8.5: Active Transportation

Active transportation is defined as travel to and from school (or work or other destinations) which involves physical activity and often includes walking or cycling. Active transportation has been associated with overall higher physical activity levels in youth (Stewart, 2011). Mixed-mode commuting may also include some level of physical activity. Mixed-mode commuting involves multiple methods of transportation such as walking to and from a bus stop, train stop, or carpool pickup/drop off point. This is in contrast to inactive commuting which relies solely on motorized travel. Levels of active transportation have declined in the United States since the 1970s (Bassett et al., 2015; McDonald et al., 2011). Among children grades K-8^th (4-14 years old), the percentage of youth using non-motorized transportation to get to and from school (i.e., walking or biking) has declined from 47.7% in 1969 to just 12.7% in 2009. Similar - though less drastic - declines have also been documented in Canada, Switzerland, and other countries (Buliung et al., 2009; Grize et al., 2010).

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Safety, functionality, aesthetics, and destinations influence active transportation behaviors(Panter et al., 2008). Due to elements pertaining to the home, the destination, and/or the route, active transportation may simply not be an option. For example, many rural children live too far from their schools for active transportation to be a realistic choice. Routes for children who do live near schools could include hilly and winding roads that may be unappealing. Safety considerations include road safety as well as safety of the overall environment. Lower speed limits for motorized traffic, safe street crossings, complete sidewalks, bike lanes and good visibility can all make a route safer. Youth and adults alike are more likely to engage in active transportation if there are destinations within walking distance without unnecessary barriers. Areas with higher land use mix and therefore more diversity in shops, parks, schools, homes and other destinations are likely to encourage active transportation. Finally, an aesthetically pleasing environment will make active transportation more enjoyable.

Safe Routes to School (SRTS) programs encourage active transportation through the 4 Es: Engineering, Enforcement, Education, and Encouragement. Engineering refers to design changes in the environment such as improved sidewalks, crosswalks, and bicycle lanes. Enforcement efforts include collaborations with local police departments to enforce speed limits in school zones or installing real-time speed monitoring signs. Education programs often focus on classroom instruction to teach pedestrian and bicycle safety. Encouragement efforts create incentives and excitement around active transportation. An assessment of Safe Routes to School programs in New York City, US showed a 44% decrease in the rate of pedestrian injury for youth age 5-19 years for census tracts with these active transportation interventions compared to those without (Dimaggio & Li, 2013). A study comparing schools with and without SRTS programs found that rates of walking and bicycling to school increased with each year of participation in the SRTS program (McDonald et al., 2014). Similar positive impacts have been found by others (Boarnet et al., 2005; Stewart et al., 2014).

8.5.1. Implications for Interventions in Active Transportation

8.5.1.1. Pre-School Children

Depending on childcare arrangements, there may be few opportunities for young children to engage in active transportation. If children are not attending pre-school or daycare, they may not have regular opportunities to leave the house and travel to destinations close enough for active transportation, especially for young children. However, pre-schoolers may still be encouraged to walk or bike along with a parent when taking older siblings to school or completing other trips and tasks. They may also ride-along in bike carriers/trailers to begin exposure to active transportation.

8.5.1.2. School-Aged Children

Proximity is important for active transportation and so this may simply not be an option for youth who live too far from their school or other destinations. For younger age groups, travel choices may also be strongly influenced by traffic safety concerns of parents (Panter et al., 2008), but there are opportunities available to address these concerns and increase utilization of active transportation. A popular approach to increasing active transportation is the walking school bus. Walking school busses consist of a group of children that walk a set route to and from school with adult supervision, picking up children throughout the neighborhood along the route. These programs help to allay parent fears about safety by increasing adult supervision and teaching safety behaviors (Mendoza et al., 2011, 2012). Schools can also encourage active transportation by addressing their vehicle traffic patterns and designating specific car-free approaches to the school to reduce the chance for vehicle-pedestrian accidents.

8.5.1.3. Adolescents and Teenagers

Active transportation may appeal to adolescents because of the opportunity for independence. Walking or biking to school or other destinations may provide an additional opportunity for time away from parents and/or with friends. Females are less likely than males to engage in active transportation (National Physical Activity Plan Alliance, 2018), possibly suggesting continued need for safety improvements such as lighting along possible transit routes. Parents are encouraged to work with their teenagers to plan safe routes they can follow for active transportation as a way to find a compromise between the teen’s desire for independence and parents’ concerns about safety.