Promoting Active Travel to School: a systematic review (2010–2016)

 

This review has provided a detailed analysis of AST interventions published in peer-reviewed journals between 2010 and 2016. Following systematic literature review procedures’ 18 AST interventions were identified and subsequently analysed. The main findings of our study are:

 

  • Theory utilization in AST interventions published between 2010 and 2016 is limited. Where theory is used, interventions informed by theory and interventions that apply theory are much more common than theory testing and building.
  • Considering the ALBD Community Action Model, Preparation and Promotion were reportedly used much more frequently than Policy and Physical projects. Given that change is evident where policy changes are made extended use of the ALBD model is recommended (Preparation, Promotion, Program, Policy and Physical projects).
  • Using the EPHPP framework, 14 out of 18 interventions were weak, largely due to selection biases, lack of double blinding, and not controlling for confounders.
  • Finally, an increase in more objective assessment measures in AST interventions published between 2011 and 2016 was observed, in comparison to the rates reported in Chillon et al.