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Advisor(s)
Abstract(s)
Capacitar as nossas crianças a ciclar é capacitá-las para uma vida mais saudável, mais plena e mais responsável. A utilização da bicicleta com rodas laterais de treino (BRL) é a abordagem mais comum para aprender a ciclar, no entanto a literatura sugere-a como contraproducente. O presente estudo implementou o programa Learning to Cycle com os objetivos de: i) promover a aquisição de ciclar, e ii) investigar e comparar a utilização da bicicleta de equilíbrio (BE) e BRL durante esta aquisição. Participaram 51 crianças (M=5,82±0,94 anos) do pré-escolar e 1ºCEB, que não sabiam ciclar previamente, divididas por 2 grupos. Um grupo explorou a BE e outro a BRL durante 6 sessões, seguindo-se mais 4 sessões com a bicicleta convencional (BC). A avaliação do ciclar independente foi considerada como a capacidade de realizar, sequencialmente e sem ajuda, os seguintes marcos de ciclar: iniciar, equilibrar e travar. Foi registado o número de sessões com a BC que cada criança necessitou para adquirir cada marco de ciclar e o ciclar independente. O programa revelou 88,24% de sucesso para a aquisição de ciclar independente, 100% na BE e 76,92% na BRL. As crianças do grupo da BE adquiriram significativamente mais rápido os marcos de iniciar, equilibrar e travar, bem como o ciclar independente. Os resultados evidenciam que a intervenção para adquirir o ciclar pode ser aplicada com sucesso a partir do pré-escolar, e que a BE é uma bicicleta de aprendizagem mais eficiente que a BRL.
Empowering children to cycle empowers them for a healthier, fuller, and more responsible life. Training wheels are commonly used to learn how to ride a bike, but literature suggests they are counterproductive. In this study, we implemented the Learning to Cycle program to: i) promoting cycling acquisition, and ii) investigating and comparing the use of balance bikes (BE) and training wheels (BRL) during this acquisition process. Fifty-one children (M=5.82±0.94 years) from preschool and primary school, who did not previously know how to cycle, participated in the study. Children were divided into 2 groups, one group explored the BE and the other the BRL during 6 sessions, followed by 4 more sessions with a conventional bicycle (BC). The number of sessions with CB that each child needed to acquire each cycle milestone and the independent cycling was recorded. Independent cycling assessment was considered as the ability to sequentially and unassisted perform the following cycle milestones: starting, balancing, and stopping. The BB’s acquired the starting, balancing and braking milestones, as well as independent cycling, significantly faster. The program had 88.24% success for independent cycle acquisition, 100% in BE and 76.92% in BRL. These findings suggest that cycle acquisition can be successfully introduced from preschool age, and balance bikes are more efficient for learning than training wheels.
Empowering children to cycle empowers them for a healthier, fuller, and more responsible life. Training wheels are commonly used to learn how to ride a bike, but literature suggests they are counterproductive. In this study, we implemented the Learning to Cycle program to: i) promoting cycling acquisition, and ii) investigating and comparing the use of balance bikes (BE) and training wheels (BRL) during this acquisition process. Fifty-one children (M=5.82±0.94 years) from preschool and primary school, who did not previously know how to cycle, participated in the study. Children were divided into 2 groups, one group explored the BE and the other the BRL during 6 sessions, followed by 4 more sessions with a conventional bicycle (BC). The number of sessions with CB that each child needed to acquire each cycle milestone and the independent cycling was recorded. Independent cycling assessment was considered as the ability to sequentially and unassisted perform the following cycle milestones: starting, balancing, and stopping. The BB’s acquired the starting, balancing and braking milestones, as well as independent cycling, significantly faster. The program had 88.24% success for independent cycle acquisition, 100% in BE and 76.92% in BRL. These findings suggest that cycle acquisition can be successfully introduced from preschool age, and balance bikes are more efficient for learning than training wheels.
Description
Keywords
habilidade fundacional affordances abordagem baseada nos constrangimentos pedagogia não linear saúde foundational skill constraint-based approach non-linear pedagogy health
Citation
Bernardino, M., Branco, M., Catela, D., Cordovil R., & Mercê, C. (2023). Aprender a ciclar em 5 horas? Resultados de 2 intervenções. In M.J. Lagoa, D. Coutinho, C. Carvalho, J.O. Santos, J. Viana & G. Silva (Eds). Estudos em Desenvolvimento Motor da Criança XVI (pp. 37-43). Centro de Publicações/Universidade da Maia. Centro de Investigação em Desporto, Saúde e Desenvolvimento Humano.
Publisher
Centro de Publicações/Universidade da Maia