Abstract
School neighbourhood built environments (SN-BE) can influence adolescents’ active transport to school habits. Typically, SN-BE assessment has involved micro-scale (i.e., environmental audits) or macro-scale (Geographic Information Systems (GIS)) assessment tools. However, existing environmental audits are time/resource-intensive and not specific to school neighbourhoods, while GIS databases are not generally purposed to include micro-scale data. This study evaluated the inter-rater reliability and feasibility of using a modified audit tool and protocol (Microscale Audit of Pedestrian Streetscapes Global–School Neighbourhood (MAPS Global-SN)) to assess the SN-BE of twelve secondary schools in Dunedin, New Zealand. Correlations between MAPS Global-SN and GIS measures of the SN-BE were also examined. Specifically, MAPS Global-SN audit and GIS spatial analysis (intersection density, residential density, land use mix, walkability) was conducted within a 0.5 km street-network buffer-zone around all twelve schools. Based on investigator and expert consultation, MAPS Global-SN included eight modifications to both auditing processes and items. Inter-rater reliability data was collected from two independent auditors across two schools. The feasibility of a condensed audit protocol (auditing one side of each street segment in the neighbourhood, compared to both sides) was also assessed. Results indicated the modified MAPS Global-SN tool had good to excellent inter-rater reliability and the condensed MAPS Global-SN audit protocol appeared to sufficiently represent the micro-scale SN-BE. Results also highlighted the complementary nature of micro- and macro-scale assessments. Further recommendations for SN-BE assessment are discussed.
Highlights
A physically active lifestyle is associated with well-known health benefits [1]
The present study described modifications to the Microscale Audit of Pedestrian Streetscapes (MAPS) Global audit tool required for school neighbourhood assessment and assessed the inter-rater reliability of these modifications, examined whether auditing one side of each street segment provided a sufficient representation of the micro-scale
Item modification enabled the assessment of additional items relevant to the School neighbourhood built environments (SN-BE); the inclusion of school bus stops as public transit stops and fluorescent orange disks at pedestrian crossings as crossing aids
Summary
Through qualitative (focus groups, interviews) and quantitative (surveys, GIS analysis, accelerometery, route to school mapping) methods, the BEATS Study examined determinants of Dunedin adolescents’ ATS from perspectives of students, parents, teachers and principals across all twelve Dunedin secondary schools [30,40]. Dunedin secondary schools varied in size (range: 360–872 students), school decile (measure of students’ socio-economic status; 1 = most deprived to 10 = least deprived) (range: decile 5–10), co-educational (n = 5) or single-sex status (n = 7), and topography Based on BEATS Study data, the optimal threshold distance for walking to school among Dunedin adolescents is ≤2.25 km [17]. Rates of ATS among Dunedin adolescents living ≤2.25 km from school ranged from 47.8% to 70.0% per school (average: 60.7%) [17]
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