Development of cycling skills in 7- to 12-year-old children

Blame attribution analysis of police motor vehicle collision reports involving child bicyclists

BACKGROUND

Injuries resulting from collisions between a bicyclist and driver are preventable and have high economic, personal and societal costs. Studying the language choices used by police officers to describe factors responsible for child bicyclist-motor vehicle collisions may help shift prevention efforts away from vulnerable road users to motorists and the environment. The overall aim was to investigate how police officers attribute blame in child (≤18 years) bicycle-motor vehicle collision scenarios.

METHODS

A document analysis approach was used to analyse Alberta Transportation police collision reports from Calgary and Edmonton (2016-2017). Collision reports were categorised by the research team according to perceived blame (child, driver, both, neither, unsure). Content analysis was then used to examine police officer language choices. A narrative thematic analysis of the individual, behavioural, structural and environmental factors leading to collision blame was then conducted.

RESULTS

Of 171 police collision reports included, child bicyclists were perceived to be at fault in 78 reports (45.6%) and adult drivers were perceived at fault in 85 reports (49.7%). Child bicyclists were portrayed through language choices as being irresponsible and irrational, leading to interactions with drivers and collisions. Risk perception issues were also mentioned frequently in relation to poor decisions made by child bicyclists. Most police officer reports discussed road user behaviours, and children were frequently blamed for collisions.

CONCLUSIONS

This work provides an opportunity to re-examine perceptions of factors related to motor vehicle and child bicyclist collisions with a view to prevention.

Moving With Confidence: How Does Anxiety Impede Performance in Individuals With Developmental Coordination Disorder (DCD)?

Purpose of Review

It is well-established that anxiety levels are higher among people with developmental coordination disorder (DCD) compared to their peers. However, it is unclear whether this anxiety influences movement and behaviour. The purpose of this paper is to review studies demonstrating the influence of anxiety on movement and/or behaviour in non-DCD and DCD populations.

Recent Findings

When considering non-DCD literature, many studies have illustrated the influence of anxiety on movement. Only two papers were found which explicitly aimed to consider the influence of anxiety on movement in a DCD population. These findings are described and explored against a backdrop of the wider research field.

Summary

This paper has highlighted the potential role of anxiety in constraining movement patterns in DCD. While a great deal more evidence is needed before definitive conclusions, there is emerging evidence that motor behaviour may be related to task-specific anxiety in children with DCD.

Learning to Cycle: A Cross-Cultural and Cross-Generational Comparison

Background

Learning to cycle is an important milestone for children, but the popularity of cycling and the environmental factors that promote the development and practice of this foundational movement skill vary among cultures and across time. This present study aimed to investigate if country of residence and the generation in which a person was born influence the age at which people learn to cycle.

Methods

Data were collected through an online survey between November 2019 and December 2020. For this study, a total of 9,589 responses were obtained for adults (self-report) and children (parental report) living in 10 countries (Portugal, Italy, Brazil, Finland, Spain, Belgium, United Kingdom, Mexico, Croatia, and the Netherlands). Participants were grouped according to their year of birth with 20-year periods approximately corresponding to 3 generations: 1960-79 (generation X; n = 2,214); 1980-99 (generation Y; n = 3,994); 2000-2019 (generation Z; n = 3,381).

Results

A two-way ANOVA showed a significant effect of country, F _(9,8628) = 90.17, p < 0.001, η p 2 = 0.086, and generation, F _(2,8628) = 47.21, p < 0.001, η p 2 = 0.122, on the age at which individuals learn to cycle. Countries with the lowest learning age were the Netherlands, Finland and Belgium and countries with the highest learning age were Brazil and Mexico. Furthermore, the age at which one learns to cycle has decreased across generations. There was also a significant country x generation interaction effect on learning age, F _(18,8628) = 2.90, p < 0.001; however, this effect was negligible ( η p 2 = 0.006).

Conclusions

These findings support the socio-ecological perspective that learning to cycle is a process affected by both proximal and distal influences, including individual, environment and time.

Mastering balance: The use of balance bicycles promotes the development of independent cycling

Children who learn to cycle at a young age do this by using training bicycles that simplify control requirements compared with regular bicycles, such as bicycles with training wheels or balance bikes without pedals. The primary purpose of the current study was to investigate whether the two types of training bicycles result in a different age of onset of independent cycling on a regular bicycle. We asked parents of 4‐ to 6‐year‐old children (n = 173) to complete a questionnaire regarding their child's bicycling history. The results showed that children who had practised with a balance bicycle started practising at a younger age, had shorter practice duration, and were able to cycle independently at a younger age in comparison to children who had practised with a bicycle with training wheels (or with both training bicycles). We argue that the observed advantage of balance bicycle is associated with the balance bicycle actively challenging postural control. Further research is needed to uncover the impact of training bicycles on the further development of the foundational skill of cycling.

Hazard perception training in young bicyclists improves early detection of risk: A cluster-randomized controlled trial

INTRODUCTION

Since child bicyclists are more likely to get involved in a traffic crash, there is a stringent need to provide child bicyclists with tailored interventions in order to enhance their capabilities to deal with the complexity of traffic situations. The current study therefore aimed to test the effectiveness of a hazard anticipation training in young bicyclists by means of eye tracking technology.

METHODS

A cluster-randomized controlled design was used in which participating schools were randomly assigned to the intervention or the control group. At first, a baseline hazard anticipation test was carried out in the intervention group (78 children; 9.56±0.38years of age) and the control group (46 children; 9.58±0.41years of age). Child bicyclists who participated in the intervention followed the training that consisted of two classroom sessions. In each session children were presented with video clips from the perspective of a bicyclist encountering various (potentially) dangerous traffic situations. Following the intervention, a post-test directly after the training and a retention test three weeks later were completed. The control group received the intervention after the retention test.

RESULTS

Trained child bicyclists were found to detect more hazards and reacted quicker compared to the control group that did not receive the training. However, the training did not result in improvements in anticipatory visual search behaviour.

CONCLUSION

Trained child bicyclists seemed to have developed a better processing regarding potential dangerous situations but were not able to 'see' the hazard sooner. The potential of a brief hazard anticipation training is discussed.

Game-based situation awareness training for child and adult cyclists

Safe cycling requires situation awareness (SA), which is the basis for recognizing and anticipating hazards. Children have poorer SA than adults, which may put them at risk. This study investigates whether cyclists' SA can be trained with a video-based learning game. The effect of executive working memory on SA was also studied. Thirty-six children (9-10 years) and 22 adults (21-48 years) played the game. The game had 30 video clips filmed from a cyclist's perspective. Each clip was suddenly masked and two or three locations were presented. The player's task was to choose locations with a potential hazard and feedback was given for their answers. Working memory capacity (WMC) was tested with a counting span task. Children's and adults' performance improved while playing the game, which suggests that playing the game trains SA. Adults performed better than children, and they also glanced at hazards more while the video was playing. Children expectedly had a lower WMC than adults, but WMC did not predict performance within the groups. This indicates that SA does not depend on WMC when passively viewing videos.