le also links to several other publications that may be useful for active transportation practitioners:
- NCHRP Project 8-78 guidebook Estimating Bicycling and pedestrian Demand for Planning and Project Development http://apps.trb.org/cmsfeed/TRBNetProjectDisplay.asp?ProjectID=2707
- American Association of State Highway and Transportation Officials (AASHTO) Guide for the Development of Bicycle Facilities, 4th Edition, https://bookstore.transportation.org/item_details.aspx?ID=1943
- NCHRP (National Cooperative Highway Research Project) Report 500 series Vol 10 and 18 are Guides for Reducing Collisions Involving Pedestrians and a second Guide to Reducing Collisions Involving Bicycles. More information can be found at www.trb.org/Main/Public/Blurbs/152868.aspx
- Traveler Response to Transportation system Changes, Chpt 16: Pedestrian and Bicycle Facilities available online at www.trb.org/Main/Blurbs/167122.aspx
Kuzmyak R. Dill J. (2012). Walking and Bicycling in the United States: The Who, What, Where, and Why. TR News, 280(May/June), 4-17.
- This pilot study examined the effects of a teacher-taught, locomotor skill (LMS)-based physical activity (PA) program on the LMS and PA levels of minority preschooler-aged children.
- Eight low-socioeconomic status preschool classrooms were randomized into LMS-PA (LMS-oriented lesson plans) or control group (supervised free playtime). Interventions were delivered for 30 min/day, five days/week for six months. Changes in PA (accelerometer) and LMS variables were assessed with MANCOVA.
- LMS-PA group exhibited a significant reduction in during-preschool and total daily percent time spent in sedentary activity. LMS-PA group also exhibited significant improvement in leaping skills. No other, significant changes were observed. The implementation of a teacher-taught, LMS-based PA program could potentially improve LMS and reduce sedentary time of minority preschoolers.
Alhassan, S., O. Nwaokelemeh, et al. (2012). "Effects of locomotor skill program on minority preschoolers' physical activity levels." Pediatrc Exercise Science 24(3): 435-449.
- Washington State Department of Transportation released a report that assessed the Safe Routes to School program in five states: Florida, Mississippi, Texas, Washington, and Wisconsin.
- A database of all SRTS projects announced for funding and all schools affected by these projects were developed. The database was analyzed to (1) quantify the SRTS programs’ impact in the five states and compare them to SRTS programs nationally, (2) assess the SRTS programs’ effectiveness in increasing rates of walking and bicycling to school, and (3) identify characteristics of SRTS projects associated with greater increases in walking and bicycling to school.
- The results of this study offer preliminary evidence that the SRTS program is achieving one of its primary goals of increasing rates of walking and bicycling to school and that SRTS funds are delivering a return on investment.
- Key finding from this study: In the five states, more than 1400 schools and 781,000 children have been reached as a result of Safe Routes to School funding; this is roughly 11 percent of the pre-kindergarten through eighth grade public school population in the five states.
- Key finding from this study: Engineering projects made up about 72 percent of the funding in the five states, with sidewalk projects featured in about 69 percent of these projects. Interestingly, the engineering projects that were on smaller scales (affected fewer schools and students) and included encouragement and education components tended to perform better.
- Key finding from this study: Rates of walking increased by 45 percent, bicycling increased by 24 percent, and all active travel to school increased by 37 percent in these five states.
- The study findings suggested that Safe Routes to School projects may be more effective at encouraging bicycling to school where few children already do so.
- Poor lifestyle behaviors, including suboptimal diet, physical inactivity, and tobacco use, are leading causes of prev