Adolescents and their aspirations for private car‑based transport

The need to transition away from the current car-dominated transport system is well documented in sustainability, health and transportation literatures. Despite growing interest in active and public transport modes, the car still dominates travel preferences for most age groups. There is, however, some evidence of declining preferences for car-based travel for younger generations. In this paper, we use empirical material gathered through a mixed methods study of high school students in Dunedin, New Zealand, to explore the aspirations of adolescents for private car-based transport. We present and interpret findings from a quantitative survey of high school students (n = 1240) and qualitative focus groups (n = 10 focus groups, 54 participants). Contrary to somewhat optimistic reports of reduced aspiration for driving and cars, we find evidence of ongoing preference for car-based transport, and intentions to learn to drive amongst the cohort of young urban millennials. The findings signal the importance of socialisation processes and everyday travel decisions (e.g. mode choice) for long term aspirations to replicate practices of automobility. Such findings have important implications for interventions to increase non-motorised mobilities, and reduce dependence on private vehicles across the transport system

The relationship between transport-to-school habits and physical activity in a a sample of New Zealand adolescents

Objectives: Adolescents using active transport (AT) to school have higher levels of physical activity (PA) compared with motorized transport (MT) users. This study compared school day and weekend day PA in adolescents using AT, MT, or combined AT and MT (AT + MT) to travel to school. Methods: Adolescents (n = 314; age: 14.7 § 1.4 years; 32.8% boys) from Dunedin (New Zealand) wore an accelerometer for 7 days and completed a self-reported survey regarding mode of transport to school (73 AT, 56 AT + MT, and 185 MT). Data were analyzed using t tests, analysis of variance, and x2 tests. Results: Although the proportion of adolescents meeting PA guidelines significantly differed among transport groups (AT, 47.9%; AT + MT, 46.4%; MT, 33.5%; p = 0.048; overall, 39.2%), the observed differences were due mainly to girls. Compared with MT, AT and AT +MT engaged in more moderate-to-vigorous PA (MVPA) per day (AT: 61.2 § 23.2 min; AT + MT: 59.6 § 21.7 min; MT: 52.5 § 19.6 min; p = 0.004; p < 0.001, adjusted for gender), per school day and before school. Immediately after school (15:00 16:00), AT engaged in significantly more MVPA compared with AT +MT and MT. No differences in MVPA between the groups were observed in the late afternoon/early evening period during school days or on weekend days. Conclusion: Compared with MT users, adolescent girls using AT or AT +MT accumulated more MVPA during school commute time. AT +MT to school is also a plausible way to increase adolescent girls’ PA when AT only is not feasibl

School bag weight as a barrier to active transport to school among New Zealand adolescents

Background: Excessive school bag weight is a barrier to active transport to school (ATS). This study examined parents’ and adolescents’ perceptions of school bag weights and actual school bag weights for adolescents in New Zealand. Methods: Parents (n = 331; 76.7% women) completed a survey. Adolescents (n = 682; age 15.1 1.4 years; 57.3% boys) completed a survey, underwent anthropometry, and had their school bags weighed. Results: Overall, 68.3% of parents perceived that adolescents’ school bags were too heavy to carry to school. This parental perception differed by adolescents’ mode of transport to school (active/motorized/combined: 35.1%/78.4%/68.8%, p < 0.001). Adolescents perceived that their school bags were too heavy to carry to walk (57.8%) or cycle (65.8%) to school. Adolescent perceptions differed by mode of transport to school (for walking (active/motorized/combined): 30.9%/69.2%/55.9% agree, p < 0.001; for cycling: 47.9%/72.8%/67.7%; p < 0.001). Actual school bag weight was, on average, 5.6 2.1 kg. Relative school bag weight (% of body weight) was higher for boys and underweight adolescents compared to their counterparts. Neither absolute nor relative school bag weight differed by mode of transport to school. Conclusions: School bag weight was perceived a barrier to ATS and was a greater perceived barrier among users of motorized versus active transport. Perceptions of school bag weights should be considered in future ATS interventions

Differences in parental perceptions of walking and cycling to high school according to distance

Background: Parental perceptions towards different modes of transport correlate with adolescents’ mode choice for school trips. Whether parental attitudes differ for walking versus cycling and/or home-to-school distance is unknown. We compared parental perceptions of walking versus cycling to school in adolescents in Dunedin, New Zealand and examined whether mode-specific barriers differ by distance to school. Methods: Parents (n = 341; age: 47.5 ± 5.2 years; 77.1% females) completed a survey about their adolescent’s (age: 13–18 years; 48.1% boys) school travel and their own perceptions of walking/cycling to school. Participants were categorised into three groups according to distance to school as ‘walkable’ ( 2.25 km), ‘cyclable’ (>2.25– 4.0 km) and ‘beyond cyclable’ (>4.0 km). Results: Common modes of transport to school differed significantly across the ‘walkable’/’cyclable’/’beyond cyclable’ categories (car passenger: 25.7%/40.5%/60.6%; public/ school bus: 5.5%/15.4%/28.4%; walking: 66.2%/28.2%/1.2%; cycling: 0.0%/7.7%/0.5%; all p < 0.001). Compared to walking, parents perceived cycling to school to be less important (walking/cycling: 87.5%/62.5%), with less social support from parents (46.2%/17.1%), peers (20.6%/4.8%) and school (24.5%/12.4%), less interest from adolescents (48.5%/31.9%), fewer cycle paths (26.5%) versus footpaths (65.0%) and more safety concerns (35.0%/64.6%; all p < 0.001). As distance to school increased, parents’ social support decreased whereas personal, environmental and safety-related barriers increased for both modes, with less consistent findings for cycling. Overall, 68.2% of parents expected to participate in adolescents’ walking/cycling to school decision-making. Conclusions: Parents favoured walking compared to cycling to school with parental attitudes for both modes changing with increasing distance to school. The findings illustrate the importance of addressing parental concerns, considering the specificity of walking and cycling and taking into account distance to school in active transport to school initiative

Turning the tide - from cars to active transport

Humans create and use tools that allow us to achieve new things and make our lives easier. This is evident in the world of transport. Since the first sail and the first wheel, new forms of transport have created opportunities and made it easier for us to get from A to B. On land, the advent of the motor car was the pinnacle of this development, allowing us our own comfortable and easy way to get around. The motorcar age has shaped the development of the places we live in and how we live. Furthermore, the alignment of business interests with a product that provides such personal convenience has been and remains a powerful force of change

Development of key policy recommendations for active transport in New Zealand: a multi-sector and multidisciplinary endeavour

Background: Despite national-level initiatives to encourage active transport (AT) in New Zealand since 2005, rates of AT have continued to decline in most parts of the country, with negative impacts on health and the environment. This article describes the development of key policy recommendations for increasing AT in New Zealand. The goal was to establish a cohesive set of priority recommendations to inform AT decision-making in central and local government, district health boards, public health units and regional sports trusts in New Zealand. Project description: The development of policy recommendations was a planned outcome of multisectoral discussions held at The Active Living and Environment Symposium (TALES; Dunedin, New Zealand; February 2019). A ten-member working group consisting of TALES symposium delegates working in academia, industry and non-governmental organisations led the development of the recommendations. Symposium delegates contributed their expertise to draft recommendations and reports prior to, during and after the symposium. Importance and feasibility of each recommended action were independently evaluated by working group members. The final set of 13 policy recommendations (and 39 associated actions) included: making a national-level commitment to change; establishing a nationally coordinated and funded programme of education and promotion of AT; making a commitment to design cities for people, not cars; and developing a regulatory system that encourages AT. The report aligns with the current New Zealand government’s increased focus on wellbeing, walking, cycling, public transport and the Vision Zero approach. A final report was officially launched in April 2019 with presentations to stakeholders April-May 2019. Conclusions: This cross-sector effort resulted in a report with a set of recommendations designed to stimulate the development of a new AT strategy for New Zealand; prompt setting of targets an

Built environment changes and active transport to school among adolescents:BEATS natural experiment study protocol

Introduction Natural experiments are considered a priority for examining causal associations between the built environment (BE) and physical activity (PA) because the randomised controlled trial design is rarely feasible. Few natural experiments have examined the effects of walking and cycling infrastructure on PA and active transport in adults, and none have examined the effects of such changes on PA and active transport to school among adolescents. We conducted the Built Environment and Active Transport to School (BEATS) Study in Dunedin city, New Zealand, in 2014–2017. Since 2014, on-road and off-road cycling infrastructure construction has occurred in some Dunedin neighbourhoods, including the neighbourhoods of 6 out of 12 secondary schools. Pedestrian-related infrastructure changes began in 2018. As an extension of the BEATS Study, the BEATS Natural Experiment (BEATS-NE) (2019–2022) will examine the effects of BE changes on adolescents’ active transport to school in Dunedin, New Zealand. Methods and analysis The BEATS-NE Study will employ contemporary ecological models for active transport that account for individual, social, environmental and policy factors. The published BEATS Study methodology (surveys, accelerometers, mapping, Geographic Information Science analysis and focus groups) and novel methods (environmental scan of school neighbourhoods and participatory mapping) will be used. A core component continues to be the community-based participatory approach with the sustained involvement of key stakeholders to generate locally relevant data, and facilitate knowledge translation into evidence-based policy and planning

A school-based randomized controlled trial to promote cycling to school in adolescents: The PACO study

“Cycling and Walk to School” (PACO, by its Spanish acronym) that aims to promote cycling to and from school and physical activity (PA) in adolescents. This study will examine the effects of this intervention in cycling and active commuting to and from school (ACS), PA and several ACS-related factors based on self-determination theory (SDT) and a social-ecological model (SEM). A total of 360 adolescents attending six high schools (three experimental and three control) from three Spanish cities will participate in this randomized controlled trial. The intervention (four cycling sessions; 1–2 h per session, one session per week) will be conducted by the research staff; the control group will continue their usual activities. PA levels will be measured by accelerometers, whereas ACS and the other study variables will be self-reported using questionnaires at baseline and post-intervention. The primary outcomes will be: rates of cycling to school, ACS and PA levels. In addition, SDT-related variables and individual, interpersonal, community, and environment variables relevant to ACS will be based on SEM. The findings will provide a comprehensive understanding of the short-term effects of this school-based intervention on cycling to school behaviour, ACS and PA levels in Spanish adolescents