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This version was published on April 1, 2008
Health Education & Behavior, Vol. 35, No. 2, 221-244 (2008)
DOI: 10.1177/1090198106288794
© 2008 Society for Public Health Education

Barriers to and Facilitators of Walking and Bicycling to School: Formative Results From the Non-Motorized Travel Study

Kathryn N. Ahlport, MSPH

University of North Carolina at Chapel Hill

Laura Linnan, ScD

University of North Carolina at Chapel Hill

Amber Vaughn, MPH

University of North Carolina at Chapel Hill

Kelly R. Evenson, PhD

University of North Carolina at Chapel Hill

Dianne S. Ward, EdD

University of North Carolina at Chapel Hill, dianne_ward{at}unc.edu

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.

Key Words: travel • physical activity • focus groups


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