Table 9 Interventional effects on psychosocial factors and AST among children
From: Children’s active school transportation: an international scoping review of psychosocial factors
Reported effects | |||||||
|---|---|---|---|---|---|---|---|
Reference | Intervention | Confidence in ability | Attitudes | Social support | Social norms | Children’s AST behaviour | Comment |
[16] | Baseline and follow-up data on a multicomponent intervention involving improvements of non-curricular PA through changes in the physical and organisational environment supported by educational activities | NA | No effect | No effect | NA | Both the intervention and comparison group increased their AST, and no significant differences were reported | |
[36] | Baseline and follow-up data on a safe route to school intervention (SRTS) involving non-infrastructure (encouragement) and infrastructure (engineering) intervention | Positive effects on self-efficacy in the short term | NA | Positive effect on parental support | No effect | Positive effects on the short but not long term | Non-infrastructure funding appears to have slightly negative effects on AST over time compared with matched schools without funding |
[103] | Baseline and follow-up data on an intervention involving three elements: (i) information, (ii) reflection, and (iii) action | Positive effect of PBC in the test group | Positive effect on attitudes in the test group | NA | No effect | Positive effect on intentions in the test group | Difference models show that changes in attitude, subjective norm, and PBC accounted for 29% (car passenger) to 92% (walking) of the variance in changes in intention |