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The Effect of a School-Based Intervention on Children’s Cycling Knowledge, Mode of Commuting and Perceived Barriers: A Randomized Controlled Trial

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  • María Jesús Aranda-Balboa

    (PROFITH “PROmoting FITness and Health through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain)

  • Francisco Javier Huertas-Delgado

    (Teacher Training Centre La Inmaculada, University of Granada, 18013 Granada, Spain)

  • Patricia Gálvez-Fernández

    (PROFITH “PROmoting FITness and Health through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain)

  • Romina Saucedo-Araujo

    (PROFITH “PROmoting FITness and Health through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain)

  • Daniel Molina-Soberanes

    (PROFITH “PROmoting FITness and Health through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain)

  • Pablo Campos-Garzón

    (PROFITH “PROmoting FITness and Health through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain)

  • Manuel Herrador-Colmenero

    (PROFITH “PROmoting FITness and Health through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain
    Teacher Training Centre La Inmaculada, University of Granada, 18013 Granada, Spain)

  • Amador Jesús Lara-Sánchez

    (IDAF Research Group, Department of Didactics of Musical, Plastic and Corporal Expression, University of Jaen, 23071 Jaen, Spain)

  • Javier Molina-García

    (AFIPS Research Group, Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46021 Valencia, Spain)

  • Ana Queralt

    (AFIPS Research Group, Department of Nursing, University of Valencia, 46010 Valencia, Spain)

  • Diane Crone

    (Centre for Health, Activity and Wellbeing Research, Cardiff Metropolitan University, Cardiff CF5 2YB, UK)

  • Palma Chillón

    (PROFITH “PROmoting FITness and Health through Physical Activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain)

Abstract

The low rates of active commuting to/from school in Spain, especially by bike, and the wide range of cycling interventions in the literature show that this is a necessary research subject. The aims of this study were: (1) to assess the feasibility of a school-based cycling intervention program for adolescents, (2) to analyse the effectiveness of a school-based cycling intervention program on the rates of cycling and other forms of active commuting to/from school (ACS), and perceived barriers to active commuting in adolescents. A total of 122 adolescents from Granada, Jaén and Valencia (Spain) participated in the study. The cycling intervention group participated in a school-based intervention program to promote cycling to school during Physical Education (PE) sessions in order to analyse the changes in the dependent variables at baseline and follow up of the intervention. Wilcoxon, Signs and McNemar tests were undertaken. The association of the intervention program with commuting behaviour, and perceived barriers to commuting, were analysed by binary logistic regression. There were improvements in knowledge at follow-up and the cycling skill scores were medium-low. The rates of cycling to school and active commuting to/from school did not change, and only the “built environment (walk)” barrier increased in the cycling group at follow-up. School-based interventions may be feasibly effective tools to increase ACS behaviour, but it is necessary to implement a longer period and continue testing further school-based cycling interventions.

Suggested Citation

  • María Jesús Aranda-Balboa & Francisco Javier Huertas-Delgado & Patricia Gálvez-Fernández & Romina Saucedo-Araujo & Daniel Molina-Soberanes & Pablo Campos-Garzón & Manuel Herrador-Colmenero & Amador Je, 2022. "The Effect of a School-Based Intervention on Children’s Cycling Knowledge, Mode of Commuting and Perceived Barriers: A Randomized Controlled Trial," IJERPH, MDPI, vol. 19(15), pages 1-14, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:15:p:9626-:d:880762
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    References listed on IDEAS

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    1. Aldred, Rachel & Jungnickel, Katrina, 2014. "Why culture matters for transport policy: the case of cycling in the UK," Journal of Transport Geography, Elsevier, vol. 34(C), pages 78-87.
    2. María Jesús Aranda-Balboa & Palma Chillón & Romina Gisele Saucedo-Araujo & Javier Molina-García & Francisco Javier Huertas-Delgado, 2021. "Children and Parental Barriers to Active Commuting to School: A Comparison Study," IJERPH, MDPI, vol. 18(5), pages 1-11, March.
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