ABSTRACT
Walking is promoted as a low-carbon, active transport mode, contributing to positive environmental, social and health-related outcomes (Ogilvie et al. 2012). For this reason, walking is often a key element of health and exercise interventions, with varying degrees of success (Chillón et al. 2011). Walking has also been identified as an opportunity to increase physical activity among school students through “incidental exercise”, frequently coupled with cycling under the banner of “active-transport-to-school” (ATS) (Stewart 2011). In this context, walking is framed as a mobility practice that requires fewer competencies in order to participate (e.g. compared to cycle skills or a driver’s licence) and is without the requirement for mobility-enabling artefacts (e.g. bikes, helmets).
