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Learning to Cycle: From Training Wheels to Balance Bike

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  • Cristiana Mercê

    (Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal
    Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal)

  • Marco Branco

    (Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal
    Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal)

  • David Catela

    (Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
    Motor Behavior, CIEQV, Instituto Politécnico de Santarém Branch, Complexo Andaluz, 2001-904 Santarém, Portugal)

  • Frederico Lopes

    (Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal)

  • Rita Cordovil

    (Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal
    Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal)

Abstract

Background: Learning to cycle is an important milestone in a child’s life, so it is important to allow them to explore cycling as soon as possible. The use of a bicycle with training wheels (BTW) for learning to cycling is an old approach practiced worldwide. Most recently, a new approach using the balance bike (BB) has received increased attention, and several entities believe that this could be most efficient. Drawing on the work of Bronfenbrenner (1995) and Newel (1986), this study aimed to analyse the effect of BB’s use on the learning process of cycling independently. Methods: Data were collected in Portugal from an online structured survey between November 2019 and June 2020. Results: A total of 2005 responses were obtained for adults and children (parental response). Results revealed that when the BB’s approach was used, learning age (LA) occurred earlier (M = 4.16 ± 1.34 years) than with the BTW’s approach (M = 5.97 ± 2.16 years) ( p < 0.001); or than when there was only the single use of the traditional bicycle (M =7.27 ± 3.74 years) ( p < 0.001). Conclusions: Children who used the BB as the first bike had a significantly lower LA than children who did not use it ( p < 0.001). To maximize its effects, the BB should be used in the beginning of the learning process.

Suggested Citation

  • Cristiana Mercê & Marco Branco & David Catela & Frederico Lopes & Rita Cordovil, 2022. "Learning to Cycle: From Training Wheels to Balance Bike," IJERPH, MDPI, vol. 19(3), pages 1-14, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:3:p:1814-:d:742665
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    References listed on IDEAS

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    1. Alex Antonio Florindo & Ligia Vizeu Barrozo & Gavin Turrell & João Paulo dos Anjos Souza Barbosa & William Cabral-Miranda & Chester Luiz Galvão Cesar & Moisés Goldbaum, 2018. "Cycling for Transportation in Sao Paulo City: Associations with Bike Paths, Train and Subway Stations," IJERPH, MDPI, vol. 15(4), pages 1-12, March.
    2. Madhura Phansikar & Sadia Anjum Ashrafi & Naiman A. Khan & William V. Massey & Sean P. Mullen, 2019. "Active Commute in Relation to Cognition and Academic Achievement in Children and Adolescents: A Systematic Review and Future Recommendations," IJERPH, MDPI, vol. 16(24), pages 1-27, December.
    3. Emond, Catherine R. & Handy, Susan L., 2012. "Factors associated with bicycling to high school: insights from Davis, CA," Journal of Transport Geography, Elsevier, vol. 20(1), pages 71-79.
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