Carver Alison, Panter Jenna R, Jones Andrew P, van Sluijs Esther M F
Centre for Physical Activity and Nutrition Research, School of Exercise and Nutrition Sciences, Deakin University, Victoria, Australia.
MRC Epidemiology Unit, Cambridge, UK ; Centre for Diet and Activity Research, University of Cambridge, UK.
J Transp Health. 2014 Mar;1(1):25-32. doi: 10.1016/j.jth.2013.12.003.
Despite related physical/mental health benefits, children's independent mobility for school travel (i.e. walking/cycling without adult accompaniment) has declined in recent decades.
To examine cross-sectional and longitudinal associations between social/physical environmental variables and independent mobility on the school journey.
Participants were 1121 9-10 year-olds residing within 1600 m of their school in urban/rural areas of Norfolk, UK in 2007 (T1). At one year (T2) 491 children were followed-up. At T1, parents survey-reported perceptions of the social/physical environment and rules regarding their child's physical activity. Characteristics of the neighborhood, route to school and school environment were measured using a Geographical Information System and school audits. At both time-points children survey-reported their usual travel mode and whether accompanied. Regression analyses were conducted in 2013.
Around half walked/cycled to school without adult accompaniment (T1, 43%; T2, 53%). Parents often allowing their child to play outside anywhere within the neighborhood (adjusted odds ratio (AOR) 3.14 (95% CI 1.24-7.96)) and household car access (AOR 0.27 (95% CI 0.08-0.94)) were associated longitudinally with boys walking/cycling independently to school. Land use mix (AOR 1.38 (95% CI 1.06-1.79)), proportion of main roads in the neighborhood (AOR 0.67 (95% CI 0.47-0.94)) and parental encouragement for walking/cycling (AOR 0.40 (95% CI 0.20-0.80)) were associated longitudinally with girls walking/cycling independently to school.
Interventions should develop parents' skills to teach their children to be independently mobile and to build confidence regarding venturing out without parental accompaniment. Urban planners should consider designing neighborhoods in which residences, business/retail outlets and sports facilities are co-located to promote active transport.
尽管对身心健康有益，但近几十年来，儿童独自上学出行（即无成人陪伴步行/骑自行车）的情况有所减少。
研究社会/物理环境变量与上学途中独自出行之间的横断面和纵向关联。
参与者为2007年（T1）居住在英国诺福克城乡地区距离学校1600米范围内的1121名9至10岁儿童。一年后（T2）对491名儿童进行了随访。在T1时，家长通过调查汇报对社会/物理环境的看法以及有关其孩子体育活动的规定。使用地理信息系统和学校审计对社区、上学路线和学校环境的特征进行了测量。在两个时间点，儿童通过调查汇报其通常的出行方式以及是否有人陪伴。2013年进行了回归分析。
约一半儿童无成人陪伴步行/骑自行车上学（T1时为43%；T2时为53%）。家长经常允许孩子在社区内任何地方玩耍（调整优势比（AOR）为3.14（95%置信区间1.24 - 7.96））以及家庭拥有汽车（AOR为0.27（95%置信区间0.08 - 0.94））与男孩独自步行/骑自行车上学呈纵向关联。土地利用混合度（AOR为1.38（95%置信区间1.06 - 1.79））、社区内主干道比例（AOR为0.67（95%置信区间0.47 - 0.94））以及家长对步行/骑自行车的鼓励（AOR为0.40（95%置信区间0.20 - 0.80））与女孩独自步行/骑自行车上学呈纵向关联。
干预措施应提高家长教导孩子独立出行的技能，并增强他们在无家长陪伴外出时的信心。城市规划者应考虑设计将住宅、商业/零售网点和体育设施设置在一起的社区，以促进积极的交通方式。
