Training programmes to learn how to ride a bicycle independently for children and youths: a systematic review

Abstract

ABSTRACT Background: The bicycle is a popular means of transportation, exercise, recreation and also socializing for children worldwide, allowing them several physical and psychological benefits. Several methodologies and types of bicycles have been used for learning how to cycle, however, the best approach is still unclear. Purpose: The purpose of this study was to review and summarize the existent studies of programmes that aim to teach children how to ride a bicycle independently, in order to identify which possibilities lead to a more efficient intervention. Methods: A comprehensive search was performed in seven electronic databases (TRID, CENTRAL, Web of Science, SCOPUS, EBSCO, ProQuest Dissertations and Theses and Google Scholar), including grey literature and the citations of relevant articles, from their inception to April 2020. Studies were included according to the eligibility criteria: children and youths aged 18 or less, with and without disabilities; intervention programmes that aimed to teach how to ride a bicycle with a pre- and post-intervention assessment regarding the ability to ride. The Downs and Black checklist was used for quality assessment. Results: Nine intervention studies, including a randomized controlled trial, were included. The mean quality score was 11.8 ± 3.6 points. Just one of the included studies was targeted at children without disabilities. Different facilitating constraints and barriers were identified, which resulted in a list of tips for future intervention programmes to teach children how to ride a bicycle. The facilitating constrains were using a progressive learning strategy; using an individualized approach; making bicycle adjustments; having motivated children and having family support throughout the learning process. The barriers were: the fear of falling; lack of parents’ support; and lower leg strength. Learning to cycle was also associated with a decrease in sedentary time, increase in physical activity, improvement in leg strength, and a positive influence on body composition, indicating that it can be a solution to disrupt the cycle of consistent weight gain over time in children with disabilities. Conclusions: There is a gap concerning intervention studies to teach children without disabilities how to cycle. The best strategy is probably a progressive learning strategy by using simpler training bicycles that enable the child to explore balance from the beginning, and simpler exercises first. Teaching programmes should adopt an individualized intervention, feedback and motivation, considering each child’s specific characteristics.