Table 2.

Identified Themes, Summaries, and Representative Quotes from Interviews (Intervention Characteristics, Inner Setting, Outer Setting)

Domain and Theme	Summary	Representative Quote(s)
1. Intervention Characteristics: Initiation purpose was to reduce vehicle traffic.	A main purpose of the program was to reduce vehicle traffic around the schools, in order to promote a safer environment for the students. Also, to improve the drop-off process by making the process of kids getting to school more time efficient for their parents and guardians.	“When they initially started, they were running buses from different parts of the county and the parents could take them to the bus and then they could be bused in. But, that courtesy bussing went away, so that meant that, after that happened, all of those kids that were attending that school were then driven to school. So, you had a school of six or seven hundred in a small, you know, locked neighborhood and so you had a lot of traffic a couple times a day.”
2. Intervention Characteristics: Initiation purpose was to promote physical activity and green travel.	A main purpose of the program was to promote physical activity for students, which would promote physical well-being, better performance and focus in school, and promote a method of green travel to school.	“I think to increase physical activity with the kids. We were -- I think we were going for the Alliance of Healthier Generations, the Silver Award, and so we needed, you know, that just fell into, you know, the wellness part of our school.”
3. Intervention Characteristics: The program was feasible to start and maintain.	The program was noted as being feasible to run and maintain. They did not take a substantial amount of work, time, or funds to initiate.	“I think it’s pretty feasible. I mean, especially only having myself and my other coordinator who kind of lead them, you know, I think it’s pretty easy as part of the school district to be put kind of in the policies to make that an offering and see it kind of improve and make a point with getting kids a little bit more active and then also helping with, you know, buses and traffic control. I think it’s pretty easy to put in there once you have the school buy-in.”
4. Inner Setting: Support from school leaders was necessary.	The principal or school administration (e.g., school board) needed to support the program in order for successful implementation and continuation of the program. Support could include a task force that includes administrators, direct participation of administrators in the program, and more.	“So, we have a taskforce that’s not just parent-driven. It’s -- this taskforce, we meet quarterly and it has, you know, members of the school administration.” “I think it was a collaboration of the school district and just someone who was in the -- like, a mom who kind of had her kids in the school, the school system. So, getting the school support was like kind of the huge point that we needed to get to get the program running.”
5. Inner Setting: Incentives were incorporated.	The program incorporated incentives to promote student and volunteer participation. These incentives took the form of items such as scarves, hats, gloves, key chains, etc., given to the students. Other incentives included food and large social events provided for the students. Awards were also given to the volunteers and program coordinators to promote their continued participation.	“We do like a punch card where every week that kids join they get a little punch on a card and then once they reach I want to say it’s like six punches they get to pick out a prize. So, that definitely helps motivate the kids.”
6. Outer Setting: A program barrier was vehicle traffic.	Traffic was noted as a common barrier for students and the program. Many of the schools were located close to busy roads and intersections, creating a safety risk for children. Also, some parents did not buy into the program and allow their kids to participate because they worried about the vehicle traffic.	“We do have the major highway is right off the school and it’s a major highway that runs through town, so, really crossing that major highway is a huge concern and currently we don’t have any infrastructure in place that makes that accessible for kids. So, we had to stay with like our walking and pickup kind of all on the south side of the school, where all those kids live, in hopes anyone who lives on the other side would still be able to drop them off.”
7. Outer Setting: A program barrier was weather.	Weather was noted as a barrier for the program. Unpredictable weather was noted as a driver of communication issues between parents and program coordinators. Also, due to extreme weather changes in northern areas of the United States, many programs were not able to run year round.	“I just -- I think the weather sometimes is a little – you know, because we’re in Minnesota. So it’s always – some mornings, it’s like do you cancel or do you not cancel? So I always -- in the fall, if it’s iffy at all, I cancel, just because I don’t want it to, like, be pouring rain and the kids and caught in it, and then all the parents are, like, upset… So I’m a little bit more cautious in the spring about cancelling. But there’s -- the weather’s probably the only barrier.”
8. Outer Setting: A program barrier was engaging older students.*	Students in older grades were less likely to participate, or students stopped participating in the program as they get older.	“I would say, because the school is pre-K through sixth, we definitely get more of the younger kids than the older kids.”

^*Three themes added during the coding process