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Advisor(s)
Abstract(s)
O presente estudo visou investigar se aprender a andar de bicicleta (ciclar) na infância pode
ser moldado pelo constrangimento da tarefa relativo ao tipo de bicicleta de aprendizagem,
i.e., bicicleta de equilíbrio (BE) e com rodas laterais (BRL). Participaram no programa
Learning to Cycle 25 crianças (entre 3-7 anos, M=6,08±1,19 anos) que não sabiam ciclar
previamente, divididas em 2 grupos. Um grupo treinou com a BE e o outro com a BRL. A
aquisição do ciclar autónomo foi avaliada com base em marcos de ciclar: (i) iniciar, (ii)
pedalar em equilíbrio por pelo menos 10 metros consecutivos e (iii) travar. Para adquirir o
ciclar autónomo o participante teria de atingir todos os marcos sem ajuda. Após 6 sessões
de treino as crianças transitaram para a bicicleta tradicional, registando-se o número de
dias que cada criança necessitou para adquirir cada marco. O programa teve uma taxa de
sucesso de 88% para a aquisição do ciclar autónomo, com 100% no grupo da BE e 75% no
da BRL. Os participantes da BE adquiriram todos os marcos, bem como o ciclar autónomo,
mais rapidamente do que os da BRL. O número de dias necessários para o pedalar em equilíbrio foi associado positivamente ao índice de massa corporal. Não foi encontrada
qualquer correlação com a competência motora. O programa Learning to Cycle foi eficaz na
aprendizagem de ciclar para crianças a partir dos 3 anos de idade. O uso da BE em detrimento
da BRL parece conduzir a uma aprendizagem mais eficaz e eficiente do ciclar autónomo.
The present study aimed to investigate whether learning to ride a bicycle in childhood can be shaped by specificity of task constraints related to the type of learning bicycle used, i.e., a balance bicycle (BB) and one with lateral training wheels (BTW). 25 children (aged between 3-7 years, M=6.08±1.19 years) with no knowledge of cycling previously, participated in the Learning to Cycle program, divided into 2 groups. One group trained with the BB and the other with BTW. The acquisition of autonomous cycling was evaluated based on cycling milestones: (i) self-start, (ii) pedal in balance for at least 10 consecutive meters and (iii) brake. To acquire autonomous cycling the child would have to reach all the milestones without help. After 6 training sessions, the children transitioned to a traditional bicycle, and the number of days each child needed to acquire each milestone was recorded. The program had an 88% success rate for acquiring the autonomous cycling, with 100% in the BB group and 75% in the BTW. BB participants acquired all cycling milestones, as well being able to cycle autonomously, faster than BTW participants. The number of days required to achieve balance cycling was positively associated with body mass index. No correlation was found with participants’ motor competence. The Learning to Cycle program was effective for children from 3 years of age onwards to learn to cycle. The use of the BB rather than the BTW seems to lead to more effective and efficient learning to cycle autonomously.
The present study aimed to investigate whether learning to ride a bicycle in childhood can be shaped by specificity of task constraints related to the type of learning bicycle used, i.e., a balance bicycle (BB) and one with lateral training wheels (BTW). 25 children (aged between 3-7 years, M=6.08±1.19 years) with no knowledge of cycling previously, participated in the Learning to Cycle program, divided into 2 groups. One group trained with the BB and the other with BTW. The acquisition of autonomous cycling was evaluated based on cycling milestones: (i) self-start, (ii) pedal in balance for at least 10 consecutive meters and (iii) brake. To acquire autonomous cycling the child would have to reach all the milestones without help. After 6 training sessions, the children transitioned to a traditional bicycle, and the number of days each child needed to acquire each milestone was recorded. The program had an 88% success rate for acquiring the autonomous cycling, with 100% in the BB group and 75% in the BTW. BB participants acquired all cycling milestones, as well being able to cycle autonomously, faster than BTW participants. The number of days required to achieve balance cycling was positively associated with body mass index. No correlation was found with participants’ motor competence. The Learning to Cycle program was effective for children from 3 years of age onwards to learn to cycle. The use of the BB rather than the BTW seems to lead to more effective and efficient learning to cycle autonomously.
Description
Keywords
ciclar autónomo aprendizagem motora constrangimentos da tarefa crianças affordances transporte ativo children task constraints cycling autonomously active travelling
Citation
Mercê, C., Davids, K., Catela, D., Branco, M., Correia, V., & Cordovil, R. (2022). Aprender a ciclar: bicicleta de equilíbrio ou com rodas de treino? Resultados de uma intervenção de 2 semanas. In V. Correia, E. Pereira, J. Carvalho & R. Minhalma (Eds.), Estudos em Desenvolvimento Motor da Criança XV (pp. 43-48). Escola Superior de Educação e Comunicação-Universidade do Algarve.
Publisher
Escola Superior de Educação e Comunicação-Universidade do Algarve