Community Factors Related to Active Transportation

Larouche, Richard

doi:10.1016/b978-0-12-811931-0.00009-0

Cited by 4 publications

(2 citation statements)

References 52 publications

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“…Velmi tedy záleží na konkrétní lokalitě, která ovlivňuje míru a vhodnost realizovatelnosti tohoto opatření. V každém případě ovšem platí, že pokud školy identifikují vhodné a bezpečné cesty do školy, je až 8× větší pravděpodobnost, že se žáci do aktivní dopravy zapojí (Larouche, 2018). V České republice byla zjištěna 3× větší pravděpodobnost, že žáci budou chodit do školy a ze školy pěšky nebo jezdit na kole, pokud jejich škola aktivní způsob dopravy cíleně propaguje (Hollein et al, 2017).…”

Section: Aktivní Transport Do šKolunclassified

Developing oral presentation-related self-assessment among prospective teachers of German as a foreign language: Analysis of self-assessment comments

Jana Veličková

2024

PedOr

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Learner self-assessment is a significant predictor of learning outcomes (Hattie, 2018). However, it is insufficiently implemented in Czech secondaryschools (Czech School Inspectorate, 2021). One of the reasons for this may be the lack of teachers’ experience in developing their own self-assessment skills. Thispaper presents a study framed by a 12-week intervention programme to develop self-assessment skills focused on presenting in German among prospectiveteachers of German as a foreign language (n=15). The study examined the content (characteristics) of the participants’ self-assessment comments collected beforeand after the intervention program. A total of 25 self-assessment comments were collected using the “Lautes Erinnern” method (13 before the intervention, 12 afterthe intervention) and analysed using the inductive category formation of the qualitative content analysis (Mayring, 2014). The analysis revealed three maincharacteristics of the development of self-assessment: increasing evidence in the self-assessment comments, a shift in focus from the predominance of non-languagespecific to language-specific assessment, and a shift in focus from mostly negative to also positive aspects of performance. The study concludes with a discussion of the implications for better teacher education that develops their self-assessment skills appropriately.

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Section: Aktivní Transport Do šKolunclassified

Developing oral presentation-related self-assessment among prospective teachers of German as a foreign language: Analysis of self-assessment comments

Jana Veličková

2024

PedOr

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“…Children are more likely to walk or cycle to school if crossing guards are employed 16 or if they attend a school with programs or policies in place to encourage AST. 17 A study in Ottawa (Canada) found that when safe routes to school were identified and traffic calming measures were observed by study staff, children were much more likely to engage in AST, suggesting these 2 strategies should be used in combination. 16 Additionally, distance between home and school is not only a barrier to AST, but also a potential moderator.…”

Section: School Environment Correlates Of Active School Transportationmentioning

confidence: 99%

Associations Between School Environments, Policies and Practices and Children's Physical Activity and Active Transportation

Blanchette

Larouche

Tremblay

et al. 2021

Journal of School Health

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BACKGROUND:There is evidence of school-level variability in children's active behaviors. This study investigated the associations between school environments, policies and practices, and children's physical activity (PA) and active school transportation (AST), in a school ecology context. METHODS:We recruited children (N = 1699, age = 10.2 ± 1.0 years, 55.0% girls) in 37 schools from 3 diverse regions of Canada. We then collected data using questionnaires (child, parent) and pedometers. In each school, an official completed a School Health Environment Survey. Multilevel regression models were used to examine associations with children's daily steps, and frequency and volume (frequency*distance) of AST. RESULTS:Between-school variation ranged from 4.7% to 22.2% demonstrating that school environments are associated with children's active behaviors. None of the school environment variables were significantly associated with children's PA or frequency of AST. Nevertheless, their inclusion improved the PA model. Children's volume of AST increased in schools that reported more initiatives to promote AST. CONCLUSIONS:Our findings suggest that multiple components are needed to effectively promote active behaviors in children. Schools should determine the areas in which they can improve and assess the feasibility of implementing measures to make their school environments, policies, and practices more conducive to PA and AST.

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