Table 1.
Patterns of MVPA for Walkable (W), Mixed, and Less Walkable (LW) groups across time periods: Illustrating hypothetical models and actual empirical support
| Supportive pattern for each time period | ||||
|---|---|---|---|---|
| Three models explaining MVPA | To/from school | In school | After school | Weekend |
| 1. Selection: Pre-existing preferences for MVPA lead to both selection of the Walkable community & higher MVPA among Walkable community students across settings. | W > M, LW | W > Ma | W > M, LW | W > M, LW |
| 2. Environment: Walkable settings support higher MVPA among those exposed to walkable community settings. | W, M > LW | W = Ma | W > M, LW | W > M, LW |
| 3. Catalyst: MVPA associated with active transportation to school leads to more MVPA, both during the walk and later in the school day, but not on weekends, which lack the before school MVPA catalyst. | W > M > LW | W > M > LW | W > M > LW | W = M, LW |
| Actual results | ||||
| Hybrid: Results are most consistent with Environmental model (excluding weekends and girls after school) | W,a M > LW | W = M = LW | W > M, LW, boys only | W = M, LW |
a School grounds were not assessed for physical activity opportunities so the comparison of W and M in these cells controls for any differences in school environments; however, results are the same if LW group is retained in the test.
b p < .10; all other differences shown in actual results are p < .05