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Mercê C, Cordovil R, Catela D, Galdino F, Bernardino M, Altenburg M, António G, Brígida N, Branco M. Learning to Cycle: Is Velocity a Control Parameter for Children's Cycle Patterns on the Balance Bike? CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121937. [PMID: 36553380 PMCID: PMC9776492 DOI: 10.3390/children9121937] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 11/25/2022] [Accepted: 11/28/2022] [Indexed: 12/14/2022]
Abstract
The balance bike (BB) has been pointed out as being the most efficient learning bicycle due to its inherent stimulation of balance. However, the process of acquiring the control of balance on the BB has not been explored. This study aimed to: (i) categorize the cycle patterns of children on the BB, (ii) compare the cycle patterns in different stages of learning (before and after six sessions of a BB practice program), and (iii) verify whether velocity is a control parameter leading to transitions between different cycle patterns on a BB. The data were collected during the Learning to Cycle program from 12 children aged 6.06 ± 1.25 years. The velocity was measured using an inertial sensor. Seven different movement patterns were captured and categorized through video analysis. After practice, there was an increase in the mean number of different patterns and in the global mean and maximum velocity. These were interpreted as an improvement of the motor competence in the use of the BB. The results obtained support the hypothesis that velocity is a control parameter which leads to the emergence of diverse patterns of behavior. As the speed increased, the amount of foot contact with the ground became less frequent and the locomotor modes that imply that longer flight phases began to emerge.
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Affiliation(s)
- Cristiana Mercê
- Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal
- Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
| | - Rita Cordovil
- Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal
- Correspondence:
| | - David Catela
- Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
- Centro de Investigação em Qualidade de Vida, CIEQV, Instituto Politécnico de Santarém, Complexo Andaluz, 2001-904 Santarém, Portugal
| | - Flávia Galdino
- Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
| | - Mafalda Bernardino
- Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
| | - Mirjam Altenburg
- Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
| | - Gonçalo António
- Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
| | - Nancy Brígida
- Departamento de Atividade Física e Saúde, 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
- Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal
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Cordovil R, Mercê C, Branco M, Lopes F, Catela D, Hasanen E, Laukkanen A, Tortella P, Fumagalli G, Sá C, Jidovtseff B, Zeuwts L, De Meester A, Bardid F, Fujikawa R, Veldman S, Zlatar S, Estevan I. Learning to Cycle: A Cross-Cultural and Cross-Generational Comparison. Front Public Health 2022; 10:861390. [PMID: 35570950 PMCID: PMC9096157 DOI: 10.3389/fpubh.2022.861390] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 04/05/2022] [Indexed: 11/13/2022] Open
Abstract
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.
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Affiliation(s)
- Rita Cordovil
- Centro Interdisciplinar de Estudo da Performance Humana, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisbon, Portugal
| | - Cristiana Mercê
- Centro Interdisciplinar de Estudo da Performance Humana, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisbon, Portugal.,Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, Rio Maior, Portugal
| | - Marco Branco
- Centro Interdisciplinar de Estudo da Performance Humana, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisbon, Portugal.,Departamento de Atividade Física e Saúde, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, Rio Maior, Portugal
| | - Frederico Lopes
- Departamento de Desporto e Saúde, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisbon, Portugal
| | - David Catela
- Centro de Investigação em Qualidade de Vida, Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, Rio Maior, Portugal
| | - Elina Hasanen
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Arto Laukkanen
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Patrizia Tortella
- Department of Art, Music and Movement, Faculty of Education, Free University of Bolzano, Bolzano, Italy
| | - Guido Fumagalli
- Department of Diagnostics and Public Health, Center for Research on Motor Development in Infancy, University of Verona, Verona, Italy
| | - Cristina Sá
- Departamento de Ciências Do Movimento Humano, Universidade Federal de São Paulo, Santos, Brazil
| | - Boris Jidovtseff
- Research Unit for a Life-Course Perspective on Health and Education, University of Liège, Liège, Belgium
| | - Linus Zeuwts
- Department of Movement and Sport Sciences, Ghent University, Ghent, Belgium
| | - An De Meester
- Department of Physical Education, University of South Carolina, Columbia, SC, United States
| | - Farid Bardid
- School of Education, University of Strathclyde, Glasgow, United Kingdom
| | - Ricardo Fujikawa
- Real Centro Universitario Escorial Maria Cristina, Madrid College of Chiropractic, Madrid, Spain
| | - Sanne Veldman
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center (Amsterdam UMC), Vrije Universiteit Amsterdam, Amsterdam, Netherlands.,Health Behaviour and Chronic Diseases and Methodology, Amsterdam Public Health, Amsterdam, Netherlands
| | | | - Isaac Estevan
- AFIPS Research Group, RIIDASS Network, Department of Teaching of Music, Visual and Corporal Expression, University of Valencia, Valencia, Spain
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Mercê C, Branco M, Catela D, Lopes F, Cordovil R. Learning to Cycle: From Training Wheels to Balance Bike. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031814. [PMID: 35162834 PMCID: PMC8834827 DOI: 10.3390/ijerph19031814] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 01/31/2022] [Accepted: 02/03/2022] [Indexed: 12/10/2022]
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.
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Affiliation(s)
- Cristiana Mercê
- Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal; (M.B.); (R.C.)
- Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal;
- Correspondence:
| | - Marco Branco
- Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal; (M.B.); (R.C.)
- 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; (M.B.); (R.C.)
- Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal;
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A Review of Motor Skill Development in State-Level Early Learning Standards for Preschoolers in the United States. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2022. [DOI: 10.1123/jmld.2021-0067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
The purpose of this study was to examine state-level early learning standards specific to physical development, including fundamental motor skills and gross motor development for preschool-aged children in the United States. All standards related to motor development and specific to children ages 3–5 years were extracted from publicly available online documents from all 50 states. Upon initial review, 961 standards were extracted from all documents. Through aggregation of similar skills and elimination of duplicates across states, 48 unique skills were identified. Frequencies and proportions of states that included each skill in their standards were calculated. Descriptive results indicate that none of the 48 skills were included as a standard across all 50 states. Only three skills, running, jumping, and throwing a ball overhand were a standard in over 75% of states. Most of the skills were standards in less than 50% of states. Trends from these data show that a wide range of motor skills are included within preschool physical development standards within the United States, with large variability among states. Considering this variability, and currently low levels of motor competence among young children, additional evaluation, and future creation of best practice preschool physical development standards are warranted.
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