Analysis and variation of the emergent themes as enablers

As mentioned previously, although the qualitative survey research method downplays the use of statistical analysis, it is useful to provide some frequencies of references to illustrate the most common perceived themes by children and parents. As can be seen in Figure 6.15 showing a table and pie chart with frequency of references, the most common themes resulted from the analysis of the data and emerging as enablers were in order of importance: ‘perceptions of safety and pleasance’, ‘health and fitness benefits’; ‘the

positive perceptions of cycling’; the ‘social and developmental benefits’; and ‘living closer to school, work and other destinations’. To a lesser extent, other enablers to active travel to school were: ‘good weather’; ‘having good public transport’; ‘the environmental benefits

of active travel’; ‘the negative perceptions of car use’; ‘cost and access’; ‘appropriate equipment; and ‘planning ahead’.

Figure 6.15: Table and pie chart with frequency of references showing the themes emerged as enablers to active travel to school

6.4.1 Analysis of the enablers by group

Further analysis based on the frequency of references showed that the level of importance of the thematic ideas emerging as enablers also varied between the groups of parents and children (Table 6.1). For example, for the group of parents the most important enablers are

‘perception of safety and pleasance’; whilst for the group of children are the ‘positive

perceptions of cycling’. In addition, both groups of parents and children consider the ‘health and fitness benefits’ as the second most important enabler to active travel. The

‘social and developmental benefits’ of opting for active travel are the third most important enabler for the group of parents, whilst for the group of children it is ‘living closer to school

and other destinations’.

Table 6.1: Rank order table showing the most important enablers by group

6.4.2 Analysis of the enablers by age group

There were also variations between the groups of children by age (Table 6.2), for example, whilst for the group aged 7 to 11 the most important enablers are the ‘positive perceptions

of cycling’, for older children aged 12 to 16 are both ‘living closer to school and other

Table 6.2: Rank order table showing the most important enablers by age group

6.4.3 Analysis of the enablers by gender

Enablers to children by gender

Analysis based on gender variables shows that for both male and female children the most important enabler to active travel to school is the ‘positive perceptions of cycling’. The ‘health and fitness benefits’ comes a second distant also for both male and female children (Table 6.3).

Table 6.3: Rank order table showing the most important enablers to children by gender

Enablers to parents by gender

Analysis based on gender variables found that for female parents, their ‘perceptions of

safety and pleasance’ is reported as the main and strongest enabler to active travel in the first place, whilst for male parents it is ‘living closer to school, work and other destinations’ (Table 6.4).

Table 6.4: Rank order table showing the most important enablers to parents by gender

6.4.4 Analysis by travel mode

According to their travel mode, parents and children were split into groups of walkers, cyclists, car users and bus users (Table 6.5). It was found that the main and most important enabler as reported by all the groups without exception was ‘perceptions of

safety and pleasance’; however, the group of cyclists also reported ‘living closer to school,

work and other destinations’ in addition. The groups reported in second place diverse enablers, for example, walkers reported ‘living closer to school, work and other

destinations’; cyclists mentioned the ‘positive perceptions of cycling’; car users reported the ‘health and fitness benefits’ of active travel; whilst bus users mentioned the provision

‘good public transport’. Walkers and cyclists considered ‘good weather’ as an enabler in

third place, whilst car users considered ‘good public transport’ and bus users ‘health and fitness benefits’. Car users, on the other hand, seem not to value the ‘social and

developmental benefits’ of active travel.

6.5 Summary

This research investigated the perceptions of children aged 7-16 and parents aged 20-60 from families living in urban contexts about active travel to and from school. It sought to elicit their views associated with perceived enablers to school travel and the factors influencing their current travel behaviour. The results showed that the key enablers could be categorised into 12 themes, which included a total of 63 sub themes. According to both children and parents participating in this research, the most common enablers to active travel to school were ‘perceptions of safety and pleasance’, ‘health and fitness benefits’;

‘the positive perceptions of walking and cycling’; the ‘social and developmental benefits’; and ‘living closer to school, work and other destinations’. To a lesser extent, ‘good

weather’; ‘having good public transport’; ‘the environmental benefits of active travel’; ‘the negative perceptions of car use’; ‘cost and access’; ‘appropriate equipment, and planning ahead’ also have an impact on active travel behaviour.

 ‘Perceptions of safety and pleasance’ include ‘having parental permission’; living in ‘quiet areas and not having roads to cross’; ‘secure and nice areas’; ‘pleasant environments’; ‘familiar routes and the company of others’; ‘secure facilities at destinations’; having pedestrian crossings’; ‘good pavements’; and ‘cycle lanes and cycle paths’.

 ‘Health and fitness benefits’ comprises ‘feeling better’; ‘more awake’ and ‘alert’. ‘Exercise for the day’; ‘fitness’; good for ‘heart and lungs’ and ‘combats depression and stress’.

 ‘The positive perceptions of walking and cycling’ include ‘cool’; ‘faster’; ‘multisensory experience’; ‘easier’; ‘more practical’ and good for ‘social life’.

 ‘The social and developmental benefits’ encompasses ‘quality time and bonding’; ‘socialising’, ‘independence and freedom’; ‘perceiving the surroundings’; ‘joy and fun’; ‘feeling more grown up and confident’.

 ‘Living closer to school, work and other destinations’ refer to ‘a 5 to 15’ minute walk; ‘safe shortcut routes; ‘work place within cycling distance’; ‘having flexibility and facilities at work’; ‘having friends or family close by and the diverse facilities needed around’ and ‘shopping facilities with free delivery systems’.

 ‘Good weather’, includes ‘daylight’, ‘sunny’ ‘spring’; and ‘summer’.

 ‘Having good public transport’ encompasses the ‘convenience, low fares and discounts on bus services’; ‘easy access, reliability and friendliness of taxi service’; and ‘access for cycles on trains’.

 ‘The environmental benefits of active travel’ refer to ‘reducing contamination and car pollution’; ‘decreasing global warming’; ‘producing less noise’; ‘saving fuel’ and ‘avoiding traffic queues’.

 ‘The negative perceptions of car use’ include ‘causes pollution’; ‘driving a car is not enjoyable’; ‘costs of keeping a car and issues with parking’; ‘car dependence and negative impacts on health’ and ‘negative impact for the quality of life on families and communities’.

 ‘Cost and access’ refers to the perception that active travel modes are considered ‘free’ and ‘cheap’ options.

 ‘Appropriate equipment, and planning ahead’ encompasses carrying and wearing ‘appropriate’ and ‘comfortable’ equipment according to the current climate and safety conditions. It also refers to ‘previous preparation, extra time and extra effort’; and ‘splitting big tasks into little ones’.

A graphic synthesis was presented in order to illustrate children’s and parents’ reported perceived enablers to active travel to school. In addition, further analysis based on the frequency of references showed that the level of importance of the thematic ideas emerged as enablers varied between parents and children by group, age, gender and travel mode groups. It was found that ‘perceptions of safety and pleasance’ are the most important enablers to active travel to school to parents and the ‘positive perceptions of

cycling’ to children. In addition, the ‘health and fitness benefits’; the ‘social and developmental benefits’; and ‘living closer to school, work and other destinations’ are also considered important enablers for both groups of parents and children. To a lesser extent, other enablers to active travel to school were: ‘good weather’; ‘having good public

transport’; ‘the environmental benefits of active travel’; ‘the negative perceptions of car use’; ‘cost and access’; ‘appropriate equipment; and ‘planning ahead’.

7.1 Introduction

As stated in the introductory chapter of this thesis, one of the objectives was to gain knowledge of the factors that would motivate behaviour change in the context of the trip to school. This chapter presents and discusses, in detail, the themes that emerged from the analysis of the empirical data and that represent children and parents’ perceptions of what would encourage active travel to school in sections 7.2 to 7.8. A graphic synthesis of what would encourage active travel to school from the point of view of children and parents is presented in section 7.9. An analysis of the emergent themes by group, age, gender and travel mode is presented in section 7.10. Finally, a summary is presented in section 7.11 of this chapter.

7.2 What would encourage active travel to school?

Children and parents were asked what would encourage them into active travel regularly on the trip to school. Six themes emerged from their answers and this reflects their perceptions about a combination of changes and improvements that would encourage them (Figure 7.1).

 Changes to the physical environment

 Reluctance to change

 Changes to the approach to active travel

 Changes to the social environment

 Changes to public transport

 Changes to the use of private vehicles

CHAPTER 7: RESULTS - EMERGENT THEMES ON WHAT WOULD ENCOURAGE