Ensuring access to safe and affordable recreational spaces is vital for promoting well-being, especially in underserved communities facing barriers to physical activity. Shared use agreements, where school facilities are open for public use, offer a promising solution; yet limited research has examined how to maximize usage of these spaces. Framed under Social Cognitive Theory in a socioecological model, this dissertation comprises three studies contributing to this knowledge base to foster active, healthy communities. The first study was a scoping review of usage and physical activity behavior in school shared use spaces, highlighting the potential of shared use agreements to promote physical activity, especially when they included organized activities or space renovations. The study underscores the need for robust evaluations, gender- and population-sensitive interventions, and community engagement to maximize impact. The second study, adopting a pre/post, cross-sectional approach, assessed the impact of a multicomponent intervention on perceptions and usage of a school shared use path in South Phoenix (AZ). No statistically significant changes in usage were observed over time; however, access was a significant predictor of usage. Gender (female, negative) and safety perceptions (positive) were also identified as salient predictors of usage. The findings highlight the critical role of awareness (i.e., perceived access) in enhancing usage of school shared use spaces. The third study was a longitudinal natural experiment, with observational assessments of usage and related physical activity on one school shared use path over 12 months at an elementary school in South Phoenix (AZ). Moderate increases in usage over time were attributed to promotional efforts, social programming, and environmental modifications. Most users (>70%) of the path were observed walking, and were male, Hispanic, and adult. The study suggests that demographic disparities may exist. Implementing broader engagement strategies and understanding safety perceptions may facilitate more representative usage. Collectively, this dissertation provides a comprehensive evaluation of the potential of school shared use spaces to promote physical activity, while underscoring the importance of understanding complex factors influencing the usage of these spaces. Ultimately, the findings contribute knowledge to enhancing the usage of school shared use spaces, adding to the literature on their significance in promoting physical activity and community health, particularly in underserved regions.

Physical activity patterns among youth has become an issue throughout the world in recent decades. The Centers for Disease Control and Prevention have established daily physical activity guidelines for youth; however, not all children follow these recommendations. Factors leading to this include limited opportunities for active transportation and after-school activity programs. In this study, 3rd through 9th grade students from a rural community were evaluated based on their transportation method to and from school, participation in after-school sports programs, and overall how active they were in a 24-hour period based on step count. Students completed questionnaires regarding their transportation and sports participation and wore pedometers to determine their daily step counts. The results found that only 4.5% of the students used active transportation to and from school. About one-third participated in after-school programs, and of this amount, approximately one-third took part in those offered at school. Elementary and middle school males met the recommended amount of daily steps at the first time of data collection, but not at the second or third. Elementary and middle school females did not meet the recommended amount of steps at time 1, but did at time 2 and time 3. Ninth-grade females did not meet the recommended step count at either time data was collected. The amount of students who used active transport limited the ability to determine significant differences between those who used active transport and those who did not. At time 3, there were significant differences with students who participated in after-school sports achieving more daily steps than those who did not participate. There was also a trend toward this same outcome in time 1. From these results, it was determined that more opportunities for active transportation and after-school sports should be implemented into this community. With this, the activity levels among students may increase and more students would reach the recommended amount of daily physical activity.