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Table 1 Content and response options of the different items included in the school environmental questionnaire

From: Changes in physical activity during the transition from primary to secondary school in Belgian children: what is the role of the school environment?

Framework components and associated themes Content of items Response
Active commuting to school   
Promotion of active school commuting: - Active school commuting is promoted by your school. 5-point scalea
Facilities for active school commuting: - There are sufficient bicycle racks on school for the students. 5-point scalea
  - There are cycle lanes and footpaths in the school neighborhood. 5-point scalea
  - The roads in the school neighborhood are well lit. 5-point scalea
Safety from traffic: - There is a lot of traffic in the school neighborhood 5-point scalea
  - There are dangerous crossings in the school neighborhood 5-point scalea
Safety from theft: - The bicycle racks on school are safe 5-point scalea
Sports and physical activity after school:   
Physical activity after school hours: - Does the school organize sports and physical activity after school (before or after school hours or on Wednesday afternoon)? Binaryb
Use of facilities: - Are the students allowed to use school facilities (e.g. sports hall, polyvalent spaces, covered play areas, fields of grass, outdoor sports fields) after school hours? Binaryb
Use of equipment: - Are the students allowed to use school sports equipment (e.g. small sports and play material, loan desk for material, music installation, lockers, lines, goals en nets) after school hours? Binaryb
Promotion of after school activities: - The school promotes sports and physical activity after school. 5-point scalea
Information about activities after school: - The school provides information about the sports and physical activity possibilities in the village/city/town 5-point scalea
Cooperation with local partners: - Organizations, sports clubs and other local initiatives can use the school facilities after school hours. 5-point scalea
  - The school cooperates with community partners e.g. there is cooperation with local sports clubs. 5-point scalea
Sports and physical activity during lunch break   
Physical activity during lunch break: - Does the school organize after sports and physical activity during lunch break? Binaryb
Promotion of physical activity during lunch break: - The school stimulates the students to use the school sports facilities and equipment during the school hours. 5-point scalea
  - The school stimulates the teachers to participate in the sports and physical activities during lunch break and recess. 5-point scalea
  - During recess the teachers stimulate the students to be active (e.g. by motivating the students, by participating) 5-point scalea
  - During recess the teachers participate in the sports and physical activities. 5-point scalea
Active schoolyards or playgrounds   
Available of facilities - Which school facilities (e.g. sports hall, polyvalent spaces, covered play areas, fields of grass, outdoor sports fields) can the students use during recess and lunch break? continuous
Available of equipment - Which sports equipment (e.g. small sports and play material, loan desk for material, music installation, lockers, lines, goals en nets) can the after school hours? continuous
Health education policy   
Subjective norm: - How important is sport and physical activity for the school? 10-point scale
Involvement of students: - Are pupils involved in decision making about sport and physical activity? 5-point scalea
Training for teachers: - The school supports teachers to have training on sports and physical activity 5-point scalea
  1. aStrongly disagree, somewhat disagree, neither agree or disagree, somewhat agree, strongly agree.
  2. byes, no.