Children and Parental Barriers to Active Commuting to School: A Comparison Study

The main objectives of this study were: to compare the barriers to active commuting to and from school (ACS) between children and their parents separately for children and adolescents; and to analyze the association between ACS and the children’s and parents’ barriers. A total of 401 child–parent pairs, from Granada, Jaén, Toledo and Valencia, self-reported, separately, their mode of commuting to school and work, respectively, and the children’s barriers to ACS. T-tests and chi-square tests were used to analyze the differences by age for continuous and categorical variables, respectively. Binary logistic regressions were performed to study the association between ACS barriers of children and parents and ACS. Both children and adolescents perceived higher physical and motivational barriers and social support barriers towards ACS than their parents (all p < 0.05). Additionally, the parents perceived higher distance, traffic safety, convenience, built environment, crime-related safety and weather as barriers towards ACS, than their children (all p < 0.05). Moreover, a higher perception of barriers was related to lower ACS. The results of our study showed the necessity of attenuating the perceptions of children and their parents in order to increase ACS. This is relevant to develop interventions in the specific contexts of each barrier and involving both populations.Spanish Ministry of Economy, Industry and CompetitivenessEuropean Commission DEP2016-75598-RUniversity of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of ExcellenceUnit of Excellence on Exercise and Health (UCEES)Junta de AndalucíaEuropean CommissionEuropean Social Fund (ESF

Convergent Validation of a Self-Reported Commuting to and from School Diary in Spanish Adolescents

The aim of this study was to examine the convergent validity of self-reported diary times for commuting to and from school with device-measured positional data (Global Positioning System; GPS) in Spanish adolescents. Methods: Cross-sectional data were obtained from four Spanish public secondary schools in 2021, comprising 47 adolescents and 141 home-school and school-home trips. Participants self-reported the time they left and arrived at home and school through a commuting diary. They wore a GPS device recording the objective time during three trips (i.e., one home-school trip and two school-home trips). Agreement between commuting diary and GPS data regarding home-school trips and school-home trips was evaluated using Bland-Altman plots. Results: Total commuting time differed by 1 min (95% limits of agreement were 16.1 min and -18.1 min) between subjective and objective measures (adolescents reported 0.8 more minutes in home-school trips and 1 more minute in school-home trips compared to objective data). Passive commuters reported 0.7 more minutes and active commuters reported 1.2 more minutes in the total commuting time compared to objective data. Conclusions: Self-reported commuting diaries may be a useful tool to obtain commuting times of adolescents in epidemiological research or when tools to measure objective times are not feasible.Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE)Spanish Ministry of Education and Vocational Training (FPU17/03934, FPU18/04251)University of Granada, Plan Propio de Investigación 2016, Excellence actions: Units of Excellence, Unit of Excellence on Exercise and Health (UCEES)Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades, European Regional Development Fund (ERDF), ref. SOMM17/6107/UGRInstituto de Salud Carlos III through the fellowship CP20/00178 European Social Fun

The Effect of a School-Based Intervention on Children’s Cycling Knowledge, Mode of Commuting and Perceived Barriers: A Randomized Controlled Trial

The low rates of active commuting to/from school in Spain, especially by bike, and the wide range of cycling interventions in the literature show that this is a necessary research subject. The aims of this study were: (1) to assess the feasibility of a school-based cycling intervention program for adolescents, (2) to analyse the effectiveness of a school-based cycling intervention program on the rates of cycling and other forms of active commuting to/from school (ACS), and perceived barriers to active commuting in adolescents. A total of 122 adolescents from Granada, Jaén and Valencia (Spain) participated in the study. The cycling intervention group participated in a school-based intervention program to promote cycling to school during Physical Education (PE) sessions in order to analyse the changes in the dependent variables at baseline and follow up of the intervention. Wilcoxon, Signs and McNemar tests were undertaken. The association of the intervention program with commuting behaviour, and perceived barriers to commuting, were analysed by binary logistic regression. There were improvements in knowledge at follow-up and the cycling skill scores were medium-low. The rates of cycling to school and active commuting to/from school did not change, and only the “built environment (walk)” barrier increased in the cycling group at follow-up. School-based interventions may be feasibly effective tools to increase ACS behaviour, but it is necessary to implement a longer period and continue testing further school-based cycling interventions.Spanish GovernmentEuropean Commission DEP2016-75598-RUniversity of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES)Junta de AndaluciaEuropean Regional Development Fund (ERDF), "R&D research staff contract, within the framework of the Spanish National Youth Guarantee" - Junta de AndaluciaEuropean Social Fund (ESF)Spanish Government FPU18/04251 FPU17/0393

Psychometric Characteristics of a Commuting-to-School Behaviour Questionnaire for Families

The purposes of this study were: (a) to describe the patterns of modes of commuting to school (children) and to work (parents) separated by gender and age, (b) to validate the questions on children’s mode of commuting to and from school according to their parents, and (c) to analyse the reliability of a family questionnaire focused on commuting to school behaviours. A total of 611 parents (mean age: 43.28 6.25 years old) from Granada (Spain) completed “Family commuting-to-school behaviour” questionnaire in two sessions separated by 14 days, (2016 and 2018). The validation between family and children’s questions was assessed using the Kappa and Spearman correlation coe cients, and the test–retest reliability within the family questions was assessed using the Kappa and the weighted Kappa. The children’s modes of commuting to school (mean age: 11.44 2.77 years old) were mainly passive (57.7% to school) while parents’ modes of commuting to work were mainly active (71.6%). The validity of the mode of commuting was significant with high Kappa and Spearman coe cients. The test–retest reliability presented a good agreement for the mode of commuting to school in children, distance and time to school, and the mode of commuting to work in parents, while the questions on acceptable distance to walk or cycle to school showed a moderate to good agreement. The “Family commuting-to-school behaviour” questionnaire could be a useful tool to assess the mode of commuting of children, distance and time to school for researchers and practitioners.Spanish Ministry of Economy, Industry and CompetitivenessEuropean Regional Development Fund (MINECO/FEDER, UE) DEP2016-75598-RUniversity of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES)Junta de AndalucíaEuropean Union (EU) SOMM17/6107/UGRJunta de AndalucíaEuropean Social Fund (ESF

O1-4 Validation of questions to assess the mode of commuting to/from school for children according to their parents: the PACO study

Background The active commuting to school behaviour is an opportunity to increase the physical activity levels. The most frequent used tool to assess the mode of commuting to school is self-reporting by children or by their parents. However, there is a lack of information about the validity between both, children and parents. So, the purpose is to validate the questions of mode of commuting to go and come back from school of children according to their parents'. Method A total of 611 parents (mean age: 43.28±6.25 years old) and their children (mean age: 11.44±2.77 years old) from Granada (Spain) completed a family (mode of commuting of children reported by parents as part of the Family PACO questionnaire) and a student questionnaire validated (Chillon et al., 2017) (mode and frequency of commuting to and from school questionnaire), respectively, in two measurement points. The questions from the ‘Family PACO questionnaire' are: “How does your child usually go to school?” and “How does your child usually come back?”; and the questions from the ‘mode and frequency of commuting to and from school questionnaire' are: “How do you usually go to school?” and “How do you usually go from school?”. The validation between parents and childreńs questions was analysed using Kappa and Spearman correlation coefficients. The results of the kappa are considered as: poor agreement (0-0.20), acceptable agreement (0.21-0.40), moderate agreement (0.41-0.60), substantial agreement / good (0.61-0.80) and almost perfect / very good agreement (0.81-1.00) (Landis & Koch, 1977). The Spearman correlations coefficients were interpreted as low (> 0.30), moderate (0.30-0.50), and high (> 0.50) (Van Dyck, Cardon, Deforche, & De Bourdeaudhuij, 2015). Results The validity of questions from both questionnaires about mode of commuting presented high coefficients of validation (Kappa coefficient; 0.865 to school and 0.839 from school and Spearman correlation; rho=0.882 to school and rho=0.860 from school). Conclusion The questions about the mode of commuting to/from school from the ‘Family PACO questionnaire’ are valid method. Therefore, the use of the questions would be recommended to assess children's mode of commuting

Active commuting to school and associated health indicators: evaluation protocol of the PACO study Cycle and Walk to School and its implementation in secondary school

El presente estudio ha sido financiado por el Ministerio de Economía, Industria y Competitividad del Gobierno de España y el Fondo Europeo de Desarrollo Regional (DEP2016- 75598-R, MINECO/FEDER, UE). Se recibe una ayuda del Ministerio de Ciencia, Innovacioìn y Universidades del Gobierno de EspanÞa (FPU17/03934; FPU18/04251). Además, este estudio ha sido parcialmente financiado por la Universidad de Granada, Plan Propio de Investigación 2016, Acciones de excelencia: Unidades de excelencia; Unidad de Excelencia en Ejercicio y Salud (UCEES), y por la Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades, Fondo Europeo de Desarrollo Regional (FEDER), ref. SOMM17 / 6107 / UGR.Es fundamental elaborar un protocolo de evaluación para garantizar rigor y homogeneidad en cualquier estudio de investigación. Asimismo, se requieren consideraciones específicas si la investigación se desarrolla en contexto educativo y en diferentes centros educativos. Este trabajo tiene como objetivo describir el protocolo de evaluación del estudio de investigación titulado: Estudio PACO “Pedalea y Anda al Colegio”. Además, se aportan recomendaciones globales y aplicaciones prácticas en el contexto educativo. El principal objetivo del estudio PACO es fomentar el comportamiento de desplazamiento activo entre estudiantes de Educación Secundaria Obligatoria para mejorar los niveles de actividad física y otros indicadores de salud asociados. Por ello, el protocolo de evaluación incluye la metodología e instrumentos específicos para evaluar en los adolescentes variables como: 1) modo de desplazamiento al centro educativo y otros factores psicosociales asociados a dicho desplazamiento mediante el cuestionario PACO alumnos, 2) barreras familiares para el desplazamiento activo al centro educativo mediante el cuestionario PACO familias, 3) características antropométricas (peso, talla, perímetro de cintura y de cuello), 4) niveles de actividad física y gasto energético evaluados mediante acelererometría y 5) características de la ruta real casa-colegio registradas mediante Sistema de Posicionamiento Global. La transparencia en la metodología y logística necesaria para evaluar dichas variables en contexto educativo, es la clave para garantizar el rigor y la homogeneidad en futuras implementaciones, ya sean estas realizadas por investigadores o docentes. Finalmente, los datos obtenidos, serán fiables y relevantes para implementar estrategias educativas que fomenten la salud integral de los adolescentes.It is essential to develop an evaluation protocol to develop rigor and homogeneity in any research study. Likewise, some considerations are specifically needed if the research is carried out in an educational context and in different schools. This work aims to describe y the evaluation protocol of the research study entitled: PACO Study “Cycle and Walk to School”. In addition, it provides global recommendations and practical applications in the educational context. The main objective of the PACO Study is to promote the behaviour of active commuting among students of Compulsory Secondary Education to improve their physical activity levels and other associated health indicators. For this reason, the evaluation protocol includes the specific methodology and instruments for evaluating variables such as: 1) mode of commuting to school and other psychosocial factors associated with active commuting through the PACO student questionnaire, 2) family barriers to active commuting to school through the PACO families questionnaire, 3) anthropometric characteristics (weight, height, waist and neck circumference), 4) levels of physical activity and energy expenditure evaluated by accelerometry and 5) characteristics of the real home-school route through a Global Positioning System. The transparency in the methodology and logistic necessary to evaluate the variables in the educational context is key to evaluate the rigor and homogeneity in future implementations, whether they are carried out by researchers or teachers. Finally, the obtained data will be reliable and relevant to implement educational strategies in order to promote an integral health of the adolescents.Ministerio de Economía, Industria y Competitividad del Gobierno de España y el Fondo Europeo de Desarrollo Regional (DEP2016- 75598-R, MINECO/FEDER, UE)Ministerio de Ciencia, Innovacioìn y Universidades del Gobierno de España (FPU17/03934; FPU18/04251).Universidad de Granada Plan Propio de Investigación 2016, Acciones de excelencia: Unidades de excelencia; Unidad de Excelencia en Ejercicio y Salud (UCEES)Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades, Fondo Europeo de Desarrollo Regional (FEDER), ref. SOMM17 / 6107 / UG

Percepciones de los padres y adolescentes para el desplazamiento activo al centro educativo e intervenciones aplicadas en el centro educativo para promover este comportamiento

The present Doctoral Thesis was carried out under the framework of the “Pedalea y Anda al COle: PACO” (Cycling and Walk to School) project. This project is directed by the principal investigator, Dr. Palma Chillón Garzón, from the Department of Physical Education and Sports of the University of Granada and a group of doctors and doctoral students included in the project. This project is supported by the Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE).Active commuting to school (ACS) is a routine behaviour that enables pupils to be more physical active in their day through walking or cycling to school. However, low rates of PA and levels of sedentary behaviours among youth population are increasing worldwide. So, it is necessary to analyse the factors that lead to this situation and contribute to increase physical activity domains. Therefore, the purposes of the present Doctoral Thesis were to analyse a commuting-to-school questionnaire for families, to study the parents' and adolescents' perceived barriers towards active commuting to school and to analyse the effects of a school-based intervention to promote this behaviour. These purposes were answered through 4 studies, whose methods are: Study I. A total of 611 child-parents pairs from Granada, completed in two sessions separated by 14 days, the “Family commuting-to-school behaviour” questionnaire (completed by family), and the “Mode and frequency of commuting to and from school” questionnaire (completed by children. The validation between family and children’s questions was assessed using the Kappa and Spearman correlation coefficients, and the test–retest reliability within the family questions was assessed using the Kappa and the weighted Kappa. Study II. A systematic literature review was conducted through seven online databases, from the beginning of the database to March 2018. Five categories of search terms were identified: parents, barriers, school, active commuting/transport and children. Specific terms used in the search were obtained from previous reviews and experts’ opinion. Also, the PRISMA guide was used to perform the review, and it was registered on PROSPERO. Study III. A total of 401 child–parent pairs, from Granada, Jaén, Toledo and Valencia, self-reported, their mode of commuting to school and work, respectively, and the children’s barriers to ACS. T-tests and chi square tests were used to analyse the differences by age for continuous and categorical variables, respectively. Binary logistic regressions were performed to study the association between ACS barriers of children and parents and ACS. Study IV. A total of 122 adolescents from Granada, Jaén and Valencia participated in this study (cycling group, n=60; and control group, n=62). The cycling group participated in a school-based intervention to promote cycling to school within the Physical Education lessons. To analyse the changes in the dependent variables at baseline and the follow-up of the intervention, Wilcoxon, Signs and McNemar tests were conducted. The association between intervention and commuting and barriers was observed by binary logistic regression. The main results extracted from the four studies were: Study I) The children’s modes of commuting to school (mean age: 11.44 ± 2.77 years old) were mainly passive (57.7% to school) while parents’ modes of commuting to work were mainly active (71.6%). The validity of the mode of commuting questionnaire was significant with high Kappa and Spearman coefficients. The test–retest reliability presented a good agreement for the mode of commuting to school in children, distance and time to school, and the mode of commuting to work in parents, while the questions on acceptable distance to walk or cycle to school showed a moderate to good agreement. Study II) The main parental barriers reported by parents of children (21 studies) were built environment, traffic safety, distance, crimerelated safety and social support. The main parental barriers reported by parents of adolescents (6 studies) were built environment (street connectivity), distance, traffic safety and physical and motivation barriers. The parental barriers associated with ACS were mainly related to the built environment and traffic safety. Study III) Children and adolescents perceived higher physical and motivational barriers and social support barriers towards ACS than their parents (all p < 0.05). Additionally, the parents perceived higher distance, traffic safety, convenience, built environment, crime-related safety and weather as barriers towards ACS, than their children (all p < 0.05). Moreover, a higher perception of barriers was related to lower ACS. Study IV) The school-based intervention might be feasible at school context. The cycling knowledge improved after the school-based intervention; the scores of cycling skills were medium-low; the adolescents’ attendance, enjoyment and usefulness of the sessions were high. Concerning the effects, the rates of cycling to school and active commuting to/from school did not change after the school-based intervention, and only the “Built environment (walk)” barrier on the cycling group was higher on the follow-up. Also, no association was found between the participation on the school-based intervention with the rates of cycling or active commuting to school and the perception of barriers to ACS. The main conclusions from the four studies were: Study I) The “Family Commuting-to-School Behaviour” questionnaire could be a useful tool to assess the mode of commuting of children, distance and time to school for researchers and practitioners. Study II) The results showed that it is crucial to involve parents through interventions to reduce the perception of safety and to increase awareness of the importance of ACS. In addition, these strategies should be complemented by environmental changes performed by local governments. Study III) The outcomes of the study showed the necessity of attenuating the perceptions of children and their parents in order to increase ACS. This is relevant to develop interventions in the specific contexts of each barrier and involving both populations. Study IV) The results manifest the necessity of developing and implementing schoolbased cycling interventions, and they may include families and other agents such as policy makers to create multicomponent interventions.El desplazamiento activo al centro educativo (DAC) es un comportamiento rutinario que permite a los alumnos ser más activos físicamente en su día desplazándose a pie o en bicicleta al centro educativo. Sin embargo, las bajas tasas de actividad física y los niveles de comportamiento sedentario entre la población joven están aumentando en todo el mundo. Por lo que es necesario analizar los factores que afectan a esta situación y contribuir al incremento de los niveles de actividad física. Los objetivos de la presente Tesis Doctoral fueron analizar un cuestionario sobre el desplazamiento al centro educativo para las familias, estudiar las barreras percibidas por los padres y adolescentes sobre el desplazamiento activo al centro educativo y analizar los efectos de una intervención en entorno escolar para promover este comportamiento. Estudio I. Un total de 611 padres (edad media: 43,28 ± 6,25 años) de Granada (España) completaron el cuestionario “Comportamiento familiar para el desplazamiento al centro educativo” en dos sesiones separadas por 14 días (2016 y 2018). La validación entre las preguntas de la familia y los niños se evaluó mediante los coeficientes de correlación Kappa y Spearman, y la fiabilidad test-retest dentro de las preguntas familiares se evaluó mediante el Kappa y el Kappa ponderado. Estudio II. Se realizó revisión sistemática de la literatura a través de siete bases de datos electrónicas, desde el inicio de la base de datos hasta marzo de 2018. Se identificaron cinco categorías de términos de búsqueda: padres, barreras, centro educativo, desplazamiento / transporte activo y niños. Los términos específicos utilizados en la búsqueda se obtuvieron de revisiones anteriores y opiniones de expertos. Asimismo, se utilizó la guía PRISMA para realizar la revisión, y se registró en PROSPERO. Estudio III. Un total de 401 parejas de padres e hijos, de Granada, Jaén, Toledo y Valencia, informaron por separado, de su modo de desplazarse a la escuela y al trabajo, respectivamente, y las barreras de los niños para la ACS. Se utilizaron pruebas T y pruebas de chi cuadrado para analizar las diferencias por edad para las variables continuas y categóricas, respectivamente. Se realizaron regresiones logísticas binarias para estudiar la asociación entre las barreras de ACS de niños y padres y ACS. Estudio IV. En este estudio participaron un total de 122 adolescentes de Granada, Jaén y Valencia (grupo de ciclismo, n = 60; y grupo de control, n = 62). El grupo de ciclistas participó en una intervención escolar para promover el uso de la bicicleta en la escuela dentro de las lecciones de Educación Física. Para analizar los cambios en las variables dependientes al inicio del estudio y el seguimiento de la intervención, se realizaron las pruebas de Wilcoxon, Signs y McNemar. La asociación entre intervención y desplazamientos y barreras se observó mediante regresión logística binaria. Los principales resultados extraídos de los cuatro estudios fueron: Estudio I) Los modos de desplazamiento de los niños al centro educativo (edad media: 11,44 ± 2,77 años) fueron principalmente pasivos (57.7% al centro educativo) mientras que los modos de desplazamiento de los padres al trabajo fueron principalmente activos (71.6%). La validez del modo de desplazamiento del cuestionario fue significativa con altos coeficientes Kappa y Spearman. La fiabilidad test-retest presentó una buena concordancia para el modo de desplazamiento al centro educativo en los niños, la distancia y el tiempo al centro educativo, y el modo de desplazamiento al trabajo en los padres, mientras que las preguntas sobre la distancia aceptable para caminar o ir en bicicleta al centro educativo mostraron un coeficiente de moderado a buen acuerdo. Estudio II) Las principales barreras reportadas por los padres de niños (21 estudios) fueron el entorno construido, la seguridad en el tráfico, la distancia, la seguridad relacionada con el crimen y el apoyo social. Las principales barreras reportadas por padres de adolescentes (6 estudios) fueron el entorno construido (conectividad de la calle), la distancia, la seguridad en el tráfico y las barreras físicas y de motivación. Las barreras parentales asociadas con DAC se relacionaron principalmente con el entorno construido y la seguridad del tráfico. Estudio III) Tanto los niños como los adolescentes percibieron mayores barreras físicas y motivacionales y barreras de apoyo social hacia el DAC que sus padres (p <0,05). Además, los padres percibieron una mayor la distancia, la seguridad en el tráfico, la conveniencia, el entorno construido, seguridad relacionada con el crimen y clima como barreras hacia el DAC, que sus hijos (p <0.05). Además, una mayor percepción de barreras se relacionó con una menor DAC. Estudio IV) La intervención podría ser una herramienta viable en el contexto escolar. Además, el conocimiento vial mejoró después de la intervención escolar y las puntuaciones de las habilidades ciclistas fueron medias-bajas. Respecto a la asistencia a la sesión fue alta y el grupo de ciclistas indicó que les gustaron las sesiones y fueron útiles. En cuanto a los efectos, los rangos de desplazamiento en bicicleta al centro educativo y los desplazamientos activos hacia y desde el centro educativo no cambiaron después de la intervención, y solo la barrera del “entorno construido (caminar)” en el grupo de ciclistas fue más alta tras la intervención. Además, no se encontró asociación entre la participación en la intervención con los rangos de desplazamiento en bicicleta o desplazamientos activos al centro escolar y la percepción de barreras para DAC. Las principales conclusiones de los estudios incluidos fueron: Estudio I) El cuestionario “Comportamiento familiar para el desplazamiento al centro educativo” podría ser una herramienta útil para evaluar el modo de desplazamiento de los niños, la distancia y el tiempo al centro educativo, para investigadores y profesionales. Estudio II) Los resultados mostraron que es crucial involucrar a los padres a través de intervenciones para reducir la percepción de la barrera de seguridad y aumentar la conciencia sobre la importancia de los DAC. Además, estas estrategias deben complementarse con cambios en el entorno realizados por los gobiernos locales. Estudio III) El estudio mostró la necesidad de atenuar las percepciones de barreras de los niños y sus padres para incrementar el DAC. Esto es relevante para desarrollar intervenciones en los contextos específicos de cada barrera e involucrando a ambas poblaciones. Estudio IV) Los resultados manifiestan que es necesario continuar desarrollando e implementando intervenciones de ciclismo a nivel escolar, y pueden incluir a las familias y otros agentes, como políticos, para crear intervenciones multicomponentes.Tesis Univ. Granada.Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE

Preliminary Results of a Bicycle Training Course on Adults’ Environmental Perceptions and Their Mode of Commuting

This research was funded by the Spanish Ministry of Economy, Industry and Competitiveness (DEP2016-75598-R, MINECO/FEDER, UE). Additionally, this study has been partially funded by the University of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES), Junta de Andalucia, Conserjeria de Conocimiento, Investigacion y Universidades, European Regional Development Fund (ERDF), ref. SOMM17/6107/UGR and Spanish Ministry of Education and Vocational Training (FPU17/03934).This study was designed to analyze the effects of a bicycle training course on both adults’ environmental perceptions and their mode of commuting. Four bicycle training courses for adults were conducted in Granada, Spain in April 2015 and May 2016. The course program was focused on developing practical skills and attitudes on road. From the initial 65 adults who started the course, only 35 adults met the inclusion criteria and were included in the study. Participants completed twice (i.e., before and after the course) a questionnaire about their perceptions of the environment, usual mode of commuting to daily destinations, and sociodemographic characteristics. After finishing the initial questionnaire, the participants completed a bicycle training course based on the methodology “Bikeability” with a duration of 6 h. The results suggest that participants improved their safety perception in relation to the level of crime in the participants’ neighborhood after the bicycle training course. Cycling training courses should last longer in order to produce changes in the mode of commuting and in the environmental perceptions.Spanish Government DEP2016-75598-RUniversity of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of ExcellenceUnit of Excellence on Exercise and Health (UCEES), Junta de Andalucia, Conserjeria de Conocimiento, Investigacion y Universidades, European Regional Development Fund (ERDF) SOMM17/6107/UGRSpanish Government FPU17/0393

Parent’s sociodemographic factors, physical activity and active commuting are predictors of independent mobility to school

This study was supported by the Spanish Ministry of Economy, Industry, and Competitiveness and European Regional Development Fund (DEP2016- 75598-R, MINECO/FEDER, UE) and Spanish Ministry of Education and Vocational Training (FPU17/03934). Additionally, this study was supported by funding from the University of Granada Plan Propio de Investigación 2016– Excellence actions: Unit of Excellence on Exercise and Health (UCEES)–and the Junta de Andalucía, Consejería de ConoIMiento, Investigación y Universidades, European Regional Development Fund (ref. SOMM17/6107/UGR). This study was also supported by the Ministry of Education of Chile CONICYT PAIMEC programme 2015 (MEC 80150030) and Postdoctoral programme “Becas Chile” 2019 (Project No 74200025) from Agencia Nacional de Investigación y Desarrollo de Chile (ANID). In addition, the R&D research staff contract, within the framework of the Spanish National Youth Guarantee funded by the Junta de Andalucía and the European Social Fund.To Chilean and Spanish schoolchildren and their parents who agreed to participate in the study. To Own Research Plan, University of Granada and Junta de Andalucía, Ministry of Knowledge, Research and Universities. Finally, the Postdoctorado 2020, “Becas Chile”, from ANID, Chile.This study was reviewed and accepted by both the Ethical Committee of the University of Granada, Spain (code: 162/CEIH/2016) and the Ethical Committee of the Pontificia Universidad Católica de Valparaíso, Chile (code: CCF02052017).Background: Independent mobility (IM) provides young people with many opportunities to increase their autonomy and physical activity (PA). This study aimed to analyse whether the parent’s PA, active commuting to work and sociodemographic factors serve as predictors of IM to school in children and adolescents. Methods: A total of 684 parents (52.8% mothers) and their offspring (56.4% girls) were included in this study, which was performed in Granada (Spain) and Valparaíso (Chile). The parents self-reported their sociodemographic characteristics, PA and mode of commuting to work. The mode of commuting to and from school and the offspring accompaniment mode were reported. T-test and chi-square test were used to study quantitative and qualitative differences by parental gender, respectively. Binary logistic regression models (odds ratio = OR) and stepwise analysis were performed to study the association between the parents’ sociodemographic variables and IM to school. Results: Adolescents showed higher IM to school than children (58.9% vs 40.2%; p < 0.001). No car availability and shorter distance to work were positively associated with higher IM to school in children (OR = 2.22 and 2.29, respectively). Mothers’ lower salary/month (OR = 2.75), no car availability (OR = 3.17), and mother passive commuting to work (OR = 2.61) were positively associated with higher IM to school in adolescents. The main predictor of IM to school in children and adolescents was no car availability (OR = 6.53). Conclusion: Parental sociodemographic factors, such as salary, distance to work and car availability, were associated more strongly with IM than parental PA and active commuting to work.ANIDAgencia Nacional de Investigación y Desarrollo de ChileMinistry of Education of Chile CONICYT 74200025,MEC 80150030Ministry of Knowledge, Research and UniversitiesSpanish Ministry of Education and Vocational Training FPU17/03934University of Granada Plan Propio de InvestigaciónUniversity of Granada and Junta de AndalucíaMinisterio de Economía y Competitividad MINECOEuropean Social Fund ESFEuropean Regional Development Fund DEP2016-75598-R ERDFMinisterio de Economía, Industria y Competitividad, Gobierno de España MINECOJunta de AndalucíaConsejería de Conocimiento, Investigación y Universidad, Junta de Andalucía SOMM17/6107/UG

Are the Parents’ and Their Children’s Physical Activity and Mode of Commuting Associated? Analysis by Gender and Age Group

Background: Some studies have reported a positive parent–child association between physical activity (PA), but few have examined the di erence in these associations concerning both genders. The objective of this study was to establish the association between moderate to vigorous physical activity (MVPA) and mode of commuting (MC) of the parents with their children by gender and age group. Methods: This cross-sectional study included 686 mothers and fathers (43.4 6.5 years old) and their children (children 9.7 1.7 y. and adolescents 14.0 1.7 y.). Each participant completed a questionnaire on PA and MC. Chi-square test, odds ratio for categorical variables, and lineal regressions for continuous variables were used to examine the parent–child associations. Results: An inverse association was found between fathers–children in the weekend MVPA in children and between mothers–adolescents in out-of-school and weekend MVPA. An inverse association was found in MVPA between mothers-girls, and the di erent parents’ MC to work was positively associated with the MC to school in children and adolescents except for the association AC parents–adolescents. The AC was mainly associated between mothers and girls and boys. Conclusions: A weak association in parent–child MVPA but a strong association in MC between parent–child was found.Spanish Ministry of Economy, Industry and CompetitivenessEuropean Union (EU)University of Granada Plan Propio de Investigacion 2016-Excellence actions: Unit of Excellence on Exercise and Health (UCEES)Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades, European Regional Development Fund SOMM17/6107/UGRMinistry of Education of Chile CONICYT PAI-MEC programme 2015 MEC 80150030Postdoctoral programme "Becas Chile" 2019 from Agencia Nacional de Investigacion y Desarrollo de Chile (ANID