Mercê Cristiana, Davids Keith, Cordovil Rita, Catela David, Branco Marco
Sport Sciences School of Rio Maior, Santarém Polytechnic University, Avenue Dr. Mário Soares No. 110, 2040-413 Rio Maior, Portugal.
Physical Activity and Health-Life Quality Research Centre (CIEQV), Polytechnique University of Santarém, Complex Andaluz, Apart 279, 2001-904 Santarém, Portugal.
J Funct Morphol Kinesiol. 2024 Dec 10;9(4):266. doi: 10.3390/jfmk9040266.
BACKGROUND/OBJECTIVES: Riding a bicycle is a foundational movement skill that can be acquired at an early age. The most common training bicycle has lateral training wheels (BTW). However, the balance bike (BB) has consistently been regarded as more efficient, as children require less time on this bike to successfully transition to a traditional bike (TB). The reasons for this greater efficiency remain unclear, but it is hypothesized that it is due to the immediate balancing requirements for learners. This study aimed to investigate the reasons why the BB is more efficient than the BTW for learning to cycle on a TB.
We compared the variability of the child-bicycle system throughout the learning process with these two types of training bicycles and after transitioning to the TB. Data were collected during the Learning to Cycle Program, with 23 children (6.00 ± 1.2 years old) included. Participants were divided into two experimental training groups, BB (N = 12) and BTW (N = 11). The angular velocity data of the child-bicycle system were collected by four inertial measurement sensors (IMUs), located on the child's vertex and T2 and the bicycle frame and handlebar, in three time phases: (i) before practice sessions, (ii) immediately after practice sessions, and (iii), two months after practice sessions with the TB. The largest Lyapunov exponents were calculated to assess movement variability.
Results supported the hypothesis that the BB affords greater functional variability during practice sessions compared to the BTW, affording more functionally adaptive responses in the learning transition to using a TB.
背景/目的：骑自行车是一项可以在幼年时期习得的基础运动技能。最常见的训练自行车有侧向辅助轮（BTW）。然而，平衡车（BB）一直被认为效率更高，因为儿童在这种自行车上花费较少时间就能成功过渡到传统自行车（TB）。这种更高效率的原因尚不清楚，但据推测这是由于学习者对即时平衡的要求所致。本研究旨在探究在学习骑传统自行车时，平衡车比带辅助轮自行车效率更高的原因。
我们比较了在学习过程中使用这两种训练自行车以及过渡到传统自行车后儿童 - 自行车系统的变异性。数据是在“学习骑自行车计划”期间收集的，纳入了23名儿童（6.00 ± 1.2岁）。参与者被分为两个实验训练组，平衡车组（N = 12）和带辅助轮自行车组（N = 11）。通过四个惯性测量传感器（IMU）收集儿童 - 自行车系统的角速度数据，这些传感器分别位于儿童头顶、T2以及自行车车架和车把上，在三个时间段进行收集：（i）练习前，（ii）练习后即刻，以及（iii）使用传统自行车练习两个月后。计算最大Lyapunov指数以评估运动变异性。
结果支持了以下假设，即与带辅助轮自行车相比，平衡车在练习过程中能提供更大的功能变异性，在向使用传统自行车的学习过渡中能产生更多功能适应性反应。
