Ahlport Kathryn N, Linnan Laura, Vaughn Amber, Evenson Kelly R, Ward Dianne S
University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7461, USA.
Health Educ Behav. 2008 Apr;35(2):221-44. doi: 10.1177/1090198106288794. Epub 2007 Dec 19.
Barriers to and facilitators of walking and bicycling to school were explored through 12 focus groups made up of fourth- and fifth-grade students and their parents who lived near their respective schools. The barriers and facilitators reported by parents and children generally fell into one of three categories: intrapersonal and interpersonal characteristics of parents and children, environmental characteristics of the neighborhood, and environmental and policy characteristics of the school. Findings indicate that a supportive environment is a necessary but insufficient condition to increase walking and biking to school. Initiatives to increase active school travel may need to include multiple levels of intervention to be effective.
通过由四年级和五年级学生及其居住在各自学校附近的家长组成的12个焦点小组，探讨了步行和骑自行车上学的障碍与促进因素。家长和孩子报告的障碍和促进因素通常可分为三类：家长和孩子的个人及人际特征、邻里环境特征以及学校的环境和政策特征。研究结果表明，支持性环境是增加步行和骑自行车上学的必要但不充分条件。增加积极的学校出行的举措可能需要包括多层次的干预措施才能有效。
