Applying the Intervention Mapping Protocol to promote Active Transport to School in primary school students: the ProATs intervention

Abstract

The school setting is presented as an ideal context for behavioral interventions. Accordingly, evidence shows that school-based interventions positively impact on Active Transportation to School (ATS). However, behavioral interventions are rarely developed in a systematic way. The aim of this manuscript is to describe the content and development process of the ProATS (Promoting Active Transportation to School) intervention. For this purpose, an Intervention Mapping Protocol (IMP) is used for the design, implementation, and evaluation of ProATS. This intervention aims to increase ATS in children aged 10 to 12 years is used. ProATS is based on a literature review and is developed by a multidisciplinary team. There is input from experts (Local Working Group), school representatives (Planning Committee), and a facilitator in each school (a member of the research team). The ProATs intervention results in the following two components (i) curricular path, (ii) non-curricular path. In parallel, a guide is elaborated, which includes the strategies and activities to design and implement the ProATs project. The results of the pilot study seem promising, showing a significant increase in ATS (i.e., the frequency of ATS). IMP, targeting behavioral changes such as ATS, is a complex and time-consuming process. Yet, it helped us to carry out the planning and development of the ProATs intervention to make it feasible, effective, and sustainable. The process explanation followed with the IMP allows replication of the intervention in other school contexts.