Disney-Pixar to the rescue: harnessing positive affect for enhancing children’s active mobility

Tranter, Paul; Sharpe, Scott

doi:10.1016/j.jtrangeo.2011.04.006

Cited by 31 publications

(19 citation statements)

References 48 publications

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“…Finally, recent studies have highlighted the importance of taking into account both social and environmental issues (Feng et al, 2010;Gilbert and O'Brien, 2005;McMillan 2005McMillan , 2006Saelens and Handy, 2008) and they have attempted (in this regard) to indicate how cities can be changed to improve children's independent mobility. These strategies can be grouped into three broad categories: changing urban form and transport, changing the design of local neighbourhoods and changing social values (Tranter and Sharpe, 2012).…”

Section: School Commutingmentioning

confidence: 99%

“…The same trend was also observed in Australia, where the decline in children's active transport to school is particularly marked. The percentage of children walking to school decreased from 58% in 1971 to 26% in 2003, whereas car use increased from 12% to 48% (Tranter and Sharpe, 2012;Van der Ploeg et al, 2008). In the Greater Toronto Area (Canada), walking to school declined for both 11-13-year-old (53-42.5%) and 14-15-year-old (38.6-30.7%) students (Buliung et al, 2009).…”

Section: Travel Distances and Mode Choicementioning

confidence: 99%

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School commuting: the relationship between energy consumption and urban form

Marique

Dujardin

Teller

et al. 2013

Journal of Transport Geography

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. a b s t r a c tA large amount of research in the past has focused on the relationships between the energy consumption for home-to-work travel and land-use patterns. However, little is known about children's mobility. This paper analyses the energy consumption, travel distances and mode choices for school commuting based on two decennial surveys in Belgium. The results highlight the following: (1) mobility behaviours have evolved drastically over the past decades for school commuting, an evolution that cannot be entirely related to land-use variables, (2) the energy consumption for school commuting is strongly dependent upon the school level, and (3) the links between land-use patterns and energy consumption for school commuting are different than those highlighted within the literature between urban forms and hometo-work commutes. The concentration of secondary schools and tertiary institutions in urban centres induces higher energy consumption rates, whereas the decentralisation of nursery and primary schools across the entire territory leads to very low local energy consumption and increased walking and cycling. These results provide a better understanding of school commuting within the European context and could guide future policies focused on transport energy consumption at the local scale.

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Section: School Commutingmentioning

confidence: 99%

Section: Travel Distances and Mode Choicementioning

confidence: 99%

School commuting: the relationship between energy consumption and urban form

Marique

Dujardin

Teller

et al. 2013

Journal of Transport Geography

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show abstract

“…This has been followed by others exploring activity range, territorial range, daily contact space, distances children travel and places children travel to (see e.g. Spilsbury, 2005;Mackett et al, 2007;Tranter and Sharpe, 2012, Villaneuva et al 2012). …”

mentioning

confidence: 99%

Decreasing experiences of home range, outdoor spaces, activities and companions: changes across three generations in Sheffield in north England

Woolley

Griffin

2014

Children's Geographies

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Home range is commonly understood to be the distance from home that children are allowed to go in the outdoor environment with the term being used within various academic disciplines. Different factors influence children's home range including traffic, age, parental fears and understandings of what it means to be a good parent. Research addressing home range over different generations has identified a context of changes in the built environment, demography and technology. This paper reports results from three generations of two families in Sheffield in the north of England and confirms a reduction in four major domains: home range, variety of outdoor spaces visited; range of activities undertaken and the number of companions. Defining home rangeThe concept and term home range has been used for over forty years, originated from the field of environmental psychology (Gaster, 1995) and is generally understood as a mechanism to describe children's engagement with their outdoor environment. Some have suggested that home range is 'the distance children travel away from their home in the course of their outdoor play and leisure pursuits' (Matthews, 1992 p ) or that it is 'the sum of children's independent, voluntary encounters with the world centring on the dwelling' (Gaster, 1995,p35). Taking an understanding relating more to frequency of use Moore and Young (1978) suggested the terms habitual, frequented and occasional range. Hart identified that home range was often not imposed by parents but was 'a product of negotiation and understanding between parent and child' (Hart, 1979, p. 46). He recognised the complexity of the concept and suggested three sub-headings of free range, range with permission and range with permission and with other children. It is this complex definition that forms the basis of the research reported in this paper.The term home range seemed to fall out of use in academic discourse being replaced, to some extent,by studies about what is now called Children's Independent Mobility (CIM) with the research of Hillman et al. (1990) leading in this area. This has been followed by others exploring activity range, territorial range, daily contact space, distances children travel and places children travel to (see e.g. Spilsbury, 2005;Mackett et al., 2007;Tranter and Sharpe, 2012, Villaneuva et al. 2012).

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“…Since 2002 only about 40% of UK children 7-13 years have been allowed freedom of home school journey without supervision (Fyhri & Hjorthol, 2009) and a recent research conducted in Australia revealed that less than 46% of children walk or cycle to school and below 38% are free to travel. Emerging evidence suggests that active transport to and from school increases with age during childhood, particularly from childhood to adolescence, though some studies have shown that active transport declines with age (Tranter et al, 2012). Individual, social and physical environmental level factors influence independent mobility and physical activities behaviour (Veitch et al, 2017) On the other hand, the traffic and safety measures put in place by creating traffic-separated areas influences children's mobility with emphasis on the importance of neighborhood cohesion and connectedness (Lin et al, 2017).…”

Section: Factors Of Independent Mobility That Affect Children's Qualimentioning

confidence: 99%

“…Likewise, children's degrees of license to travel freely have reduced in many countries including Britain Australia, the USA, Sweden, and in Finland as found in recent studies. The average time per week children spend in active travels like walking and cycling has reduced over the years (Tranter & Sharpe, 2012) as children's home school journey by car has increased. Further review of articles through national surveys showed reduction in active travel which suggests a simultaneous decrease in opportunities for independent travel.…”

Section: Introductionmentioning

confidence: 99%

An Appraissal of Independent Mobility towards Advancing Child-friendly Military Barrack Community Milieu in Developing Countries

Daodu

Said

2018

E-BPJ

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Independent mobility means children's opportunity of free play in the neighborhood without adult supervision. Meanwhile, mobility restriction has affected child environmental friendliness of military barrack community in developing countries including Nigeria. The aim of this study is to explore underlying parameters of independent mobility in advancing child-friendly barrack. Thirty journal articles in children's environment studies were reviewed and analyzed in relation to military geographies and its built environment. Children's level of independent mobility influences their physical, social, cognitive, and emotional developments. Consequently, walking or cycling-friendly environment as active travel mode for children was found to have positively contributed to improved quality of life.

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Disney-Pixar to the rescue: harnessing positive affect for enhancing children’s active mobility

Cited by 31 publications

References 48 publications

School commuting: the relationship between energy consumption and urban form

School commuting: the relationship between energy consumption and urban form

Decreasing experiences of home range, outdoor spaces, activities and companions: changes across three generations in Sheffield in north England

An Appraissal of Independent Mobility towards Advancing Child-friendly Military Barrack Community Milieu in Developing Countries

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