Table 2.
ID | Type of Active Commute | Measure of Active Commute | Active Commute Measurement | Cognitive Domain | Cognitive Measure | Academic Achievement Domain | Academic Achievement Measure |
---|---|---|---|---|---|---|---|
1 | Walking and/or cycling | Self-report | 1. ‘How do you usually travel to school?’ 2. ‘How long does it usually take you to travel from home to school?’ |
Intelligence (verbal, numeric and reasoning abilities) | Spanish version of the SRA Test of Educational Ability | - | - |
2 | Walking and/or cycling | Self-report | PANIC Physical Activity Questionnaire | - | - | 1. Reading fluency 2. Reading comprehension 3. Arithmetic skills |
1. Subtest of the Reading Achievement Test battery (ALLU battery) 2. Subtest from the ALLU battery 3. Basic arithmetic test |
3 | Walking and/or cycling | Self-report | ‘How do you usually commute to/from school?’ | - | - | Language and arithmetic | Grades from Norwegian, English and Mathematics courses |
4 | Walking and/or cycling | Accelerometry | ActivPAL3 accelerometer data from 3 valid weekdays | 1. Executive functioning (Response inhibition and selective attention) 2. Information processing speed |
1. d2 Test of Attention 2. Symbol Digit Modalities Test |
Language and arithmetic | Grades from Norwegian, English and Mathematics courses |
5 | 1. Walking 2. Cycling |
Self-report | Participants were asked how they arrived to school | Executive function (Inhibitory control) | Eriksen flanker task | Arithmetic | Score on a custom-made Mathematics test |
6 | Not mentioned | Self-report | Questionnaire asking parents to report their children’s mode and duration of transport | 1. Working Memory 2. Attention |
1. N-back task 2. Attentional Network Task |
- | - |
7 | Walking and/or cycling | Self-report | Questionnaire asking about mode, distance, time and number of stops while traveling to school | Visuospatial skill | Cognitive map of the home–school route | - | - |
8 | Walking | Self-report | 1. ‘How do you usually travel from home to school and from school to home?’ 2. ‘How long does it usually take you to travel from home to school and from school to home?’ |
- | - | Language and arithmetic | Grades in Mathematics and language courses |
9 | Walking and/or cycling | Self-report | Two questions regarding how participants travelled to school and traveled back from school | Language and arithmetic | 1. Final grades at the end of the academic year for English, Spanish, Mathematics natural sciences, and social sciences courses 2. Grade Point Average |
||
10 | Walking and/or cycling | Self-report | Brief survey regarding school travel mode | Visuospatial skill | Sketch map of the home–school route | - | - |
11 | Walking and/or cycling | Self-report | Research staff asked students their travel mode and duration | Verbal fluency | Word fluency task | - | - |
12 | Walking and/or cycling | Self-report by parents | Parents were asked 2 questions, taken from a 7-item school travel survey: 1. ‘How does your son/daughter usually go from home to school?’ 2. ‘How long does it take for your son/daughter to go from home to school?’ |
1. Verbal and non-verbal intelligence, also summarized as general intelligence 2. Logical reasoning, verbal factor, numerical factor, and spatial factor, also summarized as general intelligence |
1. Battery of General and Differential Aptitudes for children aged 3–6 2. Battery of General and Differential Aptitudes for children aged 6–8 years old. |
- | - |
Note. AVENA = Alimentación y Valoración del Estado Nutricional de los Adolescentes [Feeding and assessment of nutritional status of Spanish adolescents]; GOALS = Grootschalig Onderzoek naar Activiteiten van Limburgse Scholieren [Large-scale Research of Activities of Limburgs Students]; MOVI_KIDS = Multidimensional physical activity intervention during two years in pre-school children; SRA = Science Research Associate; PANIC = Physical Activity and Nutrition In Children study; ALLU = Ala-asteen lukutesti [Reading test for primary school].