Applying the Intervention Mapping Protocol to promote Active Transport to School in primary school students: the ProATs intervention

Abstract

The school setting is presented as an ideal context for behavioral interventions. Accordingly, evidence shows that school-based interventions positively impact on Active Transportation to School (ATS). However, behavioral interventions are rarely developed in a systematic way. The aim of this manuscript is to describe the content and development process of the ProATS (Promoting Active Transportation to School) intervention. For this purpose, an Intervention Mapping Protocol (IMP) is used for the design, implementation, and evaluation of ProATS. This intervention aims to increase ATS in children aged 10 to 12 years is used. ProATS is based on a literature review and is developed by a multidisciplinary team. There is input from experts (Local Working Group), school representatives (Planning Committee), and a facilitator in each school (a member of the research team). The ProATs intervention results in the following two components (i) curricular path, (ii) non-curricular path. In parallel, a guide is elaborated, which includes the strategies and activities to design and implement the ProATs project. The results of the pilot study seem promising, showing a significant increase in ATS (i.e., the frequency of ATS). IMP, targeting behavioral changes such as ATS, is a complex and time-consuming process. Yet, it helped us to carry out the planning and development of the ProATs intervention to make it feasible, effective, and sustainable. The process explanation followed with the IMP allows replication of the intervention in other school contexts.

Educación Vial en Educación Física de Primaria: Un Estudio de Revisión de la Literatura (Road Safety Education in Primary School Physical Education: A Literature Review Study)

“…Es por ello que, a través de la educación vial se puede contribuir a los ODS, puesto que no solo conciencia sobre la prudencia al volante, sino que también fomenta el transporte activo, el desplazamiento en bici o andando al colegio, etc. Actividad que además conlleva diversos beneficios tanto físicos como sociales para los niños (Corral-Abós et al, 2022). Sin embargo, este equilibrio climático y el freno a la contaminación no se puede conseguir sin una dimensión social, que como aclara Michelle Bachelet, Directora Ejecutiva de ONU Mujeres, para conseguir un mundo sostenible, en equilibrio, se requiere de igualdad de género adoptando un enfoque global e inclusivo (ONU, 2012).…”