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dc.contributor.authorCross, D.
dc.contributor.authorHall, M.
dc.contributor.authorHowat, Peter
dc.date.accessioned2017-01-30T12:19:43Z
dc.date.available2017-01-30T12:19:43Z
dc.date.created2011-06-28T20:01:33Z
dc.date.issued2003
dc.identifier.citationCross, Donna and Hall, Margaret and Howat, Peter. 2003. Using Theory to Guide Practice in Children’s Pedestrian Safety Education. American Journal of Health Education. 34 (5): pp. S42-S47.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/20537
dc.description.abstract

Few pedestrian injury prevention programs appear to articulate the theory upon which their design and evaluation are based. This article describes how theory was used to plan, develop, implement, and evaluate the educational component of a comprehensive child pedestrian intervention. Organizational and planning theories were used to guide the conceptual development, implementation, and evaluation of the program, while behavioral and child development theories were used to identify the content and strategies to address the pedestrian behavior of seven to nine year old children. The resultant program demonstrated improved road crossing and playing behaviors in the intervention group children compared to those in the comparison group. The systematic use of relevant theory in this program is likely to be associated with its positive impact on children's pedestrian safety.

dc.publisherAmerican Alliance for Health, Physical Education, Recreation, and Dance
dc.subjectroad safety
dc.subjectchildren
dc.subjectpedestrian injury prevention programs
dc.titleUsing Theory to Guide Practice in Children’s Pedestrian Safety Education
dc.typeJournal Article
dcterms.source.volume34
dcterms.source.numberSept/Oct Supplement
dcterms.source.startPageS42
dcterms.source.endPageS47
dcterms.source.issn1932-5037
dcterms.source.titleAmerican Journal of Health Education
curtin.departmentWestern Australian Centre for Health Promotion Research (Curtin Research Centre)
curtin.accessStatusFulltext not available


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