Course:KIN355/2020 Projects/Active Transport

Defining the Concept and Its Importance

Active transport is defined as the act of participating in physical activity for traveling purposes such as walking or bicycling (Gropp, Janssen, & Pickett., 2012). The benefits of Active transport are multi-facet for the whole population such as reductions in carbon emissions, reduced consumption of fossil fuels, and greater social interaction (Carver et al., 2011). For children and youth, active transport provides an opportunity to incorporate physical activity into their daily routines and can lead to physical, mental health, safety, and environmental benefits (Mendoza et al., 2009). Also, it has been well-documented that children and youth who walk or bicycle to school have higher overall levels of physical activity, better cardiorespiratory fitness levels, and healthy body composition (Gropp, Janssen, & Pickett., 2012).  

In Canada, childhood overweight and obesity have become a major concern as it has been steadily increasing in the last decades( Government of Canada, 2015). Between 1978 and 2004 the combined prevalence of overweight and obesity among those aged two and seventeen years increased from 23 percent to 24 percent (Government of Canada, 2015). Obesity rates doubled from 6% to 12% (Government of Canada, 2015). Most condolences do not outgrow this problem and may continue to gain excess weight (Government of Canada, 2015). Active school transport is associated with higher levels of overall physical activity and is consistent with obesity prevention recommendations (Mendoza et al., 2009). A systematic review of studies examined the relationship between school travel mode and measured levels of physical activity (Faulkner et al., 2008). Eleven of thirteen studies showed evidence that children and youth who are active commuters are more physically active than those that use motorized modes of transport (Faulkner et al., 2008). It was demonstrated that those children who use active transport through walking and cycling to and from school accumulated a greater volume of physical activity, accumulated more minutes of vigorous physical activity, and expended more kilocalories compared to passive commuters (Faulkner et al., 2008). Physical activity patterns on the weekend revealed no significant difference in activity levels between those who use active transport and those who do not during the weekend (Faulkner et al., 2008). This implies that active transport acts as a mediating role in increasing physical activity levels (Faulkner et al., 2008). Another systematic review reported a consistent association between active transport with lean body composition and cardiovascular fitness (Lubans et al., 2011)

Role in Childhood Development and Contemporary Considerations

Despite the benefits of active transport to and from school, there has been a decline in children’s active transport over recent decades (Faulkner et al., 2008). “In Canada,  over half of children aged 5–17 rely solely on inactive modes of transportation to and from school” (Faulkner et al., 2008). While a lot of children are within walking distance to school, there are a number of perceived barriers that contribute to the continued decline of active transport rates (Carver et al., 2011). Perceived danger to children from strangers, inadequate crossing points, and the presence of heavy traffic( Faulkner et al., 2008). Also, the Ontario Professional Planners Institute argues that the absence of built environments that facilitates walking to school partially contributes to obesity in children and youth (Faulkner et al., 2008). The Netherlands and Germany, have a set culture of active transport and educational programs for children that focus on active transport and traffic safety (Moodie et al., 2009). These countries have a higher participation rate in active transport and have a lower rate of obesity, diabetes, and hypertension (Moodie et al., 2009). The Netherlands and Germany have increased their rates of active transport and improve safety through government strategies and their policies (Moodie et al., 2009). Also, they had made efforts to improve conditions for active transport participants in urban environments (Moodie et al., 2009). This is an example that active school transport can be an important source of physical activity with positive health outcomes when policies are placed to support the use of active transport modes (Faulkner et al., 2008).

Lifelong physical activity patterns are established in childhood (Faulkner et al., 2008). Given that physical activity in school declines, through childhood and adolescence and childhood obesity has been on a steady rise in Canada, active school transport may be an important source of physical activity (Faulkner et al., 2008).  Engaging in active transport during a young age may help develop into habitual traveling practices that over time can give rise to long-term improvements in health and lead to increased participation in physical activity later in life(Faulkner et al., 2008). From a public health perspective, it is important to motivate inactive children/adolescents to be active and to motivate those who are active to remain active (Faulkner et al., 2008). During these critical times in development it is strongly encouraged that parents take the initiative to demonstrate the importance of active transport vs. passive for the growth of their children. This can be done in many different ways, whether that includes performing active transport as a group or giving their children the opportunity to participate in it with friends.

Practical Applications

Active transport plays a contributing role in a child’s development and the opportunities they may have to engage in physical activity. Many benefits stem from the experiences to take part in active transport. Not only benefits to an individual’s health but also the earth as it reduces passive transport in vehicles. This form of transport can influence a child’s body compensation and physical activity in the future years. Some parents may be scared to encourage active transport when they’re not around, as letting your children walk or cycle other places in a community without supervision has its risks. Active transport can be done as a group and can be a fun activity to participate in with your children while re-emphasising the importance of it.

Neighborhood Scavenger hunt by foot!

Purpose statement

The purpose of this activity is to encourage children to get up, get outside and practice problem solving while getting to know their surrounding area during a form of on foot active transport.

Target Age

The target age for this activity is 5-15. This is extremely important for development and physical health during these years. Those that are exposed and participate in active transport from a younger age are more likely to use this form of transportation later on in life.

Apparatus/ equipment needed and environmental space/set up

Depending on the geographic location of families this scavenger hunts may vary. For this minimal equipment is needed. A piece of paper is needed to construct a list of things that could be found within the neighborhood as well as a bag to place the object in or camera to take a picture of the children with each object along the way. Following the creation of the list the environmental set up is already done by nature itself and the space throughout the child’s neighborhood can be used for this activity.

Instructions

Have a parentor guardian construct a list of objects they know can be found throughout the neighborhood and in nature. Tell the children what the list means and how to be safe when on the road during this scavenger hunt. The route created can take them to a final destination of school, friends or grandparents’ houses or even a park. By displaying this route to them during the game it may help them gain some independence and freedom as in the future maybe you can allow them to use active transport alone to get to these locations. Grab a camera or bag depending on what form you would like to use to keep track. If multiple children are present more than one list can be created so they can each have a paper to hold onto. Leave your home and start walking through the neighborhood and keeping eyes pegged for the things on the list. The list can include things such as one pinecone, a stone, a picture with a street sign. As the children come across the things on their list make sure they are putting them in their bag or taking a picture. During the walk remind the children how important it is to get outside and how much distance they are covering by walking. Making sure you always help explain to your child/children during this experience what route they would take to head towards home can help if they begin to experience active transport on their own in the near future.

Modifications

This activity can be modified in a few different ways, depending on the time of year the list will be modified as different objects are more available in different seasons. The route can be modified to show new scenery as well as increasing the duration as you may get more experienced at active transport. The objects can also vary on the list based on age and advancement those that have found certain objects may get harder ones the next time.

Fridays Family Bike rides throughout the community

Purpose statement

The purpose of this activity is incorporate family participation in active transport to demonstrate the importance of this action no matter your age, while displaying the fun and bonding experience that it can be associated with.

Target Age

Target age is 4-12, this age group is learning the skills and movements that are necessary to ride a bike and they are in the years when parental supervision is still strongly needed. However this is an important period of development and learning. By teaching your child to ride a bike and bringing them along on family bike rides you are incorporating active transport skills that will be valuable for the individual later in life.

Apparatus/ equipment needed and environmental space/set up

Each individual will require a bike fit for their size, as well as safety equipment such as a helmet, knee pads, elbow pads. Space used will be the different routes throughout the community that are safe for biking on.

Instructions

Families will get on their safety equipment prior to getting on their bikes. Parents will check all bike tires and make sure they have adequate air. Parents need to go over the rules of the roads with children prior to heading onto the street. Everyone will get on their bike and the parent/parents will give instructions on which ways to turn. The family will accomplish their route of choice and head home.

Modifications

This activity has many different modifications available depending the age and skill level of children. For new bikers the route will probably be short as they will not last long durations. But the duration and intensity can be modified depending on age and experience. Once children become comfortable and old enough to know how to get certain places in the neighborhood/ community you may give them the opportunity to lead the way and just be there to give help or advice if they get lost.

Summary

Active transport is interpreting physical activity as a mode of travel. This includes walking, cycling, and running. Implementing active transport strengthens children's level of physical activity, cardiorespiratory fitness, and body composition. Thus, it is ideal to encourage children to participate in active transport as it can lead to long-term physical health improvements. Alternatively, studies show a steady increase in inactive transport, which links to overweight and obesity. Reasons include the danger to children from strangers and unsafe traffic conditions. A practical component to motivate active transport includes Neighbourhood Scavenger Hunt by Foot and Friday’s Family bike Rides Throughout the Community.

References

Carver, A., Timperio, A., Hesketh, K., Ridgers, N., Salmon, J., & Crawford, D. (2011, November 14). How is active transport associated with children's and adolescents' physical activity over time? Retrieved October 19, 2020, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3226569/

Faulkner, G., Buliung, R., Flora, P., & Fusco, C. (2008, October 30). Active school transport, physical activity levels and body weight of children and youth: A systematic review. Retrieved October 19, 2020, from https://www.sciencedirect.com/science/article/pii/S0091743508005689

Government of Canada, S. (2015, November 27). Health at a Glance. Retrieved October 19, 2020, from https://www150.statcan.gc.ca/n1/pub/82-624-x/2014001/article/11922-eng.htm

Gropp, K., Janssen, I., & Pickett, W. (2012). Active transportation to school in Canadian youth: Should injury be a concern? Injury Prevention, 19(1), 64-67. doi:10.1136/injuryprev-2012-04033

Lubans, D., Boreham, C., Kelly, P., & Foster, C. (2011, January 26). The relationship between active travel to school and health-related fitness in children and adolescents: A systematic review. Retrieved October 19, 2020, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3039551/

Mendoza, J.A., Levinger, D.D. & Johnston, B.D. Pilot evaluation of a walking school bus program in a low-income, urban community. BMC Public Health 9, 122 (2009). https://doi.org/10.1186/1471-2458-9-122

Moodie, M., Haby, M., Galvin, L. et al. Cost-effectiveness of active transport for primary school children - Walking School Bus program. Int J Behav Nutr Phys Act 6, 63 (2009). https://doi.org/10.1186/1479-5868-6-63