Loading...
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.84 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Recent research indicates that the balance bike (BB) is most efficient to learn to cycle than the bicycle with lateral training wheels (BTW), but reasons for this are still unknown. This study aimed to investigate the cause of the BB's higher learning efficiency by analysing the variability of the children and the bicycles when learning, during the “Learning to Cycle” program. Participants were 23 children (6±1,2 years), divided into two training groups: BB (N=12) and BTW (N=11). Angular velocity data were obtained from inertial sensors (IMU) placed on the child and on the bicycle. Data while cycling was collected at three moments: i) before the program with the group’s training bicycle (O1), ii) after six sessions with the same bicycle (O2), and iii), two months after the program, using a traditional bicycle (O3). Variability was assessed using the largest Lyapunov exponent. Results showed that the BB provided greater postural variability than the BTW during learning (O1 and O2), potentially leading to more adaptive responses when transitioning to the traditional bicycle (O3).
Recent research indicates that the balance bike (BB) is most efficient to learn to cycle than the bicycle with lateral training wheels (BTW), but reasons for this are still unknown. This study aimed to investigate the cause of the BB's higher learning efficiency by analysing the variability of the children and the bicycles when learning, during the “Learning to Cycle” program. Participants were 23 children (6±1,2 years), divided into two training groups: BB (N=12) and BTW (N=11). Angular velocity data were obtained from inertial sensors (IMU) placed on the child and on the bicycle. Data while cycling was collected at three moments: i) before the program with the group’s training bicycle (O1), ii) after six sessions with the same bicycle (O2), and iii), two months after the program, using a traditional bicycle (O3). Variability was assessed using the largest Lyapunov exponent. Results showed that the BB provided greater postural variability than the BTW during learning (O1 and O2), potentially leading to more adaptive responses when transitioning to the traditional bicycle (O3).
Recent research indicates that the balance bike (BB) is most efficient to learn to cycle than the bicycle with lateral training wheels (BTW), but reasons for this are still unknown. This study aimed to investigate the cause of the BB's higher learning efficiency by analysing the variability of the children and the bicycles when learning, during the “Learning to Cycle” program. Participants were 23 children (6±1,2 years), divided into two training groups: BB (N=12) and BTW (N=11). Angular velocity data were obtained from inertial sensors (IMU) placed on the child and on the bicycle. Data while cycling was collected at three moments: i) before the program with the group’s training bicycle (O1), ii) after six sessions with the same bicycle (O2), and iii), two months after the program, using a traditional bicycle (O3). Variability was assessed using the largest Lyapunov exponent. Results showed that the BB provided greater postural variability than the BTW during learning (O1 and O2), potentially leading to more adaptive responses when transitioning to the traditional bicycle (O3).
Description
Keywords
cycling foundational movement skill affordances children variability crianças ciclar habilidade motora fundacional variabilidade
Citation
Mercê, C., Davids, K., Cordovil, R., Catela, D., & Branco, M. (2023). Learning to cycle: why is the balance bike more efficient than the bicycle with training wheels? In M.J. Lagoa, D. Coutinho, C. Carvalho, J.O. Santos, J. Viana & G. Silva (Eds). Estudos em Desenvolvimento Motor da Criança XVI (pp. 29-35). Centro de Publicações/Universidade da Maia. Centro de Investigação em Desporto, Saúde e Desenvolvimento Humano.
Publisher
Centro de Publicações/Universidade da Maia