Mode of physically active commuting to school with Walking bus and Bike train in Slovene primary schools

Namen magistrske naloge je bil preučiti izvajanje projektov Pešbusa in Bicivlaka v slovenskih osnovnih šolah in dopolniti podatke, ki jih zbira Inštitut za politike prostora (IPoP) s programom Aktivno v šolo in zdravo mesto. V raziskavi je sodelovalo 46 osnovnih šol, ki so se s projektom Pešbus že seznanile. Podatke o aktivnih osnovnih šol smo pridobili s pomočjo IPoPa. Podatke o izvedbi Pešbusa smo zbirali od 6.6.2023 do 16.6.2023 s pomočjo anketnega vprašalnika. Analize Bicivlaka nismo vključili v raziskavo zaradi premajhnega vzorca. Odgovore smo obdelali v programu SPSS 25. Opisne spremenljivke smo prikazali s frekvenčno porazdelitvijo, številske pa s povprečji, najmanjšimi in največjimi vrednostmi. Razlike med lokacijami in velikostmi šol v pogostosti izvajanje projekta Pešbus ali številu udeleženih učencev v projektu Pešbus smo izračunali s Fisherjevim eksaktnim testom, saj so bile predpostavke za predviden dvosmerni hi-kvadrat kršene (Ei>5). Za razlike med pričakovanimi in dejanskimi deleži glede na pogostost izvajanja projekta Pešbus smo uporabili enosmerni hi-kvadrat. Pri vseh testih smo preverjali statistično značilnost s 5 % stopnjo tveganja. Razlike med lokacijo šol in pogostostjo izvajanja projekta Pešbus so bile neznačilne (p = 0,425), čeprav je bilo zaznati malce večji odstotek pogostejšega izvajanja pri primestnih šolah in redkejšega izvajanja pri podeželskih šolah. Prav tako ni bilo zaznati statistično značilnih razlik med velikostjo šol in pogostostjo izvajanja projekta Pešbus (p = 0,223). Ocenili smo tudi vplive lokacije in velikosti šol na število udeleženih učencev na projektu Pešbus. Med lokacijami šol smo ugotovili tendenčno razliko (p = 0,064)mestne šole so vključevale nekoliko manj učencev kot primestne in podeželske šole. Prav tako razlike niso bile statistično značilne med velikostmi šol v številu udeleženih učencev na projektu Pešbus (p = 0,231). Iz vidika organizacije smo opazili, da večina šol izvede projekt Pešbus v enem tednu (36,96 %), ponudi tri proge (34,78 %) dolge od 1 do 2 km (52,17 %) in vanj vključi od 25 do 50 učencev (42,22 %). Največji delež spremljevalcev in pobudnikov projekta Pešbus predstavljajo sodelavci šole. Podatkov ne moremo posploševati za tujino, saj je raziskava Pešbusa zajemala le slovenske osnovne šole, vendar lahko ugotovitve raziskave predstavljajo uporabne smernice za uspešno izvajanje projekta v Sloveniji.The aim of this master\u27s thesis was to examine the implementation of the Walking bus (Pešbus) and Bike train (Bicivlak) projects in Slovenian primary schools and supplement the data collected by the Institute for Spatial Policies (IPoP) through the "Aktivno v šolo in zdravo mesto" program. The research included 46 primary schools that were already familiar with the Pešbus project. Data on active primary schools were obtained with the assistance of IPoP. Data on the implementation of Pešbus were collected from June 6, 2023, to June 16, 2023, using our questionnaire. We did not include Bicivlak analysis in the study due to a small sample size. We analyzed the questionnaire responses using SPSS 25. Descriptive variables were presented with frequency distributions, and numerical variables were summarized with means, minimums, and maximums. Differences between school locations and sizes in the frequency of Pešbus project implementation or the number of participating students in the Pešbus project were calculated using Fisher\u27s exact test, as the assumptions for the intended two-way chi-square test were violated (Ei>5). One-way chi-square test was used to examine differences between expected and actual proportions regarding the frequency of Pešbus project implementation. In all tests, statistical significance was assessed at a 5% level of significance. There were no significant differences between school locations and the frequency of Pešbus project implementation (p = 0,425), although a slightly higher percentage of frequent implementation was observed in suburban schools and less frequent implementation in rural schools. Similarly, there were no statistically significant differences between school sizes and the frequency of Pešbus project implementation (p = 0,223). We also assessed the influences of school location and size on the number of participating students in the Pešbus project. Among school locations, we found a trending difference (p = 0,064)urban schools involved slightly fewer students than suburban and rural schools. Likewise, there were no statistically significant differences between school sizes in the number of participating students in the Pešbus project (p = 0,231). From an organizational perspective, we observed that most schools implemented the Pešbus project in one week (36,96%), offered 3 routes (34,78%) with lengths of 1-2 km (52,17%), and included 25-50 students (42,22%). The majority of project supervisors were school staff members. The data cannot be generalized for foreign contexts as the Pešbus study encompassed only Slovenian primary schools. However, the findings can serve as useful guidelines for the successful implementation of Pešbus in Slovenia