1. Presentation at the Pro Walk/Pro Bike Conference, Victoria BC, 9 September 2004. Making children healthier through walking Roger Mackett Centre for Transport Studies University College London London, Great Britain

2. Methods of travel by children in Great Britain

3. Methods of travel to school in Great Britain

4. According to the British National Travel Survey: Children are making fewer trips BUT, when they do travel –they travel further than they used to –they travel more by car than they used to Children’s car use is growing faster than adults’ Most children’s trips are not to or from school Non-education trips are –longer than education trips –more likely to be by car

5. Why should we try to reduce the quantity of children’s car use? Similar reasons as for everyone else: –reducing environmental damage –reducing congestion –increasing inclusion, etc, etc To increase their quantity of exercise To reduce their potential long-term health damage (e.g. through obesity) To reduce their possible long-term car dependency

6. Children are getting fatter According to the UK Chief Medical Officer: 8.5% of 6 year olds and 15% of 15 year olds are obese Between 1996 and 2001 the proportion of overweight children increased by 7% and obese children by 3.5%

7. Reducing children’s car use: the health and potential car dependency impacts 3-year project funded by EPSRC under the FIT programme Started January 2001 Includes –Hertfordshire County Council –health experts –an epidemiologist –a health promotion expert

8. The work packages Surveys of children and parents, plus anthropometric measurements Evaluation of walking buses Monitoring of children’s activity patterns using RT3s Attitudes of teenagers to the car Effects of car use on children’s cognitive and mental development

9. The RT3 motion sensor

10. An example output from an RT3

11. A child’s travel and activity diary Peter’s house Walked 15 20 Played on the computer then played football 18 40 Home Car 19 00 Watched TV and went to bed

12. The numbers of children involved

13. Children’s activities School Structured out-of-home activities (clubs and tuition) Unstructured out-of-home activities (playing) Out-on-trips to activities with parents At their own home At other people’s homes Travel Other (physical work and waiting)

14. Disaggregation of activities Structured activities (clubs and tuition) Structured ball games Other structured sport Organisations Tuition Unstructured activities (playing) Unstructured ball games Other unstructured sport Other outdoor play

15. Trips per week to various activities

17. Children’s changing time use Comparison of 3600 US children in 1997 with a similar survey in 1981 shows: A reduction of 3 hours a week in unstructured play Over the same period, time spent in organized sport more than doubled (National Institute of Child Health and Development in the US)

18. Intensity of activities by children (activity calories per minute)

19. Intensity of travel by children (activity calories per minute)

20. Intensity of children’s travel (activity calories per minute)

21. Energy used in a week in school travel compared with PE/games

22. Intensity of activities classified by method of travel used

23. What is a walking bus?

24. Assessing the effectiveness of walking buses Postal survey of all primary schools in Hertfordshire Monitoring of five walking buses over time, collecting data from: –headteachers, co-ordinators, volunteers –children and parents (including former users) Assembly of data within a systematic framework

25. Walking buses in Hertfordshire

26. Why have walking buses ceased operation?

27. Headteachers’ objectives in setting up walking buses (based on 22 schools in Hertfordshire)

28. Achievement of objectives

29. Shift from cars (based on data from 11 schools) Number of children = 172 Number of children who used to travel by car = 107 % who used to travel by car = 62% Range of % shift: 31% to 100% Note: not all children previously travelled by car every day and not all use the walking bus every day

30. Car use and walking bus use

31. Implications of the shift from cars Reduction in the number of children’s trips to school by car seems to be about half the number on the walking bus For Hertfordshire, with 26 walking buses, this implies a reduction of about 130 trips a day But the reduction in the number of cars on the road is close to zero

32. The nature of trips to school by car (%)

33. Young adults (aged 16-19) See the car as the mode of choice for most trips See learning to drive as something they should do as soon as possible See the ability to drive as a means of obtaining independence from parents Parents support their children in becoming car users because it relieves their own concerns about their children’s safety

34. Conclusions Children’s car use is increasing rapidly and they are walking less This has various implications, especially for their health through physical activity Children’s activity levels over a day can be measured Walking to school can provide significant quantities of exercise –comparable in scale to PE lessons

35. More conclusions Children are least active when they are at home The shift from unstructured to structured out-of-home activities has led to less walking Children who walk to activities are more active when they arrive than those who travel by car

36. More conclusions Walking buses have grown rapidly but are liable to collapse without on-going support Walking buses are perceived to be effective –about half the trips on them were previously made by car Few car trips to school are made solely for that purpose –hence getting children out of cars will not do much to reduce traffic

37. To improve children’s health, we need to: Get them out of the house more Get them walking more Support walking initiatives Encourage children to play in the street instead of taking them to clubs etc

38. For more information: http://www.cts.ucl.ac.uk/research/chcar use/ E-mail: rlm@transport.ucl.ac.uk Phone: 00 44 20 7679 1554 Suggestions for further dissemination welcome