Abstract

There is limited research exploring how children learn to cycle. The learning process to independent cycling generally occurs on an adapted bike (eg. two additional wheels, no pedals). Balance bikes have recently gained attention as a more appropriate method to learn to cycle. Currently, there is no evidence to support this argument and moreover, limited exploration into the learning process to independent cycling. Four studies in total were performed with children between 2-6 years of age. Study 1 consisted of an 8-week intervention whereby the intervention group were given balance bikes to free play on. Study 1 aimed to explore ability on a balance bike (BB) as a measure of the learning process to independent cycling and explore the relationships between ability on a BB, actual motor competence (AMC) and perceived motor competence (PMC). Furthermore, study 1 also investigated whether ability on a BB, AMC or PMC predicted how much a child would engage on the balance bike. During study 1 a cycling scale was developed to assess the children’s ability to cycle independently (ACI) on a traditional bike. Study 2 and study 4 were reliability studies used to assess the reliability of this scale and usability for practitioners. Study 3 consisted of 10 cycling classes over 5 weeks and was designed in order to teach preschool children independent cycling on either balance bikes or bikes with stabilisers. ABB, AC, PC and ACI were assessed along with balance measured using inertial sensors placed on the frame of the balance bike. ACI was measured at 5 timepoints (pre, week 2, mid, week 4, post) to investigate how children progress along the cycling scale. This novel research has addressed key questions on how children learn to cycle and started the journey to greater understanding.