TOOLKIT FOR IMPLEMENTING A “BIKE IN SCHOOLS” PROJECT

September 2013 Issue two

Prepared by Harbour Sport Cycle Project Team 2 CONTENTS

EXECUTIVE SUMMARY...... 3

PURPOSE OF THE TOOL KIT...... 4

POTENTIAL OUTCOMES...... 5

WELLSFORD PRIMARY CASE STUDY...... 6

KEY SUCCESS FACTORS...... 7

PROCESS...... 8

MONITORING AND EVALUATION...... 12

TRAIN THE TRAINERS...... 14

POTENTIAL FUNDERS...... 16

COSTS...... 17

BIKES AND HELMETS...... 18

TYPES OF TRACKS...... 20

CONTACTS...... 22

RESEARCH REFERENCES...... 25

FURTHER INFORMATION...... 26 3 EXECUTIVE SUMMARY

In 2010 Paul McArdle and his wife, Meg Frater, were recognised for their contribution to increasing cycling in New Zealand at the ASB Cycle Friendly Awards where they won the Greater Wellington Regional Council Cycling Champion of the Year Award. In 2009 Paul and Meg returned from a number of years working overseas and noticed a significant change in the children in their community and New Zealand generally. They observed: • they were less active • greater percentages were visibly overweight VISION: “To enable • fewer children were cycling decile 1 school Out of this observation and a desire to make a difference the Bike On children to receive the New Zealand Charitable Trust was developed to implement the “Bikes in positive social impacts Schools” project. The vision of the Bike On Charitable Trust is to enable of riding a decile 1 school children to receive the positive social impacts of riding a bike regularly” bike regularly.

The Bike On Charitable Trust has worked mainly in the Hawke’s Bay region and Auckland and to date has implemented Bikes In School projects into 16 schools with another 18 currently fundraising. The intention is to extend the implementation of Bike In Schools projects nationally.

Link for Bikes in Schools webcast: • Bikes in school Youtube video -- www.youtube.com/watch?v=NcV9DziVg_w&feature=youtu.be • Bikes in school Youtube video 2 -- www.youtube.com/watch?v=Uu4IZp2Ngik&feature=relmfu • How to implement a bikes in school project -- www.harboursport.co.nz/harbour-sport/cycling-and-walking

How has the Bike On Charitable Trust delivered its vision?

The Trust has delivered its vision by providing a complete biking package within a school. It believes this is the most cost effective, time efficient and low-risk way to provide a wide range of positive social and health impacts to a school and its community. The “turn-key” package includes: • a fleet of 60 new bikes • a bike helmet for every child • combination of riding, pump and bike skills tracks • bike storage facility (where needed) • bike coach to introduce the programme and teach basic riding skills All bikes and helmets are owned by the school and remain on the school property to be used during class time as part of the physical education programme. The tracks are built within the school property. The storage facility (converted shipping container) is also owned by the school.

“We think it is a great idea. It’s a great way of introducing kids to bikes and making sure every young New Zealander gets an opportunity to learn to ride a bike so it’s a programme we would like to see extended to other schools and it’s certainly going to make sure we’ve got fitter, healthier, more engaged young people.”

Hon. John Key - New Zealand Prime Minister 4 PURPOSE OF THE TOOL KIT

As word of the success of the Bike On New Zealand Charitable Trust projects spread, it was identified that much knowledge was held in the heads of people involved in the projects. In order for Bikes In School projects to flourish across New Zealand in not only schools but also into parks and reserves it became apparent that a document outlining the process and key information was a useful way to disseminate information.

As a result this Tool Kit was developed by Harbour Sport’s cycle team in collaboration with Paul McArdle, Bike On New Zealand Charitable Trust and Auckland Transport. The aim is to support and assist other schools or communities who wish to see a Bikes In Schools Project established in their community. It provides the steps undertaken to implement the Bikes In Schools project in Wellsford Primary but is by no means the only way to do it. This document also identifies other options that could be used and these will depend on your school and community. It is not a “one size fits all” model so adapt the information to best suit your community’s needs. It is important for schools to realise that the full benefits of the Bike In Schools Project will not be realised within the school if there is not an ongoing commitment to: • Training teachers, parents and local volunteers in Learn to Ride and Cycle Skills training. This ensures that teachers have the skills to effectively deliver cycle skills training in PE sessions and feel confident in utilising the track and bikes in the school. • Utilising the track and bikes as part of PE classes. • Linking children to local clubs (BMX, mountain biking etc) and events so there are opportunities for children to cycle outside of school. • Having the track available to the community in out of school hours. 5 POTENTIAL OUTCOMES

There are many potential outcomes from Bikes In Schools Projects. These include but are not limited to:

More children riding bikes • To and from school • At school • BMX • Mountain biking • Recreationally and with their families • In neighbourhoods and parks • On the track in and out of school hours

Academic Outcomes • Physical activity such as cycling increases cerebral blood flow, resulting in an increased supply of oxygen and nutrients to the brain. This can result in improved: v Concentration, memory, decision making, class room behaviour and executive functions like multi- tasking and planning • There is an increase in norepinephrine, serotonin and endorphins as a result of vigorous exercise. This is important as high levels of norepinephrine have been associated to better memory. Serotonin and endorphins are “feel good” hormones

Health outcomes • Increased physical activity of children and supporting maintenance of healthy weight • Reduction in likelihood of developing lifestyle diseases like diabetes, heart disease and cancer in later life

Social outcomes • Raises the confidence and self esteem of pupils through a fun activity • Delivers health and well being outcomes for the pupils (and staff) • Provides an opportunity to self-manage risks within a safe environment • Makes the school an even more attractive place to learn and work

Community Outcomes • Families more linked into school • Perception of more children on streets increases the perception of safety • Reduced traffic congestion and pollution • Instils the habit of using an environmentally-friendly form of transportation • Results in the extended family biking more often with improved health for the whole family • Normalisation of cycling as a mode of transport in the community • More community members recreating together • Cycle track could become a popular place for families to meet and be active together

“When I started riding at school it ended up crossing over towards my school work. Because I was getting better at BMX, I started getting better at school because it just gave me a lot of confidence so I was happier and got better at everything really”

Sarah Walker – BMX World Champion 6 WELLSFORD PRIMARY CASE STUDY

In August 2011, Harbour Sport (HS) and Auckland Transport (AT) discussed collaborating to implement similar projects to the Hawke’s Bay Bikes In Schools projects in the North Harbour region of Auckland. The concepts developed by Paul McArdle (of a bike track and bikes in a school) formed the foundation of these discussions. This led to Wellsford Primary being identified as a suitable school in the Harbour Region in November 2011 and a Bikes In Schools project being implemented. As stated earlier, there are many paths that lead to Rome and this case study highlights only one way that a Bikes In Schools project can and has been achieved in a school. It is not a blue print for implementing a track, merely one option. Every project will have its own challenges and successes. Successes to date • Track constructed by local contractors who volunteered their time, labour, equipment (diggers and truck) and 150m3 of limestone (worth approximately $10,000) in January 2011 • Funding secured for 50 bikes and 30 helmets • Te Huanui Bike track opened by local Kaumatua on March 9, 2012 • Cycle Skills and Learn to Ride Training for teachers and pupils commenced in March 2012. • 68 children learned to ride in the first 3 months after opening • This was the second track opened in Auckland • Travelwise funding provided by AT for project support and teacher time to develop the programme and undertake professional development and training • 61 children completed 1 lap time trail June 2012 and again in 6 months later. There was a 16% increase in speed indicating improved fitness and skill • 18 months after the opening the bikes and track continue to be utlised weekly and are well integrated into the school. The track is being used regularly by the community in out of school hours 7 KEY SUCCESS FACTORS

Due to not having any funding secured at the beginning of this project the path to achieving success was different to that of the Bike On NZ Charitable Trusts and it is possible Wellsford’s case was unique due to strong community support. In community development projects there are a number of different options and ways to achieve the same outcomes. These are best determined by each community dependent on their needs and desires.

Key success factors for tracks may differ. However to be successful generally most of the following need to be in place: • Strong buy-in and support for the project by the School Principal. • A very proactive and enthusiastic teacher to help drive the speed of the project. This teacher helps to also provide a strong link into school for communication and planning. • Having a project manager to lead the project. • Strong, collaborative relationships between the Regional Sports Trust, Auckland Transport and the school. • A large contribution of time and resources from local volunteers/contractors • Support in terms of knowledge and expertise from the Bike On NZ Charitable Trust

Learnings • Do not underestimate the level of good will and often untapped volunteer resources in your community even if your school is in an area of social deprivation • Having the support of your local Regional Sports Trust (see website for this information) can greatly assist the project due to connections within the community and across multiple sectors • If you set a date to open your track and have dignitaries attending, it is surprising how quickly things can happen and fall in to place • Develop a funding plan prior to commencing fundraising. It takes time to complete funding applications and receive a response

“We’re seeing an increase in confidence, improved social interaction, more physical activity, and also more attention to safety and an increase in their awareness of what’s around them when they’re biking.”

Liz Crowley, Principal St Mary’s School, Hastings 8 PROCESS

The following pages outline the processes and steps that generally occur in the implementation of a Bikes In Schools Project. Some of the actions listed can occur concurrently. Some of the actions may not be needed by your project (e.g. sourcing a shipping container if you already 8 have a suitable storage option).

Scoping Project and Project Development Gather information about Bikes in Schools/Projects - read Bikes in Schools toolkit, view webcast and web links. (See page 3 Bikes in Schools Toolkit for weblinks.) Scope your school environment: field size, contour, used space Speak to key stakeholders about idea/ project: • Paul McArdle – Bike On NZ Charitable Trust • Auckland Transport: Community Transport Division; Community Transport Co-ordinators (CTC) (Travelwise) • Local Regional Sports Trust • Auckland Council: Sport and Recreation Advisor, Local Board • Significant local community groups/leaders • District Health Board (Health Promotion team, Funding team) • Bike NZ Establish Bikes in Schools project Team Collaborate and liaise with Community Transport Co-ordinator and Regional Sports Trust (RST) Determine roles of each organisation Develop MOU if necessary 9

Gaining Buy-in Principal gains School Board sign-off. RST/CTC may be required to present Bikes in Schools to Board Principal presents concept and benefits to whole school in order to gain buy in and identify how tracks may be used in school Principal signs contract for Travel Wise to partner with school (this may have already occurred) School informs Ministry of Education of their plans

Implementing a Bikes in Schools project School places notice in school newsletter explaining project, requesting assistance from community; digger, labour, truck, limestone Ideally source limestone, digger, truck and labour at no cost Identify local contractors (Harbour Sport has contact with contractors) Work with the Regional Sport Trust and contractor to determine size and location of tracks Get quotes Liaise with contractor to determine date for building tracks Build track Develop plan for construction of next stages of track (e.g. skills or pump tracks).

Gaining Funding for Tracks Contact Paul McArdle (Bike On Charitable Trust) for latest advice and update regarding possible funders and support Develop project budget Identify potential funders within your community likely to be supportive of this type of project Develop funding plan. Determine which aspect of project to apply for to which funder Complete funding application/s and submit to funders Await funding decision 10 Gaining Funding for Bikes and Helmets Identify potential funders within your community likely to be supportive of this type of project and prioritise them Determine sizes of bikes needed and get quotes Complete funding applications for 60 bikes and helmets. Utilise Paul McArdle’s template as a

10 guide. Submit funding application to funder.

Maintenance plan for bikes Develop a maintenance plan for the bikes in liaison with school Deliver training for parents/community in bike maintenance Develop relationship with local bike shop for support If needed get quote from local bike shop or community group for bike maintenance Once successful with funding application, purchase a range of bikes of varying sizes and a helmet for every child. It is preferable to have bikes delivered fully assembled Assemble bikes

Storage for Bikes Identify how bikes will be stored. Options: Bike shed, shipping container, garage Identify funder for your area and complete funding application for bike storage/shipping container Secure funding needed Purchase shipping container Modify shipping container for easy access Shipping container delivered 11

Opening Celebration Identify dignitaries to invite (Kaumatua, Prime Minister, MP, Mayor, Councillors, funders etc) Set date for opening Invite dignitaries Confirm dignitaries Planning opening: time, agenda, invitees Develop invitation Invite other stakeholders, parents, volunteers, contractors, AT, RST, Bike NZ, In2It, PHO etc Holding opening celebration/powhiri as per plan

Communication and Meda Inform key stakeholders of milestones as project progresses Submit article about project to local newspaper Place regular articles in school newsletter informing parents of progress/completion

Cycle Skills Training Develop a plan of Cycle Skills Training for teachers in liaison with the school Regional Sport Trusts devlier cycle skill training to teachers and learn to ride training for children

Events Plan cycling or wheels events at schools Link to local providers or community groups e.g. Blue Light, In2It, Push Play Neighbourhood groups, BMX, Mountain Bike clubs Promote cycling events

Monitoring and Evaluation of Bike on Project Develop a monitoring and evaluation plan for the project (see Monitoring and Evaluation Plan for Wellsford Primary Monitor cycling to school, track use, children’s confidence, teacher confidence (in delivering cycle training), fitness Report monitoring and evaluation results to stakeholders and funders

12

12 AT CTC: coordinate with CTC: coordinate AT teacher and take measures HS: collate data Class teacher: survey CTC: collate data AT HS: analyse data, include in report AT CTC: Carry out counts AT Harbour Sport: analyse data, include in report Responsibility April 2011-Dec 2012 April 2011-Dec 2012 Nov 2011-Dec 2012 Time frame Time EXAMPLE OF MONITORING and EVALUATION PLAN and EVALUATION EXAMPLE OF MONITORING in measurable outcomes achieved Harbour Sport,interested funders and other stakeholders are The following Monitoring and Evaluation plan was developed by by Bike In Schools projects. Pimary Harbour Sportand other primary and has been utilised at Wellsford schools. Measure all children: Time taken to ride one lap all children: Measure 1 month post-implementation 9 month post-implementation Survey: who cannot ride pre- of children Percentage implementation who cannot ride 1 month of children Percentage post-implementation who cannot ride 9 month of children Percentage post-implementation School bike rack counts Wellsford Primary School School bike rack counts Wellsford – prior to implementation Primary School School bike rack counts Wellsford – post implementation:1 month, 9 months (end of year) Method

Baseline measure of fitness Baseline measure Baseline measures of Baseline measures cycling capability Baseline measures of Baseline measures cycling activity Evaluation activity scope of this project Within Fitness Children Children cycling capability/skill Cycle to school Confidence Baseline measures of Survey children for levels of confidence in riding Nov 2011-Dec Class teacher: survey cycling confidence bike on track: 2012 AT CTC: collate data 1 month post-implementation HS: analyse data, include 9 months post-implementation in report

Cycling PE Baseline measure of Survey: confidence levels of teachers delivering April 2011-Dec HS cycle trainer: survey sessions teachers using cycle track cycling skills and Learn to ride: pre and post 2012 teachers in PE sessions training, 9 months

Case studies Case studies Collect information on individuals as programme Nov 1 2011 – Teacher or AT CTC: Collect progresses June 30 2012 info AT CTC or HS :Collate and create case studies 13 14 TRAIN THE TRAINERS

Harbour Sport’s Cycle Skills Trainer working with Cycling Champions from Wellsford Primary School in full day workshop. 15 16 POTENTIAL FUNDERS

Funding can come from a diverse range of funders. It is recommended that the school waits until all required funding has been gained before beginning to build the tracks. This makes things easier in general and may mean that the different contractors can work onsite and utilise each other’s equipment. Some local contractors may be able to offer some services or product in kind. Possible funders and support providers could include: • Community Groups, Foundations and Trusts (e.g. Rotary, Lion Foundation, Pub Charity and ASB) • Regional Sports Trusts (e.g. Harbour Sport, Counties Manukau Sport) • Public and Private businesses (e.g. JFC Construction and Winstone Aggregates) • Government Agencies (Sport NZ, Auckland Council, Local Boards, Counties Manukau District Health Board and Primary Health Organisations) • Individuals and non-profit groups (Cycle Action Auckland and CAN) • Parents or family within the school community may have skills or resources UTILISING SCHOOL’S CAPITAL FUNDING

In September 2013, the Ministry of Education amended its policy so that 50% of cycle track’s cost can be funded from school’s capital funding. Schools will be required to fundraise the other 50%.

“We know that cycle tracks have numerous benefits, including helping to develop safe cycling habits and building up confidence and fitness. We want more schools to be able to create safe ways of learning the basics of cycling and promoting general exercise. The Ministry of Education has amended policy so that cycle tracks can be funded to create modern learning environments from capital funding. This confirmation of the change to funding means schools can have certainty that they will be supported in the construction of these cycle and fitness tracks. This policy change is about incentivising healthy learning environments.”

Associate Education Minister Nikki Kaye 17 COSTS

COST OF TOTAL PACKAGE WHEN APPLYING FOR FUNDING

The budget on the next page has been developed by the Bike On NZ Charitable Trust and the Auckland Regional Sport Trusts through their experience with implementing Bike In Schools Projects. The money required to implement this type of project can be accessed through a variety of funders or raised through your school. From the eight schools delivered so far in the Hawke’s Bay, ongoing maintenance costs have been calculated at approximately $2,000 per school per year. This cost can be reduced by having parents providing basic bike maintenance. A school with an average roll of 330 children equals $150 per child. There are regional variations in the cost due to sourcing limestone and variations in contractor costs.

Item Hawkes Bay Auckland 50 new bikes (approx $220 per bike) $13,000 $13,000 330 new helmets (one for every child - $15 per helmet) $5,000 $5,000 Pump track (20m x 20m) depends on size $5,500 $9,000 Skills track $8,000 $4-8,000 Riding track 350m2 $11,000 $22,000 Bike Storage (container and modification costs) $7,500 $7,500 Bike training $3,000 $3,000 Total cost per school (approximately depending on track) $53,000 $63,500

Costs will be lower for schools with smaller rolls as fewer bikes will be required. Overall costs can be reduced: • by constructing only one or two of the three different tracks • Purchasing less bikes • Purchase less helmets and make children share (not recommended) • Already having a secure space available for bike storage • Having some construction done “in kind” by local contractors or parents 18 BIKES AND HELMETS

Bikes:

It is recommended that: • Good quality bikes are purchased as they will last longer and require less maintenance. • A variety of bike sizes are purchased with a mix of 16, 20 and 26 inch bikes. It is also worth purchasing some adult bikes for larger children and for use by the teachers, and some 16 inch balance bikes for new entrant children. • ‘Step-through’ bikes are used as these are easiest and safer bikes for riders to get on and off. • There is local support for servicing the bikes. • The school identify one or more people in the school or school community to be taught how to service bikes and then continue to service them. • If possible purchase bikes that have quick release for seat height adjustment. • Each bike is individually numbered by the school (e.g. 1 to 50) so that the students can quickly identify the correct bike (size) for them to ride. Following independent advice from the Kennett Brothers (www.kennett.co.nz) and several bike shops, the BYK bike was selected for the first “Bikes in Schools” projects. Subsequent feedback from these schools has further confirmed that due to the bikes light weight, low centre of gravity and thin tyres, this is an ideal bike for a these projects. See: www.bykbikes.com or contact:

Adventure Brands Ltd, • 100 Maleme Street, PO Box 15149, Tauranga 3144, Ph: 07 541 1227 Fax: 07 541 3399. Alternatively a school may have a relationship with a local bike retailer and choose to purchase bikes from them or another option is buy bikes locally and build a relationship with the local bike shop for maintenance and servicing support.

Cost: • Bikes: approximately $200-$220/bike depending on current exchange rate • Helmets: approximately $15 per helmet depending on current exchange rate 19

Bike Assembly: Most schools so far have purchased bulk (30+) orders of bikes that are delivered from the supplier still in their boxes. If possible, negotiate with suppliers to deliver the bikes already assembled. If not it is recommended: • That the bikes are professionally assembled rather than utilising parents or staff or at least checked over. This ensures that the bikes are correctly assembled from the beginning which can prevent issues later down the track. This can be done through a local bike shop or by getting a bike mechanic to do it. • That the work is done on the school site as this reduces the need to transport the bikes from one location to another. • That the individual bike serial number for every bike is recorded and stored by the school. These can be used to identify bikes if they go missing. Helmets: It is recommended: • That a good quality helmet is available for every child in the school so that there is no need to share helmets. • At the start of the project to “fit and name” individual helmets for each child. Most schools store the helmets in their rooms so they are easily available for when the class goes biking. • Leaving students hand their helmets back in so they are available for new students. Over time as the students heads get bigger some may need to be issued with bigger helmets. Adventure Brands New Zealand has provided many schools good quality helmets for $15 + GST. Other suppliers may be able to provide helmets at this price or even less.

Bike Storage:

It is essential that the bikes are stored in a safe and secure building within the school grounds. It is recommended that this room is as close to the actual tracks as possible so to allow easy access. Some schools are able to store the bikes in available sheds or an unused classroom.

Purpose built shed A school may decide to build a purpose built shed. Another option is to use a general sports storage shed that includes all sports equipment.

Storage-Shipping Containers Other schools have gone for the cheaper option of a converted 40 foot shipping container (total cost $7,500). This usually does not require a building permit as it is not a permanent structure. It can be moved around as required. The container needs a flat floor not a steel /metal ribbed floor. It is recommended that two roller doors be added to the shipping container to make is easy to access the bikes. Another option is a double opening door in the middle. Some schools have also added lighting and power outlets.

The cost of adding doors is approx $2,000 to $3,500 per container depending on which option is chosen. 20 TYPES OF TRACKS

The Riding Track

This circular track usually follows the outer edge of the schools playing fields. Some schools have designed tracks that go part way around the fields and then “double back” and return parallel to starting point. Length depends on field size but can be anywhere from 250m in length up to 1km. Most are flat however the track at Wellsford Primary and Onepoto Primary go up and down slopes and a moderate hill. The children enjoy the variety, fitness as well as confidence has increased as they negotiate the hills.

The Riding track is where the greatest amount of riding (distance and time) is usually done. It is possible for large numbers (30+) of children to ride at any one time. Many schools use the track for both biking and running and schools with swimming pools also use it to run school triathlons.

For the school bike tracks that Bike On New Zealand Charitable Trust have implemented in Hawke’s Bay, local Limestone sand (also known as Hoggin) has always been used supplied by Firth Industries. This is the same product that the local Hawke’s Bay Regional Council has used for their 150kms+ of off-road cycle trails that are part of the New Zealand Cycle Trail. Limestone and limestone sand (or similar product) is used because it is: • Easy to use and maintain • Is a natural product which binds really well and becomes very hard • Looks really good in a school environment • Can be easily removed if necessary The limestone sand needs to be “coarse and angular’ so it can bind really well.

Construction of the Riding Track • Made from limestone • 2 metres wide (highly recommended) • 100 mm deep 21 • 280-550+ metres long • No straight lines “has to be curved otherwise children go too fast • Approx cost $60m in Auckland, $25/m in Hawkes Bay. Price difference is due to local limestone, delivery costs and contractor costs • See one minute video “Introduction to building a track” at: http://bikesinschools.wordpress.com/

The Bike Skills Track

This is made up of a limestone track that takes the rider over a series of obstacles. This track is often the most challenging as it requires the rider to concentrate and ride very slowly. It is particularly good for improving hand-eye coordination. This see- saw is the most difficult and popular obstacle for the children. It is recommended that no more than six students ride this track at any one time.

Construction of the Skills Track • Limestone is recommended • Features wooden skinnies, slalom, seesaw and other skills related activities • Strongly recommend getting this built by experienced provider • Approx cost $4-8,000 • Size of areas depends on what schools has available but approx 10m by 30m • See short video “Introduction to Skills Track” at http://bikesinschools.wordpress.com/

The Pump Track

This is very similar to a small BMX track. If done correctly the children do not pedal but actually “pump” their bikes up and down the slopes to get around the track. It is similar to the movement used to operate a child’s swing. This track “burns” the most calories. This track is usually the most popular with children as for many it is the most fun. It is recommended that: • Pump track designers and builders are in conversation with the bike provider to ensure the track is designed to suit the bikes you will purchase (Different bikes have different centres of gravity). • You have a bike on site while you are building • No more than six students ride this track at any one time.

Construction of the Pump Track • Short video “Build a Pump track” at: http://www.youtube.com/watch?v=P9myZjsR7Q8 and feature=relmfu • Video of example of pump track http://www.youtube.com/watch?v=by1Pj5tZA5w • Made mainly from dirt and some limestone • It is NOT a jump track • Recommended to get a BMX club or similar to design and build • Approximate cost $5,000 to $6,000 in Hawkes Bay, $10,500 in Auckland • Size of areas depends on what schools has available but approximate 20m by 20m 22 CONTACTS

Principals

The following Principals all have Bikes in Schools operating at their schools and are happy to provide references

Onepoto Primary, Northcote, Auckland Wellsford Primary School, Wellsford Marc Dombroski Dave Bramley Phone: 09 480 7469 Phone: 09-423 8042 Email: [email protected] Email: [email protected]

St Mary’s Primary School Hastings Maraenui Bilingual School, Napier Liz Crowley Jim Percy Phone: 06 876 6421 Phone: 06 843 8021 www.stmaryshastings.school.nz www.maraenuibilingual.schoolzone.net.nz 23

Regional Sports Trusts Jay Martin Community Sport Manager - Harbour Sport Email: [email protected] Phone: 09 415 4618 www.harboursport.co.nz

Jules Downes Bikes in Schools Project Manager - Harbour Sport Email: [email protected] Phone: 09 448 0301 www.harboursport.co.nz

Rochelle Young Waitakere Bike Development Coordinator - Sport Waitakere Email: [email protected] Phone: 09 966 3120 www.sportwaitakere.co.nz

Kerri Wells Community Recreation Team Leader - Counties Manukau Sport Phone: 09 269 0170 Mobile: 029-437 0873 Email: [email protected]

Victoria Barton Director of Youth Development - Sport Auckland Phone: 09 623 7917 Email: [email protected]

For contact details of all Regional Sports Trusts in New Zealand see link: http://www.sportnz.org.nz/en-nz/our- partners/Regional-Sports-Trusts/List-of-all-RSTs/

Bike On New Zealand Charitable Trust Paul McArdle Director Bike On New Zealand Charitable Trust Email: [email protected] www.bikeon.co.nz/index.html Mobile: 027 7479192 24 Bike NZ

Amy Taylor Development Manager Bike NZ Email: [email protected] Mobile: 0275014085

Ashleigh James Bike NZ Educator - Auckland Bike NZ Email: [email protected] Mobile: 0275-896 336

Auckland Transport

Debbie Lang Senior Regional Walking and Cycling Coordinator Auckland Transport Email: [email protected] Mobile: 027 222 9936

Bridget Farmiloe Community Transport Coordinator Auckland Transport Email: [email protected] Mobile: 021 817 274 If you are an Auckland School then it is worth discussing your project with your Local Board. If you are not sure which Local Board area you are in see link below to assist: http://www.aucklandcouncil.govt.nz/EN/AboutCouncil/LocalBoards/Pages/home.aspx 25 RESEARCH REFERENCES

2012 Bikes in Schools Project Year 2 Full Report • http://www.harboursport.co.nz/upload/usermedia/files/45173/bikesinschoolsreport_2012_final.pdf

Bike NZ / Ministry of Transport 2009 • http://www.transport.govt.nz/research/Documents/How%20New%20Zealanders%20travel%20web.pdf

A Portrait of Health: Key results of the 2006/07 New Zealand Health Survey. Wellington, Ministry of Health, 2008 • http://www.health.govt.nz/publication/portrait-health-key-results-2006-07-new-zealand-health-survey • http://www.health.govt.nz/publication/portrait-health-online-data-tables-trends

OECD Research 2010. • http://economix.blogs.nytimes.com/2010/09/23/the-world-is-fat/’src=busln

Ministry of Social Development: Social Report 2010. • http://socialreport.msd.govt.nz/health/obesity.html

Health Research Council of New Zealand 2010 • http://www.stuff.co.nz/national/health/5261735/Startling-rise-in-levels-of-obesity

UK Dept for Transport 1996 / International Obesity taskforce 2002 • http://cyclehelmets.org/1079.html

The Power of Trails for promoting physical activity in Communities. • http://www.activelivingresearch.org/files/ALR_Brief_PowerofTrails.pdf

Walking and Biking to School, Physical Activity and Health Outcomes. • http://www.activelivingresearch.org/files/ALR_Brief_ActiveTransport.pdf

Active Education, Physical education, physical activity and academic performance. • http://www.activelivingresearch.org/files/Active_Ed.pdf

Moving out of cars and onto bikes: Impacts on health and greenhouse gas emissions in New Zealand cities • https://researchspace.auckland.ac.nz/handle/2292/16274

“Exercise, Brain and Cognition across the Lifespan,” is published in the online edition of the Journal of Applied Physiology • http://www.sciencedaily.com/releases/2011/07/110725132656.htm

North Shore City Council 2003 / Bike On NZ Charitable Trust Research 2010 • http://www.northshorecity.govt.nz/YourCouncil/PublicDocuments/CommunityOutcomes/Documents/ state-of-city-social-wellbeing.pdf 26 FURTHER INFORMATION

FOR FURTHER INFORMATION REGARDING BIKE IN SCHOOLS TRACKS AND PROJECTS CONTACT:

Paul McArdle Director Bike On New Zealand Charitable Trust Email: [email protected] www.bikeon.co.nz Phone: 027 7479192

Prepared by Harbour Sport Project Team