Walking to school: Community design and child and parent barriers
The roles of community design and parent and child perceptions of walkability to school are tested for associations with walking in three communities: a walkable new urbanist community, a mixed community (standard suburban community where the walk to school traversed part of the new urbanist communi...
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Published in | Journal of environmental psychology Vol. 31; no. 1; pp. 45 - 51 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Kidlington
Elsevier India Pvt Ltd
01.03.2011
Elsevier |
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Abstract | The roles of community design and parent and child perceptions of walkability to school are tested for associations with walking in three communities: a walkable new urbanist community, a mixed community (standard suburban community where the walk to school traversed part of the new urbanist community), and less walkable standard suburban community. Perceived environmental barriers to walking to school are measured and compared for fifth graders (
n = 193) and their parents (
n = 177). Results showed that children and parents often agreed on walking barriers, except an interaction showed that — in the less walkable community — parents perceived worse barriers than did their children. Perceptions of barriers increased from walkable, to mixed, to less walkable communities. Students walked more when they attended the school in the walkable community, they lived near school, parents and children perceived fewer barriers to walking, and children had lower BMI scores, net of demographic controls. Thus the walk to school is embedded within multiple types of supports, all of which should be addressed to encourage walking to school. |
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AbstractList | The roles of community design and parent and child perceptions of walkability to school are tested for associations with walking in three communities: a walkable new urbanist community, a mixed community (standard suburban community where the walk to school traversed part of the new urbanist community), and less walkable standard suburban community. Perceived environmental barriers to walking to school are measured and compared for fifth graders (nA=A193) and their parents (nA=A177). Results showed that children and parents often agreed on walking barriers, except an interaction showed that - in the less walkable community - parents perceived worse barriers than did their children. Perceptions of barriers increased from walkable, to mixed, to less walkable communities. Students walked more when they attended the school in the walkable community, they lived near school, parents and children perceived fewer barriers to walking, and children had lower BMI scores, net of demographic controls. Thus the walk to school is embedded within multiple types of supports, all of which should be addressed to encourage walking to school. [Copyright Elsevier Ltd.] The roles of community design and parent and child perceptions of walkability to school are tested for associations with walking in three communities: a walkable new urbanist community, a mixed community (standard suburban community where the walk to school traversed part of the new urbanist community), and less walkable standard suburban community. Perceived environmental barriers to walking to school are measured and compared for fifth graders (naa=aa193) and their parents (naa=aa177). Results showed that children and parents often agreed on walking barriers, except an interaction showed that -- in the less walkable community -- parents perceived worse barriers than did their children. Perceptions of barriers increased from walkable, to mixed, to less walkable communities. Students walked more when they attended the school in the walkable community, they lived near school, parents and children perceived fewer barriers to walking, and children had lower BMI scores, net of demographic controls. Thus the walk to school is embedded within multiple types of supports, all of which should be addressed to encourage walking to school. The roles of community design and parent and child perceptions of walkability to school are tested for associations with walking in three communities: a walkable new urbanist community, a mixed community (standard suburban community where the walk to school traversed part of the new urbanist community), and less walkable standard suburban community. Perceived environmental barriers to walking to school are measured and compared for fifth graders ( n = 193) and their parents ( n = 177). Results showed that children and parents often agreed on walking barriers, except an interaction showed that — in the less walkable community — parents perceived worse barriers than did their children. Perceptions of barriers increased from walkable, to mixed, to less walkable communities. Students walked more when they attended the school in the walkable community, they lived near school, parents and children perceived fewer barriers to walking, and children had lower BMI scores, net of demographic controls. Thus the walk to school is embedded within multiple types of supports, all of which should be addressed to encourage walking to school. |
Author | Gallimore, Jonathan Brown, Barbara B. Werner, Carol M. Napier, Melissa A. |
Author_xml | – sequence: 1 givenname: Melissa A. surname: Napier fullname: Napier, Melissa A. organization: Family & Consumer Studies Department, University of Utah, 225 S 1400 E RM 228, Salt Lake City, UT 84112-0080, United States – sequence: 2 givenname: Barbara B. surname: Brown fullname: Brown, Barbara B. email: Barbara.brown@fcs.utah.edu organization: Family & Consumer Studies Department, University of Utah, 225 S 1400 E RM 228, Salt Lake City, UT 84112-0080, United States – sequence: 3 givenname: Carol M. surname: Werner fullname: Werner, Carol M. organization: Psychology Department, University of Utah, Salt Lake City, UT, United States – sequence: 4 givenname: Jonathan surname: Gallimore fullname: Gallimore, Jonathan organization: Family & Consumer Studies Department, University of Utah, 225 S 1400 E RM 228, Salt Lake City, UT 84112-0080, United States |
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Keywords | New urbanism Walking Environmental Perceived barriers Physical activity Perceptions Community design Walkability Walk to school LEED-ND pilot Human Physical exercise Accessibility Parent School environment School age Town planning Child Community |
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Snippet | The roles of community design and parent and child perceptions of walkability to school are tested for associations with walking in three communities: a... |
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SubjectTerms | Barriers Biological and medical sciences Bismaleimides Body Mass Index Children Communities Community design Demographics Educational psychology Environmental Fundamental and applied biological sciences. Psychology LEED-ND pilot New urbanism Parents Perceived barriers Perception Perceptions Physical activity Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Walk to school Walkability Walking |
Title | Walking to school: Community design and child and parent barriers |
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