Youth Walking and Biking Rates Vary by Environments Around 5 Louisiana Schools

Gustat, Jeanette; Richards, Katherine; Rice, Jorgia C.; Andersen, Lori; Parker-Karst, Kathryn; Cole, Shalanda

doi:10.1111/josh.12220

Cited by 23 publications

(21 citation statements)

References 24 publications

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“…Finally, although evidence for the benefits of active transport to school is accumulating, it is relatively uncommon in the United States, particularly in disadvantaged and rural areas . Walking or biking to school is more common among students who live closer to school, but creative approaches, such as multimodal travel, may facilitate active transport among other youth …”

Section: Implications For School Healthmentioning

confidence: 99%

“…45 Finally, although evidence for the benefits of active transport to school is accumulating, it is relatively uncommon in the United States, particularly in disadvantaged and rural areas. [46][47][48] Walking or biking to school is more common among students who live closer to school, 49 but creative approaches, such as multimodal travel, may facilitate active transport among other youth. 46 Despite the potential benefits of integrating physical activity opportunities into the school routine, many challenges have been reported including a higher priority on academics and lack of facilities, 50 as well as inadequate capacity and insufficient funds.…”

Section: Implications For School Healthmentioning

confidence: 99%

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Physical and Social Contexts of Physical Activity Behaviors of Fifth and Seventh Grade Youth

Saunders

Dowda

McIver

et al. 2018

Journal of School Health

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Section: Implications For School Healthmentioning

confidence: 99%

Section: Implications For School Healthmentioning

confidence: 99%

Physical and Social Contexts of Physical Activity Behaviors of Fifth and Seventh Grade Youth

Saunders

Dowda

McIver

et al. 2018

Journal of School Health

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“…In reviewing the broader literature on children and travel the increasing use of the car for school journeys stems from issues relating to the built environment. Research show that long distances from home to school and congestion constrain active and/or independent travel (without adult supervision) in favor of the car (Ferdinand et al, 2012 ; Gustat et al, 2014a , b ; Larsen et al, 2015 ). The difference between motorized and non-motorized transportation seems to lie within a limit of 2 km (Kelly and Fu, 2014 ), with parents assessing the suitability of the physical environment before deciding on travel mode (Johansson, 2006 ; Race et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

What Drives Them to Drive?—Parents' Reasons for Choosing the Car to Take Their Children to School

2017

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Children's school journeys have changed vastly during recent decades: More children are being driven to school in private cars instead of walking and cycling, with many who are entitled to a free school bus service still being driven. Earlier research into travel mode choice has often investigated how urban form impacts upon mode choice regarding school journeys—in particular how urban form hinders or enables the use of the active mode. This paper quantitatively explores parents' stated reasons for choosing the car and the relationship between these reasons and the decision to use the car to take their children to school. We additionally investigate the relationship between sociodemographic factors, distance, and both the stated reasons and the actual mode decision. A sample of 245 parents (194 women) of school children aged 10–15 in the County of Värmland in Sweden were included in the study. The results of PLS-SEM show that the factor Social convenience has a direct relationship with the frequency of car use indicating that the wish to accompany the child and the convenience of car impacts on car choice. If the child is not allowed to travel independently, the parents choose the car to take him/her to school. Sociodemographic factors had a direct relationship with the stated reasons, whereby parents with a higher level of education valued safety/security less. Quite surprisingly, distance (i.e., environmental factor) did not affect car use, indicating that parents drive their children to school regardless of distance. By isolating the particular reasons for choosing the car, this paper focuses on a potentially important missing piece as regards finding out what motivates the increasing car usage in children's school journeys. An increased knowledge of what motivates the decision to take children by car is important for effective policies aimed at changing parents' inclination toward choosing the car.

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“…A BE score of 0 indicates that the segment has no features that promote PA relative to the average street segment. This scoring process has been used in the development of walkability and playground indices [26,27].…”

Section: Statistical Analysesmentioning

confidence: 99%

Cross-sectional associations between the neighborhood built environment and physical activity in a rural setting: the Bogalusa Heart Study

et al. 2020

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Background Insufficient physical activity (PA) is a common health risk and more prevalent in rural populations. Few studies have assessed relationships between the built environment and PA in rural settings, and community policy guidance to promote PA through built environment interventions is primarily based on evidence from urban studies. Methods Participants in the Bogalusa Heart Study, a longitudinal study in rural Louisiana, with International Physical Activity Questionnaire data from 2012 to 2013 and a valid residential address (N = 1245) were included. PA was summarized as the number of weekly metabolic equivalent (MET)-minutes of total, transportation, and leisure time PA. The Rural Active Living Assessment street segment audit tool and Google Street View were used to assess features of the built environment overall and in six categories (path features, pedestrian safety features, aesthetics, physical security, destinations and land use) that influence PA. Scores for street segment built environment (overall and in categories) were calculated, for segments and buffers of 0.25, 0.50, 1.00 and 1.50 miles. Associations between built environment scores and PA were assessed with generalized estimating equations. Results Participants reported little weekly total, leisure time, and transportation PA (mean 470, 230 and 43 MET-minutes per week, respectively). A 1-point increase in the overall built environment score was associated with 10.30 additional weekly leisure time MET-minutes within a 1.50 mile buffer (p-value 0.05), with a similar magnitude observed for a 1.00-mile buffer. A 1-point increase in the aesthetic score was associated with significantly higher leisure time PA for all geographic units (from 22.21 to 38.75 MET-minutes weekly) when adjusted for individual covariates, but was attenuated and only significant for the segment of the residence after accounting for other neighborhood characteristics. Conclusions Significant associations between features of the environment (overall and aesthetic scores) with leisure time PA were observed among adults in this rural population. Built environment interventions in rural settings face additional barriers of lower population density and greater distances for infrastructure projects, and it is important to identify approaches that are both feasible for rural communities and can promote PA.

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Youth Walking and Biking Rates Vary by Environments Around 5 Louisiana Schools

Abstract: There is a role and a need for the SRTS program. The environment and other factors influence biking and walking to school.

Cited by 23 publications

References 24 publications

Physical and Social Contexts of Physical Activity Behaviors of Fifth and Seventh Grade Youth

Physical and Social Contexts of Physical Activity Behaviors of Fifth and Seventh Grade Youth

What Drives Them to Drive?—Parents' Reasons for Choosing the Car to Take Their Children to School

Cross-sectional associations between the neighborhood built environment and physical activity in a rural setting: the Bogalusa Heart Study

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