The effect of siblings and family dog ownership on children's independent mobility to neighbourhood destinations

After-School Activities of Japanese Elementary School Children: Comparison of Children Who Attend Lessons and Cram Schools With Those Who Do Not

BACKGROUND

This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children's independent mobility.

METHODS

One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children's behavior after classes, and parents providing transportation when their children go out to play.

RESULTS

The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades.

CONCLUSIONS

The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities.

The built environment impacts on route choice from home to school for rural students: A stated preference experiment

Introduction

Rural roads and built environment in China have been developed enormously, but it is not clear whether these roads fulfill the needs of school children as they need to travel long to school every day.

Objective

It is crucial to understand the influencing factors of their travel mode choices to better design future country roads and built environment, aiming to promote physical activities of school children in a safe built environment.

Method

This study thus attempts to explore the impacts of rural built environment attributes on children's school travel mode preferences. Eight rural built environment attributes are considered: distance from home to school; the number of intersections passed on the way to school; whether there are sidewalks/bicycle lanes; the traffic speed of school access routes; whether there are separation facilities between motor vehicles and non-motor vehicles; whether there are traffic lights and zebra crossings; availability of greenery such as lawns, flower ponds and street trees and whether there are shops on the way to school and at the school gate. Six hundred and thirty eight valid questionnaires were obtained through face-to-face interviews with school-age children in villages. A multinomial logit model was estimated to unravel the preferences and choices of rural school-age children in different models of school travel using the stated choice data.

Results

All the eight attributes have significant impacts on rural children's school travel choices on foot, bicycle, electric bicycle or motorbike. And four rural road design attributes have significant effects on rural children's school travel by private cars. A travel path with pavements or bike lanes, few intersections, low traffic speeds, greenery and shops can facilitate children's school travels on foot or by bike. The conclusions can provide reference for the further upgrading planning, designing and construction of rural roads, as well as enriching the theory and practice of child-friendly villages construction.

Effects of Attending Extracurricular Lessons and Cram School on Independent Mobility in Japanese Children

Independent mobility and its related factors were examined among Japanese elementary school children. Based on the responses of 1,824 mothers with elementary school-aged children, the effects of demographic variables such as children’s grade, gender, and birth order as well as regional characteristics, neighborhood environment, distance to and means of getting to school, children’s use of bicycles, keys and cell phones, and the number of weekdays spent attending lessons or cram schools were explored. Factor analysis revealed that independent mobility comprised activities in public places, including outings to supermarkets, and traveling by bus and train as well as activities in the school district such as visiting friends’ homes and parks. Hierarchical multiple regression analyses that comprised five steps were conducted in which the number of days of attending lessons and cram school was entered in the final step. There was a strong gender effect and grade effect for outings to public places and activities in the school district. Concerns about traffic accidents and security were associated with lower independent mobility. With regard to activities in the school district, proximity to school, use of bicycles, and possession of house keys had a positive effect. It is noteworthy that the effect of the number of days spent attending lessons or cram school was observed even after the other variables were entered, thus resulting in a negative effect. It is recommended that further comparative studies involving other Asian countries be conducted to evaluate the effects of extracurricular activities.

Social-Ecological Correlates of Children’s Independent Mobility: A Systematic Review

Children’s independent mobility (IM) is associated with a range of benefits and understanding the factors that influence IM can support creation of effective interventions. The review (Prospero CRD42016042174) systematically summarized the available literature for social-ecological correlates of children’s IM in school-aged children and youth (aged 5–17 years). In this case, 53 studies were included and evaluated six individual, 15 interpersonal, 12 social environment, and 19 built environment- level variables. Most studies originated from Australia (n = 15) and Canada (n = 8) with most published in 2011 or later (n = 48). Variables that were consistently (positively and/or negatively) associated with children’s IM were age, ethnicity/race, child’s perceived competence, ownership of a house/access to house keys, having siblings, parents’ attitude toward IM and perception of child’s confidence, children’s interest in environment and activities, parents’ concern around traffic, housing/residential density, length of residency in one’s home, distance to destinations, and proximity to green space. Given the inter-related social-ecological correlates identified, intervention to promote children’s IM will likely need a multi-level and multi-sectoral approach. However, focus areas of building children’s skills and confidence, helping parents gain confidence in their children’s abilities, assuaging parental traffic concerns, and building environments with shorter distances to destinations of interest for children should be prioritized.

Correlates of Children's Independent Mobility in Canada: A Multi-Site Study

Globally, physical inactivity is a concern, and children’s independent mobility (CIM) may be an important target behavior for addressing the physical inactivity crisis. The aim of this study was to examine correlates of CIM (8–12 years old) in the Canadian context to inform future interventions. CIM was measured via parent surveys. Individual, social, and environmental correlates of CIM were examined using a social–ecological framework. 1699 participants’ data were analyzed using descriptive statistics and gender-stratified linear mixed-effects models while controlling for site, area-level socioeconomic status, and type of urbanization. Individual correlates including child grade (β = 0.612, p < 0.001), language spoken at home (β = −0.503, p < 0.001), car ownership (β = −0.374, p < 0.05), and phone ownership (β = 0.593, p < 0.001) were associated with CIM. For boys, parental gender (β = −0.387, p < 0.01) was negatively associated with CIM. Parents’ perceptions of safety and environment were significantly associated with CIM. Location (i.e., site) was significantly associated with CIM (ref: Trois-Rivières; Ottawa (β = −1.188, p < 0.001); Vancouver (β = −1.216, p < 0.001)). Suburban environments were negatively associated with boys’ independent mobility (β = −0.536, p < 0.05), while walkability (400 m β = 0.064, p < 0.05; 1600 m β = −0.059, p < 0.05) was significantly associated with girls’ independent mobility only. Future research and interventions should consider targeting “modifiable factors” like children’s and parents’ perceptions of neighborhood safety and environment.

Children's Independent Mobility: Current Knowledge, Future Directions, and Public Health Implications

Environmental changes significantly impact health behavior. Active travel behavior is mostly affected by increasing motorization, urban sprawl, and traffic safety. Especially for children, active and independent travel can contribute to physical activity, social and motor development, and other health-related outcomes. A reduced number of children engaging in independent mobility over the last 20 years demanded researchers to further examine the construct of children’s independent mobility. By examining relevant literature, this narrative review aims to provide the current state of knowledge on children’s independent mobility, and identify future directions in research, as well as practical implications. From a public health perspective, considering children’s independent mobility in intervention programs is recommended, since it is associated with numerous health and environmental benefits. To develop interventions, multilevel socio-ecological influences on children’s independent mobility are widely examined; however, evidence is limited due to heterogeneous measurements and a lack of high-quality prospective studies. To oppose the decline in children’s independent mobility, further analysis using comparable measures is needed to understand the determinants of children’s independent mobility and to enable international comparison.

Understanding child and parent perceptions of barriers influencing children's active school travel

BACKGROUND

Physical activity plays a fundamental role in the health and well-being of children. Walking is the most common form of physical activity and the journey to and from school provides an opportunity for children to be active every day. This study examines how child and parent perceptions of barriers to active school travel influences children's behaviour.

METHODS

Participants were recruited from 48 elementary schools in Southwestern Ontario, Canada. The study sample includes 1296 children (ages 9-14 years) who live within walking distance of their school, defined as 1.6 km network distance. Chi-square analysis examined differences between child and parent perceptions of barriers to active school travel. Logistic regression models examined how parent and child perceptions of barriers influence active school travel behaviour, while controlling for key intrapersonal, interpersonal, and physical environment factors.

RESULTS

The results indicate that there are significant differences in how parents and children perceive barriers to active school travel. Model results find older children, children without siblings, households with no vehicles, and children who live closer to school are most likely to use active school travel. Parent perceptions of barriers are found to have a greater influence on children's active school travel behaviour than children's perceptions. Different perceptions of barriers influence active school travel to school compared to returning home from school.

CONCLUSIONS

Child and parent perceptions of barriers to active school travel differ and have different impacts on children's travel behaviour. Understanding how child and parent perceptions of barriers differ can help policymakers and practitioners develop specialized interventions aimed at increasing children's use of active school travel and children's overall physical activity. Interventions used to promote active school travel should focus on safety, as well as perceptions of distance to break parental habits of routinely driving their children to school. Overall, this study highlights the importance of considering both child and parent perceptions to create a safe and accessible environment to allow for an increase in active school travel behaviour among elementary school children who live within walking distance of their school.

Social and physical environmental correlates of independent mobility in children: a systematic review taking sex/gender differences into account

BACKGROUND

Children's independent mobility (CIM) is an important contributor to physical activity and health in children. However, in the last 20 years CIM has significantly decreased. To develop effective intervention programs to promote CIM, the impact of the environment on CIM must be identified. This review seeks to provide an overview of sex/gender-specific socio-ecological correlates of CIM.

METHODS

A systematic literature search of five databases (PubMed, PsycInfo, Scopus, Medline, Web of Science) was conducted with a priori defined eligibility criteria and identified 1838 potential articles published between January 1990 and November 2017. Two independent reviewers screened the literature and identified and rated methodological quality of the studies. Related factors of CIM were summarized separately for CIM license (parental permission to travel independently) and CIM destination (destinations to which a child travels independently), and separately for boys and girls using a semi-quantitative method.

RESULTS

Twenty-seven peer-reviewed journal articles were identified which examined the relationship between the social and physical environment and CIM. Only seven studies reported results divided by sex/gender. Most associations between the environment and CIM were found in the expected direction (positive or negative) or not associated at all. The social environment seemed to be more influential for ensuring CIM than the physical environment. Neighborhood safety, fear of crime and stranger, parental support, and perception of traffic were important social environmental factors influencing CIM, while car ownership, distance, and neighborhood design were relevant physical environmental attributes. Few studies examined sex/gender-related environmental correlates of independent mobility, and those findings were inconsistent.

CONCLUSION

The findings of this systematic review serve as suggestions for intervention programs to increase CIM and to identify future directions in research. To establish a robust comprehension of the impact of the social and physical environment on CIM, further sex/gender-sensitive studies using comparable measurements for CIM and environmental correlates are needed.