The fining down solution

So the World Health Organisation has determined that New Zealand comes third highest in the international stakes for the most people who are obese. This will doubtlessly create a new round of jokes about our ability to come third in everything, but it is probably correct that other countries have estimated their obese population in ways which understates the problem. Nevertheless, in the debate we return to the issue of how to alter our environment to make it easier for people to exercise, and included in the suggestions is increasing safe cycle ways so children can cycle to school.
We spend so much helping people not to exercise. Yesterday at the public library, the recently build car park was half full while a driver looking for all the world like a bank robber outside the bank ready for a fast get away, patiently waited outside the door to the library. Presumably his goal was to enable his passenger to walk even less distance. As my son and I left, his place was taken by a parent dropping off her daughter. The car park was still only half full and the cycle rack had one bicycle. How do we make this approach look bizarre and the alternative of having these children cycle to the library look more normal?
The National Cycleway, now a series of discrete projects like the Otago Rail Trail, is aimed at tourists and people who cycle for recreation, Fortunately the British experience is that the majority of people who use these cycleways are locals who use them for day to day transport.

Lycra looms large

In an earlier post we examined the issue of how female cyclists dress and the impact that has on whether women will take up cycling. It seems lycra may be a bigger issue than we first imagined. For every person who wants to show off their latest outfit and the value of fluorescent colours in dazzle patterns to improve visibility, there is at least one other citizen who shies away fro cycling gear and cycling as well. a 2010 study by Dr Chris Rissel of the University of Sydney wprking with Michelle Daley of the Sydney South West Area Health Service reveals that how we perceptive cyclists determines whether we take up the sport.

The actions of some people riding bicycles were sometimes seen as negative, and the lycra-clad image of cyclists put some people off because they didn't identify with it or thought it a turn-off.

The study also confirmed what we have noticed that recreational cycling is seen as acceptable by most people. Slightly less acceptable is cycling for sport or exercise, even though this group probably makes up the majority who ride Taupo each November.

At the other extreme , cycling for business, i.e. bicycle couriers, were seen as far less approachable and cycling as a way to commute to work is regarded as bizarre.

Dr Rissel says: "We can use this information to encourage more people to cycle. We need to improve the status of transport cycling,"

You can read a full report here:

http://www.sciencealert.com.au/news/20101410-21429.html

As I see it, the problem is not that we did not know this before. The problem is how we move to confront these attitudes.

Wheelie, wheelie angry

There has been a noticeable campaign in the media to document and highlight the road rage and inconsiderate behaviour of cyclists on our local roads. That reached a new high today when the Honourable Trevor Mallard, Member of Parliament for Pencarrow was reported to have kicked the bag of a driver who had just been in an incident with a group of cyclists, including Mr Mallard.
This is not surprising given Mr Mallard's interest in cycling and his reputation as a hot head, but the whole campaign to paint cyclists as the bad boys on our streets runs in the face of the reports of cyclists injured and even killed in collisions with cars. The opposite is almost inconceivable.
I picked up today a quote by Zoe Williams in The Guardian 4th February 2006:
“There is something about the miscreant cyclist that seems to get people more exercised than they are about the misbehaving motorist…When people get into cars, their metal encasement turns them into robots in our minds, and we’re grateful to them for any act of courtesy. We’re grateful that they don’t deliberately kill children, then laugh a rasping, metallic laugh…[Cyclists] are more civic-minded than anyone else travelling in any other manner, bar by foot. If they do run into someone, they at least (like the bee) do their victim the favour of hurting themselves in the process, which is why, if you had any sense, you’d save your hatred for the motorist, who (like the wasp) injures without care.”
As well as demonstrating that this campaign of blaming the cyclist has an international quality, Zoe Williams makes a very pertinent point.

Apathy rules OK?

"Science may have found a cure for most evils; but it has found no remedy for the worst of them all -- the apathy of human beings." Helen Keller

It seems to me to be rather obvious, that people having a common purpose would find it easy to form a common goal and work towards the achievement of that goal. Our contemporary society is full of examples of how this approach achieves success for those who adopt it, from political parties and trade unions to industry groupings, community organisations and criminal conspiracies. So why do so many good causes languish and fail to make progress? Sometimes it is the force of opposition to their goals. It would be difficult for many groups to achieve much in Zimbabwe, for example. However as the quote from Helen Keller suggests, it is as likely to be that people are unconvinced about their ability to work for change or that they are content to let other people shoulder the burden.

In Wellington, the formation of Bicycle Users Groups, (B.U.G.) seems obvious. Despite the terrain, the narrow roads and the strong winds, cycling is increasing as a recreational, sporting and commuter activity. Cyclists have nothing to lose but their fear, by agitating for improved facilities yet the work of promoting these legitimate goals is left to small. committed groups.

When we consider also that much of the activity seems to be directed at the local authorities and their endless bureaucratic processes, we can almost understand why so many cyclists do not take part. The process is slow and arcane. Setbacks are commonplace and the people who finally convert policy into action are at the best lukewarm to the intent of the policy and produce a watered down version of what was proposed.

In addition, elected politicians have a very short time scale: - the next election and a keen interest in appeasing the majority of the people who will bother to vote. Where cyclists' interests appear to come into conflict with motorists' interests, then radical and significant changes are very unlikely since these changes will be unpopular with the politicians' constituency.

B.U.G's represent an alternative approach to achieving change. When I worked and studied in Christchurch in the late 1960s and early 1970s, my employers provided simple but adequate cycle storage facilities and more staff cycled to work. This does not seem to be the case in Wellington where the environment is less friendly towards cycling. However, in spite of all this cycling is growing in Wellington and BUGs represent a means to harness the impetus of this social change and direct it to useful ends.

My proposition is that if employers provide improved facilities for cycling then even more employees will cycle. When the numbers of cyclists reach critical mass, then political candidates will see value in adopting cycle friendly policies and promoting these policies in their pitch for votes.

Unwillingly to school

Unwillingly to school; the place of cycling in the compulsory schooling sector

Shakespeare wrote about the schoolboy creeping like a snail unwillingly to school. Nowdays his caregiver's car will still be creeping towards the school gate because of the congestion created by the large scale convergence of so many cars on one place at the same time. There are many reasons why this phenomenon has developed, not the least, the fact that with all those cars arriving at school, it is unsafe for a child to walk to school!!. One consequence is the rise in childhood obesity, and one possible solution is to put children on their bikes.

What opportunities exist in our schools to promote cycling?

The new curriculum, due to be fully implemented by 2010 is a radical departure from previous curricula and reflects community concerns about the obesity epidemic and environmental sustainability. We would expect, therefore, to see within the Health and Physical Education "learning area" three "strands" of interest to committed cyclists: 1 personal health and physical development, 2 movement concepts and motor skills, 3 healthy communities and environments. This "learning area" also has two "key areas of learning" which are relevant: physical activity and outdoor education.

All of this could have been predicted and similar ideas can be found in previous curriculum statements. What is radical is the addition of a section on "Principles" which apply to the whole school curriculum. Two of the principles are community engagement and future focus. The second radical element is the section on "Values" which states (among other values) that "Students will be encouraged to value:

• community and participation for the common good
• ecological sustainability which includes care for the environment."
  

So what is new?

Physical education has been part of the school curriculum probably from the beginning of state funded education in New Zealand. The idea of "mens sana in corpore sano" is much older than the Roman who came up with that slogan, as it was an essential part of the education system of the ancient Greeks. The problem is that our contemporary society encourages low levels of physical activity and the school curriculum is failing to make an impression. I see adults who have never ridden a bicycle, nor been on a tramp in the bush, and I wonder how this could have happened in New Zealand where the opportunities for outdoor recreation seem limitless.

I am inclined to the view that the problem is partly structural so the publication of a new curriculum and the following in-service training for teachers is unlikely to make much of an impression. Simply, the schools do not have enough time in a crowded curriculum to have enough physical education to make much of an impression. Nor do they have sufficient staff to run effective programmes, let alone provide some sort of remedial programme like "reading recovery" for the student who is already seriously unfit.

So why should cyclists be interested?
The new curriculum offers an opportunity to promote cycling. This opportunity comes from two factors.

First of all, schools have to grapple with what it means to have principles and values in the curriculum. How do they incorporate these in their programmes? At this stage they are still feeling their way and are open to advice from outside groups.

In addition, schools have full programmes and teachers have to cover a lot more than what I outlined in my first paragraphs. This makes them very willing to pick up and use programmes which have already been set up for them. In March 2008, the Land Transport Safety Authority promoted Feet First Walk to School Week in pursuit of its goal to reduce congestion around schools from parents delivering their children to school by car. Schools were able to pick up a programme in a box and apply it. While we don't know how many schools took up the programme, it does show a way forward.

Schools will also need travel plans and with that, a return to the infamous bike sheds. Cycle advocates have tended, so far, to think of central and local government as policy makers worthy of our attention. The new school curriculum introduces the school trustees, another very large group of elected officials who must pay attention tothe interests of cyclists.

Because of the sheer numbers of school boards and the fact that most of us do not have the right to vote for school boards, if we are to influence school boards then it will have to be through their national organisation, the School Trustees Association (STA). Boards are easier to influence, however, because they are subject to regular inspections by the Education Review Office (ERO) which will soon be wanting to see evidence of how each school reflects the values of ecological sustainability. ERO also looks to see that schools implement all aspects of the curriculum including "healthy communities and environments." Boards of Trustees also have to pay attention to the concerns of community groups to reflect the principle of "community engagement" and the value of "community and participation".

What do we want Boards of Trustees to do?

Set up travel plans which provide for students who cycle to school.
Provide facilities like bike sheds.
Encourage teaching staff to incorporate cycling skills in their physical education programmes.

What can we do?

Work with LTSA and other government departments, to develop a cycling programme like Feet First Week and bike buses like the existing walking buses.
Work with Boards of Trustees and local district and city councils to develop safe routes to school programmes.
Develop age appropriate programmes to help inexperienced teachers to run physical education programmes with a cycling emphasis.

What outcomes can we expect?

The school curriculum has a future focus. Children who cycle to school will be fitter. There will be fewer car journeys to and from school. Students who regularly cycle to school are more likely to continue to cycle in adult life.

References

Ministry of Education, (2007) The New Zealand Curriculum, Wellington.

The New Zealand Curriculum On-line

http://nzcurriculum.tki.org.nz/

Erb, Wayne, "Clean break for school travel", New Zealand Education Gazette 4 February 2008, pages 4-5;

"Walking the talk: Feet First Week is an opportunity for schools to promote walking", New Zealand Education Gazette 4 February 2008, page 6;

"Students club together", New Zealand Education Gazette 4 February 2008, page 7;

"Moving away from congestion", New Zealand Education Gazette 4 February 2008, page 8.

www.tki.org.nz/environ_ed/

Environmental education, curriculum based learning materials.

www.roadsense.govt.nz/

http://www.ccc.govt.nz/saferoutes/

A safe routes to school programme.

www.travelwise.org.nz/

www.gw.govt.nz/section2445.cfm

Information on how to set up a travel plan.