Quantifying cycling as a foundational movement skill in early childhood

Area of Science:

• Child motor development
• Movement science
• Physical education

Background:

• Lifelong physical activity behaviors are established in childhood.
• Cycling is a proposed addition to the fundamental movement phase of the motor development model.
• Research is needed to understand cycling as a foundational movement skill.

Purpose of the Study:

• To quantify cycling as a learning process.
• To investigate cycling's position as a Foundational Movement Skill.
• To determine if a composite score can be derived from fundamental movement skills and balance bike ability.

Main Methods:

• Ninety-seven preschool children were assessed.
• Balance bike ability was measured using timed tracks (straight and curved).
• Fundamental movement skill proficiency was assessed; data analyzed using descriptive statistics, correlations, and principal axis factoring.

Main Results:

• Significant correlations were found between balance bike ability and all fundamental movement skill subcomponents (locomotor, object-control, stability).
• Principal axis factoring indicated one underlying component explained all four variables.
• Balance bike ability is a standalone Foundational Movement Skill.

Conclusions:

• Balance bike ability is a distinct Foundational Movement Skill, not reducible to locomotor, object-control, or stability.
• A composite score for Foundational Movement Skills can be created by combining balance bike ability with locomotor, object-control, and stability skills.