronic supplementary material

The online version of this article (10.1186/s12889-019-7420-y) contains supplementary material, which is available to authorized users.

Environmental correlates of sedentary time and physical activity in preschool children living in a relatively rural setting in the Netherlands: a cross-sectional analysis of the GECKO Drenthe cohort

OBJECTIVES

This study examined the relationship between environmental correlates and children's sedentary time (ST), light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) in preschool children.

DESIGN

Cross-sectional study SETTING: A birth cohort in Drenthe, a northern province and relatively rural area of the Netherlands.

PARTICIPANTS

Valid data both for the ActiGraph and the questionnaire were obtained from 505 child-parent pairs.

PRIMARY AND SECONDARY OUTCOME MEASURES

ST, LPA and MVPA of children were objectively measured by ActiGraph accelerometry (minimum three wearing days, more than 10 hours/day). Environmental correlates were collected using a questionnaire reported by parents that included household characteristics, parental and children's PA behaviours and neighbourhood environment (eg, traffic safety, road network and presence of PA facilities). Potential correlates were identified using linear regression analysis, adjusted by age, gender, siblings, and maternal age and education level. Ordinary least square regression-based path analysis was used to estimate direct and indirect effects on activity outcomes in mediation models.

RESULTS

Linear regression analysis showed that 'parents taking children to play sports' was related to less ST, more LPA and MVPA; more outdoor play was also related to less ST and more LPA, but not MVPA. Parents who perceived more PA facilities in their neighbourhood showed more support for 'taking children to play sports', and this was associated with less ST or more MVPA compared with children living with less PA facilities in their neighbourhood. No evidence was found for a relation between traffic safety or road network with ST, LPA and MVPA.

CONCLUSIONS

This study indicated that parental support and child outdoor play may influence children's daily PA patterns. Convenient neighbourhood PA facilities, such as parks and playgrounds, had an indirect effect through parental support associated with lower children's ST and higher MVPA, even in relatively rural areas.

Socioeconomic status moderates the association between perceived environment and active commuting to school

OBJECTIVE

To analyze the moderator effect of socioeconomic status in the association between the perceived environment and active commuting to school.

METHODS

A total of 495 adolescents and their parents were interviewed. Perceived environment was operationalized in traffic and crime safety and assessed with the Neighborhood Environment Walkability Scale. Active commuting was self-reported by the adolescents, categorized in walking, bicycling or skating at least one time/week. Socioeconomic status was used as moderator effect, reported from adolescents' parents or guardians using Brazilian standardized socioeconomic status classification. Analyses were performed with Poisson regression on Stata 12.0.

RESULTS

Prevalence of active commuting was 63%. Adolescents with low socioeconomic status who reported “it is easy to observe pedestrians and cyclists” were more likely to actively commute to school (PR = 1.18, 95%CI 1.03–1.13). Adolescents with low socioeconomic status whose parents or legal guardians reported positively to “being safe crossing the streets” had increased probability of active commuting to school (PR = 1.10, 95%CI 1.01–1.20), as well as those with high socioeconomic status with “perception of crime” were positively associated to the outcome (PR = 1.33, 95%CI 1.03–1.72).

CONCLUSIONS

Socioeconomic status showed moderating effects in the association between the perceived environment and active commuting to school.

Associations of built environment and children's physical activity: a narrative review

PROBLEM

Childhood obesity has been an epidemic particularly in high-income countries. There is a considerable volume of data and studies depicting the rising number of obese children and adolescents in different countries. As suggested by the literature, physical inactivity is one the main drivers of childhood obesity. This paper addresses the associations of the built environment with physical activity of children in order to find to theoretically facilitate intervention and prevention measures. Literature: There is a large body of literature describing the overall determinants of children's physical activity. The built environment is one of the influential factors that have been partially examined. Among the physical environment indicators, distance to school has been repeatedly reported to be negatively associated with active travels to school; thus, it indirectly affects physical activity of children. Apart from distance to school, some other built environment indicators have also been less researched, such as population and construction densities, distance to the city center, land use mix, and type of urban fabric (urban, suburban, etc.).

OBJECTIVE

The purpose of this review was to shed light on some of the less-studied areas of the existing literature related to the relationship between the built environment and physical activity of children aged between 3 and 12 years.

METHOD

The English-language publications, majority of which were peer-reviewed journal papers published in recent years, were collected and descriptively analyzed. Two large categories were the backbone of this narrative review: (1) non-school outdoor activities of children that take place in the residential neighborhood and (2) commuting to school and the related interventions such as safe routes to school.

RESULTS

Seven areas were synthesized by this review of the literature. Differences in associations of the built environment and physical activity in (1) different types of urban forms and land uses such as urban, suburban, high-density, etc.; (2) different city sizes such as small towns, mid-sized cities, large cities and megacities; (3) different cultures, subcultures and ethnicities in the same city of country, e.g. the Asian minority of London or the Turkish minority of Germany; (4) between perceptions of parents and children and associations with children's physical activity, e.g. how they perceive safety and security of the neighborhood; (5) associations of the built environment with children's physical activity in less-studied contexts, e.g. many developing and under-developed countries or eastern European countries; (6) differences in built environment - physical activity associations in different regions of the world, e.g. continents; and finally (7) associations between mobility patterns of parents and their children's physical activity, for instance, the frequencies of taking public transport or walk as a commute mode.

CONCLUSION

Researchers are recommended to focus their less-researched subtopics mentioned under the Results section in accordance with local conditions observed in less-researched contexts so that measures and interventions are accordingly planned.

Impact of Distance on Mode of Active Commuting in Chilean Children and Adolescents

Active commuting could contribute to increasing physical activity. The objective of this study was to characterise patterns of active commuting to and from schools in children and adolescents in Chile. A total of 453 Chilean children and adolescents aged between 10 and 18 years were included in this study. Data regarding modes of commuting and commuting distance was collected using a validated questionnaire. Commuting mode was classified as active commuting (walking and/or cycling) or non-active commuting (car, motorcycle and/or bus). Commuting distance expressed in kilometres was categorised into six subgroups (0 to 0.5, 0.6 to 1, 1.1 to 2, 2.1 to 3, 3.1 to 5 and >5 km). Car commuting was the main mode for children (to school 64.9%; from school 51.2%) and adolescents (to school 50.2%; from school 24.7%). Whereas public bus commuting was the main transport used by adolescents to return from school. Only 11.0% and 24.8% of children and adolescents, respectively, walk to school. The proportion of children and adolescents who engage in active commuting was lower in those covering longer distances compared to a short distance. Adolescents walked to and from school more frequently than children. These findings show that non-active commuting was the most common mode of transport and that journey distances may influence commuting modes in children and adolescents.

Natural and built environmental exposures on children's active school travel: A Dutch global positioning system-based cross-sectional study

Physical inactivity among children is on the rise. Active transport to school (ATS), namely walking and cycling there, adds to children's activity level. Little is known about how exposures along actual routes influence children's transport behavior. This study examined how natural and built environments influence mode choice among Dutch children aged 6-11 years. 623 school trips were tracked with global positioning system. Natural and built environmental exposures were determined by means of a geographic information system and their associations with children's active/passive mode choice were analyzed using mixed models. The actual commuted distance is inversely associated with ATS when only personal, traffic safety, and weather features are considered. When the model is adjusted for urban environments, the results are reversed and distance is no longer significant, whereas well-connected streets and cycling lanes are positively associated with ATS. Neither green space nor weather is significant. As distance is not apparent as a constraining travel determinant when moving through urban landscapes, planning authorities should support children's ATS by providing well-designed cities.

Built Environment Features that Promote Cycling in School-Aged Children

Previous research shows that children and youth who cycle to/from school are more active and fitter than those who travel by motorized modes. However, rates of cycling are low in many countries, and a better understanding of the correlates of cycling may inform the development of future interventions. This review summarizes the current literature on the built environment correlates of cycling among school-aged children and youth. While both studies of transportation and recreational cycling were eligible, the majority of the 12 included studies focused on the trip to/from school and consistently indicated that shorter distance between home and school is associated with greater odds of cycling. However, little is known about the correlates of cycling for other purposes. Furthermore, other built environment features have not been studied enough to allow strong conclusions to be drawn. Recommendations for future studies are proposed to address the limitations of current evidence.

Cross-continental comparison of the association between the physical environment and active transportation in children: a systematic review

BACKGROUND

The purpose of this systematic review was to determine the relationship between a wide range of physical environmental characteristics and different contexts of active transportation in 6- to 12-year-old children across different continents.

METHODS

A systematic search was conducted in six databases (Pubmed, Web of Science, Cinahl, SportDiscus, TRIS and Cochrane) resulting in 65 papers, eligible for inclusion. The investigated physical environmental variables were grouped into six categories: walkability, accessibility, walk/cycle facilities, aesthetics, safety, recreation facilities.

RESULTS

The majority of the studies were conducted in North America (n = 35), Europe (n = 17) and Australia (n = 11). Active transportation to school (walking or cycling) was positively associated with walkability. Walking to school was positively associated with walkability, density and accessibility. Evidence for a possible association was found for traffic safety and all forms of active transportation to school. No convincing evidence was found for associations between the physical environment and active transportation during leisure. General safety and traffic safety were associated with active transportation to school in North America and Australia but not associated with active transportation to school in Europe.

CONCLUSIONS

The physical environment was mainly associated with active transportation to school. Continent specific associations were found, indicating that safety measures were most important in relation to active commuting to school in North America and Australia. There is a need for longitudinal studies and studies conducted in Asia, Africa and South-America and studies focusing specifically on active transportation during leisure.

Validity and Reliability of Farsi Version of Youth Sport Environment Questionnaire

The Youth Sport Environment Questionnaire (YSEQ) had been developed from Group Environment Questionnaire, a well-known measure of team cohesion. The aim of this study was to adapt and examine the reliability and validity of the Farsi version of the YSEQ. This version was completed by 455 athletes aged 13–17 years. Results of confirmatory factor analysis indicated that two-factor solution showed a good fit to the data. The results also revealed that the Farsi YSEQ showed high internal consistency, test-retest reliability, and good concurrent validity. This study indicated that the Farsi version of the YSEQ is a valid and reliable measure to assess team cohesion in sport setting.

The Role of School Environment in Physical Activity among Brazilian Adolescents

Objective

To analyze the association of physical activity facilities and extracurricular sports activities in schools with physical activity among adolescents.

Methodology/Principal Findings

We used data collected for the National Survey of School Health in 2012. The national representative sample comprised 109,104 Brazilian students from 2,842 schools. We calculated the prevalence of participation in physical education classes, leisure-time physical activity, and total physical activity level. We also evaluated the following physical activity facilities: sports courts, running/athletics tracks, schoolyard with teacher-directed physical activities, swimming pools, locker rooms; and the offer of extracurricular sports activities. Schools with at least one physical activity facility had increased odds of participation in physical education (OR 1.59; 95% CI 1.20 to 2.10). However, in order to increase leisure-time physical activity (OR1.14; 95% CI 1.03 to 1.26) and total physical activity level (OR 1.15; 95% CI 1.06 to 1.24) at least four and two facilities, respectively, were necessary. Extracurricular sports activities in schools were positively associated with leisure-time physical activity and physical activity level. The number of sports courts and swimming pool in a school were associated with participation in physical education classes. Availability of sports courts, running/athletics tracks, and swimming pool in schools were associated with leisure-time physical activity. Total physical activity was associated with schools with sports courts, schoolyard with teacher-directed physical activities, and swimming pool.

Conclusions

School-level characteristics have important potential to increase the possibility of engagement in physical activity in and out of school, and therefore have a fundamental role in promoting these practices.

Assessing the environmental characteristics of cycling routes to school: a study on the reliability and validity of a Google Street View-based audit

Background

Google Street View provides a valuable and efficient alternative to observe the physical environment compared to on-site fieldwork. However, studies on the use, reliability and validity of Google Street View in a cycling-to-school context are lacking. We aimed to study the intra-, inter-rater reliability and criterion validity of EGA-Cycling (Environmental Google Street View Based Audit - Cycling to school), a newly developed audit using Google Street View to assess the physical environment along cycling routes to school.

Methods

Parents (n = 52) of 11-to-12-year old Flemish children, who mostly cycled to school, completed a questionnaire and identified their child’s cycling route to school on a street map. Fifty cycling routes of 11-to-12-year olds were identified and physical environmental characteristics along the identified routes were rated with EGA-Cycling (5 subscales; 37 items), based on Google Street View. To assess reliability, two researchers performed the audit. Criterion validity of the audit was examined by comparing the ratings based on Google Street View with ratings through on-site assessments.

Results

Intra-rater reliability was high (kappa range 0.47-1.00). Large variations in the inter-rater reliability (kappa range -0.03-1.00) and criterion validity scores (kappa range -0.06-1.00) were reported, with acceptable inter-rater reliability values for 43% of all items and acceptable criterion validity for 54% of all items.

Conclusions

EGA-Cycling can be used to assess physical environmental characteristics along cycling routes to school. However, to assess the micro-environment specifically related to cycling, on-site assessments have to be added.