Physical and spatial assessment of school neighbourhood built environments for active transport to school in adolescents from Dunedin (New Zealand)

Pocock, Tessa; Moore, Antoni; Keall, Michael; Mandic, Sandra

doi:10.1016/j.healthplace.2018.10.003

Cited by 53 publications

(73 citation statements)

References 39 publications

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“…Dunedin secondary schools varied in size (range: 360-872 students), school decile (measure of students' socio-economic status; 1 = most deprived to 10 = least deprived) (range: decile 5-10), co-educational (n = 5) or single-sex status (n = 7), and topography (hilly = 5 schools; flat/gentle slope = 7 schools). Based on BEATS Study data, the optimal threshold distance for walking to school among Dunedin adolescents is ≤2.25 km [17]. Rates of ATS among Dunedin adolescents living ≤2.25 km from school ranged from 47.8% to 70.0% per school (average: 60.7%) [17].…”

Section: Study Contextmentioning

confidence: 99%

“…Based on BEATS Study data, the optimal threshold distance for walking to school among Dunedin adolescents is ≤2.25 km [17]. Rates of ATS among Dunedin adolescents living ≤2.25 km from school ranged from 47.8% to 70.0% per school (average: 60.7%) [17].…”

Section: Study Contextmentioning

confidence: 99%

“…Built environment characteristics are generally classified as either micro-scale (e.g., pedestrian/cycling infrastructure, intersection design, street amenities) or macro-scale (e.g., street connectivity, residential density, land use mix) attributes [13][14][15]. Both micro-scale and macro-scale attributes of the home and SN-BE influence adolescents' ATS behaviours and perceptions of safety [16,17]. Furthermore, parental concern over micro-scale built environment attributes, namely traffic, crime and personal safety, may also shape adolescents' transport mode choice [16,[18][19][20].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, odds of ATS are greater when adolescents live in high-income and high-walkability neighbourhoods [19], with higher intersection density [24,25], and shorter distances to school [22,[24][25][26] (macro-scale attributes). However, limited research and assessment of the SN-BE has been conducted in relation to ATS among adolescents e.g., [17,27]. When considering the SN-BE, prevalence and frequency of ATS among rural adolescents is reportedly associated with micro-scale attributes of the SN-BE, including sidewalk continuity, presence of curbs, and the height, continuity and setbacks of buildings [27].…”

Section: Introductionmentioning

confidence: 99%

“…When considering the SN-BE, prevalence and frequency of ATS among rural adolescents is reportedly associated with micro-scale attributes of the SN-BE, including sidewalk continuity, presence of curbs, and the height, continuity and setbacks of buildings [27]. In addition, density of major roads and public transportation facilities along the route to school [28] and concern over safety of walking to school [17] have been associated with reduced odds of adolescents cycling to school or using ATS, respectively.…”

Section: Introductionmentioning

confidence: 99%

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School Neighbourhood Built Environment Assessment for Adolescents’ Active Transport to School: Modification of an Environmental Audit Tool and Protocol (MAPS Global-SN)

Pocock

Moore

Molina‐García

et al. 2020

IJERPH

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School neighbourhood built environments (SN-BE) can influence adolescents’ active transport to school habits. Typically, SN-BE assessment has involved micro-scale (i.e., environmental audits) or macro-scale (Geographic Information Systems (GIS)) assessment tools. However, existing environmental audits are time/resource-intensive and not specific to school neighbourhoods, while GIS databases are not generally purposed to include micro-scale data. This study evaluated the inter-rater reliability and feasibility of using a modified audit tool and protocol (Microscale Audit of Pedestrian Streetscapes Global–School Neighbourhood (MAPS Global-SN)) to assess the SN-BE of twelve secondary schools in Dunedin, New Zealand. Correlations between MAPS Global-SN and GIS measures of the SN-BE were also examined. Specifically, MAPS Global-SN audit and GIS spatial analysis (intersection density, residential density, land use mix, walkability) was conducted within a 0.5 km street-network buffer-zone around all twelve schools. Based on investigator and expert consultation, MAPS Global-SN included eight modifications to both auditing processes and items. Inter-rater reliability data was collected from two independent auditors across two schools. The feasibility of a condensed audit protocol (auditing one side of each street segment in the neighbourhood, compared to both sides) was also assessed. Results indicated the modified MAPS Global-SN tool had good to excellent inter-rater reliability and the condensed MAPS Global-SN audit protocol appeared to sufficiently represent the micro-scale SN-BE. Results also highlighted the complementary nature of micro- and macro-scale assessments. Further recommendations for SN-BE assessment are discussed.

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Section: Study Contextmentioning

confidence: 99%

Section: Study Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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School Neighbourhood Built Environment Assessment for Adolescents’ Active Transport to School: Modification of an Environmental Audit Tool and Protocol (MAPS Global-SN)

Pocock

Moore

Molina‐García

et al. 2020

IJERPH

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Psychosocial and environmental determinants of active transport to school in Austrian rural communities: a cross-sectional study among schoolchildren and their parents

Hofer-Fischanger

Grasser

Poppel

2022

J Public Health (Berl.)

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Background Active transport to school (ATS) is an effective health-promoting intervention to integrate physical activity into children’s everyday lives. While previous studies have examined environmental and behavioural determinants on ATS in urban areas, evidence on rural areas is rare. Method This study examined whether environmental and psychosocial characteristics are associated with ATS in two rural communities in Austria. Participants from four schools (two primary / two secondary schools) returned a self-reported questionnaire on individual and environmental determinants of ATS consisting of one section for parents and one for children, with 382 of the 467 total responses being included in the analysis. Results Bivariate analyses showed a significant association of psychosocial characteristics of parents and children (intention, attitude, social norm, perceived behavioural control: p < 0.001), one environmental item (walking and cycling network: p ≤ 0.001) as well as distance and duration for walking to/from school between ATS. In a multiple regression model, the chances of participating in ATS were higher among children who have higher perceived behavioural control, walk between 5 to 10 minutes to school, and whose parents have a higher commitment to ATS. Conclusions Future initiatives to enhance ATS in rural areas should focus on the control beliefs of parents and children, and should involve parents in order to increase parents’ commitment to ATS. Additionally, measures should explore the effects of active transport promotion in the context of public transport and school buses. Above all, further opportunities for ATS should be considered in spatial and community planning.

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Exploring zonal heterogeneities of primary school students’ commute-mode choices through a geographically weighted regression model

Wu,

Ma,

Yan

2024

J. Geogr. Sci.

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Physical and spatial assessment of school neighbourhood built environments for active transport to school in adolescents from Dunedin (New Zealand)

Cited by 53 publications

References 39 publications

School Neighbourhood Built Environment Assessment for Adolescents’ Active Transport to School: Modification of an Environmental Audit Tool and Protocol (MAPS Global-SN)

School Neighbourhood Built Environment Assessment for Adolescents’ Active Transport to School: Modification of an Environmental Audit Tool and Protocol (MAPS Global-SN)

Psychosocial and environmental determinants of active transport to school in Austrian rural communities: a cross-sectional study among schoolchildren and their parents

Exploring zonal heterogeneities of primary school students’ commute-mode choices through a geographically weighted regression model

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