Active transportation to support diabetes prevention: Expanding school health promotion programming in an Indigenous community. (June 2016)

• Record Type: Journal Article
• Authors: Macridis, Soultana; Garcia Bengoechea, Enrique; McComber, Alex M.; Jacobs, Judi; Macaulay, Ann C.
• Is Part Of: Evaluation and program planning. Volume 56(2016:Jun.)
• Page Start: 99
• Page End: 108
• Publication Date: 2016-06
• Subjects: CBPR community based participatory research -- AT active transportation -- PA physical activity -- STP school travel planning -- KSDPP Kahnawake Schools Diabetes Prevention Project -- ASRTS active & safe routes to school -- KCSC Kahnawake Combined Schools Committee; Active transportation -- School health promotion -- Community-based participatory research -- Partnership -- Diabetes prevention; Health planning -- Periodicals; Medical care -- Evaluation -- Periodicals; 362.1068
• DOI: 10.1016/j.evalprogplan.2016.02.003
• Languages: English
• ISSNs: 0149-7189

Abstract

Highlights: School Travel Planning is a worthwhile approach within an Indigenous context. Merging community-researcher expertise led to culturally and meaningful research. Community translated baseline data into two active transportation action plans. Action plans provide unique and similar actions/initiatives found in literature. Engagement in study led to new partners, leaders and community-led implementation. Abstract: Background: School-based physical activity (PA) interventions, including school active transportation (AT), provide opportunities to increase daily PA levels, improves fitness, and reduces risk of diseases, such as type 2 diabetes. Based on a community-identified need, the Kahnawake Schools Diabetes Prevention Project, within an Indigenous community, undertook school travel planning to contribute to PA programming for two elementary schools. Methods: Using community-based participatory research, the Active & Safe Routes to School's School Travel Planning (STP) process was undertaken in two schools with an STP-Committee comprised of community stakeholders and researchers. STP activities were adapted for local context including: school profile form, family survey, in-class travel survey, pedestrian-traffic observations, walkability checklist, and student mapping. Results: STP data were jointly collected, analyzed and interpreted by researchers and community. Traffic-pedestrian observations, walkability and parent surveys identified key pedestrian-traffic locations, helped develop safe/direct routes, and traffic calming strategies. In-class travel and mapping surveys identified a need and student desire to increase school AT. The STP-Committee translated findings into STP-action plans for two schools, which were implemented in 2014–2015 school year. Conclusions: Combining CBPR with STP merges community and researcher expertise. This project offered evidence-informed practice for active living promotions. Experience and findings could benefit Indigenous and non-Indigenous communities.