How actual motor competence and perceived motor competence influence motor-skill engagement of a novel cycling task

Positive skill transfer in balance and speed control from balance bike to pedal bike in adults: A multiphase intervention study

BACKGROUND

Learning to cycle can be challenging for adults who did not acquire the necessary skills during childhood. Balance bikes have been used to teach children how to cycle, but it was unclear whether this approach could also be effective for adults.

PURPOSE

To address this, a multi-phase intervention study was conducted to investigate whether healthy adults could be taught to cycle independently through the use of a balance bike.

METHODS

In Phase 1, a case-control observational study was conducted in which 13 cyclists and 8 non-cyclists completed balance bike tests. Based on the findings, an 8-session intervention pre- and post-test study was conducted in Phase 2, using an 8 × 20-minute balance bike training programme to improve cycling postural stability and control. Another 11 non-cyclists completed the novel programme. The time taken to complete the balance bike tests was compared before and after the program, while their cycling confidence was recorded in each session. To assess the effectiveness of the programme, participants were invited to cycle on a pedal bike to evaluate their ability to cycle independently.

RESULTS

The results in Phase 1 showed that cyclists performed better on the balance bike than non-cyclists, with Bayes factor analyses providing evidence of this difference, BF01 = 0.228 in the 15 m sprint test and BF01 = 0.138 in the two-turn curved sprint test. The novel training programme in Phase 2 demonstrated remarkable effectiveness in improving their balance bike riding performance, as evidenced by the Bayes factor for completion times in the repeated measures being BF01 < 0.001. All participants were able to cycle independently with confidence after the programme.

CONCLUSIONS

This study sheds light on the idea that it's never too late for adults to learn how to ride a bike. It provides evidence that healthy adults can learn to ride independently with the help of a balance bike, a tool that's commonly used for teaching children. The study identifies five key principles for effective balance bike training in adults, including focusing on riding speed, gliding to turn, building cycling confidence, engaging high motor skills, and using a dual-task approach. Our evidence-based training programme offers a safe, enjoyable, and effective way for adults to develop the skills and confidence they need to ride, even if they've never ridden before.

Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: a systematic review and meta-analysis

BACKGROUND

Children around the world, particularly those with intellectual disabilities (ID), are exhibiting poor motor skill proficiency. Compared with typically developing children (TDC), children with intellectual disabilities (CwID) are 65% more likely to exhibit low levels of motor competence. The purpose of this meta-analysis was to compare the motor skill proficiency levels, in terms of fundamental movement skills (FMS) of CwID to TDC. FMS are the building blocks required for lifelong participation in sport and physical activity.

METHOD

The meta-analysis was conducted according to PRISMA statement guidelines. 6 electronic databases were searched and 16, 679 studies were found. A total of 26 studies (total participants n = 3,525) met the inclusion criteria. A multivariate maximum likelihood multivariate random effects model was fitted to the data using the metafor package in R.

RESULTS

The study showed that the standardised mean difference (Hedges' g) in FMS between TDC and CwID is large (g = 1.24; CI 95% [.87, 1.62]). Specifically, significant differences between the two groups emerged in all five outcomes: (1) total locomotor score, (2) total object manipulation score, (3) balance, (4) run skill and (5) throw skill.

CONCLUSIONS

Further investigation into effective intervention strategies is required in order to reduce the magnitude of difference in motor skill proficiency between the two groups. In addition to developing, implementing and evaluating these interventions, researchers need to work hand in hand with national governing bodies (NGB) of sport and policy makers to ensure that teachers and coaches are being provided with opportunities to upskill in the area of FMS.