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 a