PDF(Pubmed)
Abstract：
BACKGROUND: Reports of children\'s engagement in active transportation outline low participation rates in many countries despite many associated mental, physical, and social health benefits. One of the main contributors to this phenomenon is a cited lack of education and knowledge among children regarding active travel (AT), specifically road safety. To address this issue, the aim of this study was to evaluate the feasibility and effectiveness of an online road safety education intervention to promote AT among children and their parents.
METHODS: Applying the Multiphase Optimization Strategy (MOST) for intervention development, implementation, and evaluation, we designed and assessed a four-module online road safety education intervention with a sample of 57 parent-child dyads using a 23 factorial design featuring both qualitative and quantitative analyses.
RESULTS: Main intervention feasibility findings include positive and critical feedback on the program\'s content and design, and moderate participant engagement as reflected by program retention and completion rates. With respect to the preliminary intervention effectiveness on children, a significant improvement in road safety knowledge scores was observed for groups that feature the \"wheeling safety and skills\" module. Slight improvements in AT knowledge scores across all the intervention groups were observed, but were not of significance. Preliminary intervention effectiveness on select parental AT practices and perceptions saw significant improvements in some groups. Groups that featured the \'wheeling safety and skills\' module exhibited significantly higher guided choice scores upon completion of the program than those who did not receive this component.
CONCLUSIONS: The MOST framework allowed us to design and evaluate the feasibility and preliminary effectiveness of an online road safety education intervention. The developed intervention has demonstrated that it has the potential to improve children\'s road safety knowledge and some areas of parental AT practices and perceptions, to which improvements may be attributed to the inclusion of the \"wheeling safety and skills\" module, suggesting that the targeted focus on cycling skills is a prioritized area. AT programming and practice implications are discussed. Future research is encouraged to refine modules to better reflect the priorities of children and parents and to test these refined components among larger samples.
UNASSIGNED: 9,391 (excludes abstract, tables, figures, abbreviations, and references).
METHODS: Applying the Multiphase Optimization Strategy (MOST) for intervention development, implementation, and evaluation, we designed and assessed a four-module online road safety education intervention with a sample of 57 parent-child dyads using a 23 factorial design featuring both qualitative and quantitative analyses.
RESULTS: Main intervention feasibility findings include positive and critical feedback on the program\'s content and design, and moderate participant engagement as reflected by program retention and completion rates. With respect to the preliminary intervention effectiveness on children, a significant improvement in road safety knowledge scores was observed for groups that feature the \"wheeling safety and skills\" module. Slight improvements in AT knowledge scores across all the intervention groups were observed, but were not of significance. Preliminary intervention effectiveness on select parental AT practices and perceptions saw significant improvements in some groups. Groups that featured the \'wheeling safety and skills\' module exhibited significantly higher guided choice scores upon completion of the program than those who did not receive this component.
CONCLUSIONS: The MOST framework allowed us to design and evaluate the feasibility and preliminary effectiveness of an online road safety education intervention. The developed intervention has demonstrated that it has the potential to improve children\'s road safety knowledge and some areas of parental AT practices and perceptions, to which improvements may be attributed to the inclusion of the \"wheeling safety and skills\" module, suggesting that the targeted focus on cycling skills is a prioritized area. AT programming and practice implications are discussed. Future research is encouraged to refine modules to better reflect the priorities of children and parents and to test these refined components among larger samples.
UNASSIGNED: 9,391 (excludes abstract, tables, figures, abbreviations, and references).
摘要：
背景：关于儿童参与积极交通的报道概述了许多国家的低参与率，尽管有许多相关的心理，物理，和社会健康利益。造成这种现象的主要原因之一是儿童缺乏关于积极旅行（AT）的教育和知识，特别是道路安全。为了解决这个问题，这项研究的目的是评估在线道路安全教育干预措施在儿童及其父母中推广AT的可行性和有效性。
方法：将多阶段优化策略（MOST）应用于干预开发，实施，和评估，我们设计并评估了4个模块的在线道路安全教育干预措施,样本包括57个亲子二元组,采用23个因子设计,同时进行了定性和定量分析.
结果：主要干预可行性发现包括对计划内容和设计的积极和关键反馈，以及适度的参与者参与度，这反映在计划保留率和完成率上。关于对儿童的初步干预效果，对于采用"车轮安全和技能"模块的组,观察到道路安全知识得分显著提高.观察到所有干预组的AT知识得分略有改善，但意义不大。在某些群体中，对某些父母AT做法和观念的初步干预有效性得到了显着改善。具有“车轮安全和技能”模块的小组在完成该计划后表现出比未收到该组件的小组高得多的指导选择分数。
结论：MOST框架使我们能够设计和评估在线道路安全教育干预措施的可行性和初步有效性。已开发的干预措施表明，它有可能提高儿童的道路安全知识以及父母AT做法和观念的某些领域，其中的改进可能归因于“车轮安全和技能”模块的加入，这表明有针对性地关注自行车技能是一个优先领域。讨论了AT编程和实践含义。鼓励未来的研究改进模块，以更好地反映儿童和父母的优先事项，并在更大的样本中测试这些改进的组件。
■9,391(不包括摘要，tables,数字,缩写,和参考资料)。
方法：将多阶段优化策略（MOST）应用于干预开发，实施，和评估，我们设计并评估了4个模块的在线道路安全教育干预措施,样本包括57个亲子二元组,采用23个因子设计,同时进行了定性和定量分析.
结果：主要干预可行性发现包括对计划内容和设计的积极和关键反馈，以及适度的参与者参与度，这反映在计划保留率和完成率上。关于对儿童的初步干预效果，对于采用"车轮安全和技能"模块的组,观察到道路安全知识得分显著提高.观察到所有干预组的AT知识得分略有改善，但意义不大。在某些群体中，对某些父母AT做法和观念的初步干预有效性得到了显着改善。具有“车轮安全和技能”模块的小组在完成该计划后表现出比未收到该组件的小组高得多的指导选择分数。
结论：MOST框架使我们能够设计和评估在线道路安全教育干预措施的可行性和初步有效性。已开发的干预措施表明，它有可能提高儿童的道路安全知识以及父母AT做法和观念的某些领域，其中的改进可能归因于“车轮安全和技能”模块的加入，这表明有针对性地关注自行车技能是一个优先领域。讨论了AT编程和实践含义。鼓励未来的研究改进模块，以更好地反映儿童和父母的优先事项，并在更大的样本中测试这些改进的组件。
■9,391(不包括摘要，tables,数字,缩写,和参考资料)。
