Teun Remmers

164 | Chapter 9 The influence of distance to school on the development of PA patterns Results in Table 4 show that children with higher home-school distance differences (i.e. difference in distance from home to primary school versus home to secondary school) showed higher increases in transport-related LPA before, during, and after school hours between primary and secondary school. This means that increased transport-related LPA is due to the increased distance from home to school. In addition, we found that children with larger home-school differences were less likely to reduce minutes of LPA in active transport during weekends between primary and secondary school, compared to children with smaller home-school differences (Table 4). Table 4 demonstrates steeper declines of after school LPA at sports grounds for children with higher differences in home-school distances. Although in children with smaller home- school differences LPA and MVPA at sports grounds also declined, we cautiously suggest that children with larger home-school differences may have been more likely to decrease their activities at sports grounds during weekends, as a compensation of their increased transport-related activity during weekdays. To further test this assumption, we investigated whether children with higher increases in home-school distances performed more total PA, but we found no such moderation mechanism on total ST, LPA and MVPA.