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Learning to cycle: a constraint-led intervention programme using different cycling task constraints
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Advisor(s)
Abstract(s)
Background: Cycling is a foundational movement skill which represents
an important motor milestone to achieve in children’s lives. The use of
a bicycle with training wheels is the most common approach for
learning how to cycle, although some evidence suggests that this
approach is counterproductive.
Purpose: Underpinned by an ecological perspective and Constraints-led
approach, this study investigated whether learning how to ride a
conventional bicycle in childhood can be shaped by the specific task
constraints related to the kind of training bicycle used beforehand (i.e.
balance bike or bicycle with training wheels). This comparison could
guide pedagogical practice to facilitate children’s learning in cycling
and their independent riding.
Methods: The Learning to Cycle intervention programme was introduced
to 25 children (M = 6.08 ± 1.19 years) who could not previously cycle,
divided into two treatment groups. One group trained with a bicycle
with training wheels (BTW) and another with a balance bicycle (BB) for
six sessions, followed by four sessions with a conventional bicycle (CB).
The acquisition of independent cycling was assessed, based on
established cycle learning milestone achievements, without help: (i) selflaunch,
(ii) riding for at least 10 (consecutive) metres, and (iii), braking.
To be considered an independent rider, participants needed to achieve
all these milestones, without any external help. During the CB sessions,
the number of sessions that each child needed to acquire each learning
milestone and independent cycling were recorded.
Results: The programme led to a success rate of 88% for achievement of
independent cycling on a conventional bicycle, differentiated by 100%
success in the BB group and 75% in the BTW group. The BB participants
were significantly faster in learning to self-launch, ride, brake, and cycle
independently, compared to BTW participants.
Conclusions: The Learning to Cycle programme was effective for
facilitating learning in children from three years of age onwards. Using
the BB instead of the BTW seems to lead to a more effective and
efficient acquisition of independent cycling at earlier ages.
Description
Keywords
Learning to cycle ecological dynamics self-organisation under constraints affordances; system degrees of freedom
Citation
Mercê, C., Davids, K., Catela, D., Branco, M., Correia, V., & Cordovil, R. (2023). Learning to cycle: a constraint-led intervention programme using different cycling task constraints. Physical Education and Sport Pedagogy, 1–14. https://doi.org/10.1080/17408989.2023.2185599
Publisher
Taylor & Francis Group