Although parental and peer support can influence adolescents’ physical activity (PA), these associations have not been fully examined through a global assessment. This study examined the associations of parental and peer support with PA among adolescents from 74 countries. The Global School-based Student Health Survey data from 250,317 adolescents aged 11–17 years (48.8% girls), collected between 2007 and 2016, were analysed. Adolescents were asked how many days/week they were physically active and about their parental and peer support. Meta-analysis showed that adolescents who had high parental or peer support had higher odds of attaining sufficient PA (odds ratio (OR): 1.40, 95% confidence interval (CI): 1.34–1.46; OR: 1.57, 95% CI: 1.49–1.65, respectively). Pooled estimates of association were significant across all World Health Organization (WHO) regions and country-income categories with the highest estimate from the low-income countries. The Western Pacific region showed the highest association between parental support and adolescents’ PA (OR: 1.49, 95% CI: 1.41–1.59), while South-East Asia exhibited the highest association between peer support and adolescents’ PA (OR: 1.80, 95% CI: 1.59–2.04). Country-level estimates of associations are presented. Future studies should use robust assessment of PA and PA-specific parental and peer support with emphasis on qualitative investigation to understand the complexity of the relationships.

Adolescents using active transport (AT) to school have higher levels of physical activity (PA) compared with motorized transport (MT) users. This study compared school day and weekend day PA in adolescents using AT, MT, or combined AT and MT (AT + MT) to travel to school. Adolescents (n = 314; age: 14.7 ± 1.4 years; 32.8% boys) from Dunedin (New Zealand) wore an accelerometer for 7 days and completed a self-reported survey regarding mode of transport to school (73 AT, 56 AT + MT, and 185 MT). Data were analyzed using t tests, analysis of variance, and χ2 tests. Although the proportion of adolescents meeting PA guidelines significantly differed among transport groups (AT, 47.9%; AT + MT, 46.4%; MT, 33.5%; p = 0.048; overall, 39.2%), the observed differences were due mainly to girls. Compared with MT, AT and AT + MT engaged in more moderate-to-vigorous PA (MVPA) per day (AT: 61.2 ± 23.2 min; AT + MT: 59.6 ± 21.7 min; MT: 52.5 ± 19.6 min; p = 0.004; p < 0.001, adjusted for gender), per school day and before school. Immediately after school (15:00-16:00), AT engaged in significantly more MVPA compared with AT + MT and MT. No differences in MVPA between the groups were observed in the late afternoon/early evening period during school days or on weekend days. Compared with MT users, adolescent girls using AT or AT + MT accumulated more MVPA during school commute time. AT + MT to school is also a plausible way to increase adolescent girls' PA when AT only is not feasible.

Introduction Active transport to school (ATS) is a convenient way to increase physical activity and undertake an environmentally sustainable travel practice. The Built Environment and Active Transport to School (BEATS) Study examines ATS in adolescents in Dunedin, New Zealand, using ecological models for active transport that account for individual, social, environmental and policy factors. The study objectives are to: (1) understand the reasons behind adolescents and their parents' choice of transport mode to school; (2) examine the interaction between the transport choices, built environment, physical activity and weight status in adolescents; and (3) identify policies that promote or hinder ATS in adolescents. Methods and analysis The study will use a mixed-method approach incorporating both quantitative (surveys, anthropometry, accelerometers, Geographic Information System (GIS) analysis, mapping) and qualitative methods (focus groups, interviews) to gather data from students, parents, teachers and school principals. The core data will include accelerometer-measured physical activity, anthropometry, GIS measures of the built environment and the use of maps indicating route to school (students)/work (parents) and perceived safe/unsafe areas along the route. To provide comprehensive data for understanding how to change the infrastructure to support ATS, the study will also examine complementary variables such as individual, family and social factors, including student and parental perceptions of walking and cycling to school, parental perceptions of different modes of transport to school, perceptions of the neighbourhood environment, route to school (students)/work (parents), perceptions of driving, use of information communication technology, reasons for choosing a particular school and student and parental physical activity habits, screen time and weight status. The study has achieved a 100% school recruitment rate (12 secondary schools). Ethics and dissemination The study has been approved by the University of Otago Ethics Committee. The results will be actively disseminated through reports and presentations to stakeholders, symposiums and scientific publications.