Changes in Self-Efficacy and Outcome Expectations From Child Participation in Bicycle Trains for Commuting to and From School

Abstract

A BTI improved child self-efficacy, parent self-efficacy, and parent outcome expectations, which warrants a larger RCT to examine long-term changes to these behavioral constructs and ACS.

Strategies and effects of school-based interventions to promote active school transportation by bicycle among children and adolescents: a systematic review

“…After removal of 776 duplicates, 1143 articles were screened. Nine relevant studies evaluating seven unique interventions were included in this review [44][45][46][47][48][49][50][51][52].…”

“…In the section "confounders", only one study [48] did not report adjustments. The other eight studies [44][45][46][47][49][50][51][52] reported adjustments for at least two up to eight out of ten different covariates (i.e., age, distance from home to school, sex/gender, AST, BMI, race, bike score, neighbourhood disorder, attendance, accelerometer wear time). However, group differences at baseline were only absent in two studies [44,51].…”

“…However, group differences at baseline were only absent in two studies [44,51]. In the section "data collection methods", three studies were rated as weak [45,46,51], three as moderate [47,48,52], and three as strong [44,49,50]. Referring to the section "withdrawals/drop-outs", six studies declared drop-outs [44,46,47,[50][51][52] and five studies had low retention rates [45,48,49,51,52].…”

“…All but one study [44] either did not report blinding at all or reported unblinded conditions. In the section "analyses" ratings were either strong [46,49,50,52] or weak [44,45,47,48,51] with strengths in the unit of allocation [45][46][47][49][50][51][52] as well as statistical methods (including ES) [44-46, 48-50, 52] and deficits in the unit of analyses [45,47,48,51] as well as usage of intention-totreat analysis [44,45,47,48,51]. The weakest section was "intervention integrity" rated as weak in all nine studies.…”

Gender Influence on Students, Parents, and Teachers’ Perceptions of What Children and Adolescents in Germany Need to Cycle to School: A Concept Mapping Study

“…Regarding bicycle-related equipment, previous research remained unclear on whether “the equipment of a child’s bicycle is a potential determinant of cycling to school” [ 33 ] (p. 290). Nevertheless, the only overall effective bicycle intervention in our recent systematic review [ 12 ] was conducted in the USA and provided every child with a bicycle and related equipment (i.e., helmet, lock, lights) prior to the beginning of the intervention [ 34 , 35 ]. In our study, girls rated a lock and brakes as important equipment, whereas boys rated only a lock as important equipment.…”