Strategies and effects of school-based interventions to promote active school transportation by bicycle among children a
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REVIEW
Open Access
Strategies and effects of school-based interventions to promote active school transportation by bicycle among children and adolescents: a systematic review Dorothea M. I. Schönbach1* , Teatske M. Altenburg2, Adilson Marques3, Mai J. M. Chinapaw2 and Yolanda Demetriou1
Abstract Background: Promoting cycling to school may benefit establishing a lifelong physical activity routine. This systematic review aimed to summarize the evidence on strategies and effects of school-based interventions focusing on increasing active school transport by bicycle. Methods: A literature search based on “PICo” was conducted in eight electronic databases. Randomized and nonrandomized controlled trials with primary/secondary school students of all ages were included that conducted prepost measurements of a school-based intervention aimed at promoting active school travel by bicycle and were published in English between 2000 and 2019. The methodological quality was assessed using the “Effective Public Health Practice Project” tool for quantitative studies. Applied behavior change techniques were identified using the “BCT Taxonomy v1”. Two independent researchers undertook the screening, data extraction, appraisal of study quality, and behavior change techniques. Results: Nine studies investigating seven unique interventions performed between 2012 and 2018 were included. All studies were rated as weak quality. The narrative synthesis identified 19 applied behavior change techniques clustered in eleven main groups according to their similarities and a variety of 35 different outcome variables classified into seven main groups. Most outcomes were related to active school travel and psychosocial factors, followed by physical fitness, physical activity levels, weight status, active travel and cycling skills. Four studies, examining in total nine different outcomes, found a significant effect in favor of the intervention group on bicycle trips to school (boys only), percentage of daily cycling trips to school, parental/child self-efficacy, parental outcome expectations, moderate-to-vigorous intensity physical activity (total, from cycling, before/after school), and total basic cycling skills. Seven of these outcomes were only examined in two studies conducting the same intervention in children, a voluntary bicycle train to/from school accompanied by adults, including the following clustered main groups of behavior change techniques: shaping knowledge, comparison of behavior, repetition and substitution as well as antecedents. (Continued on next page)
* Correspondence: [email protected] 1 Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany Full list of author information is available at the end of the article © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original au
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