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Promoting Cycling Skills and Participation with Two-Wheel Bike Riding for Children with Neurodevelopmental Disorders.

Elizabeth M Cyr1,2, Robert J Palisano1, Lisa A Chiarello1

  • 1Department of Physical Therapy and Rehabilitation Sciences, Drexel University, Philadelphia, PA, USA.

Physical & Occupational Therapy in Pediatrics
|February 5, 2024
PubMed
Summary
This summary is machine-generated.

Children with neurodevelopmental disorders improved cycling skills and biking participation after a camp, support visit, and email. Consistent practice significantly boosted these outcomes, highlighting the importance of ongoing support.

Keywords:
Cycling participationcycling skillsdevelopmental disabilitymotor learning: neurodevelopmental disorderstwo-wheel biking

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Area of Science:

  • Pediatrics
  • Rehabilitation Medicine
  • Neurodevelopmental Disorders

Background:

  • Children with neurodevelopmental disorders often face challenges in developing motor skills, including cycling.
  • The iCan Bike camp provides intensive training, but sustained skill development requires ongoing support.
  • Post-camp interventions are crucial for maintaining and improving cycling abilities and participation in this population.

Purpose of the Study:

  • To evaluate the impact of a home visit and email follow-up on two-wheel cycling skills in children with neurodevelopmental disorders after attending a specialized camp.
  • To assess changes in children's goals for biking participation following the iCan Bike camp and subsequent support interventions.
  • To determine the relationship between practice frequency, cycling skills, and biking participation in children with neurodevelopmental disorders.

Main Methods:

  • A study involving 11 children with neurodevelopmental disorders (ages 9-16) and their parents.
  • Data collection included cycling skills checklists and Goal Attainment Scaling (GAS) for riding and participation at three time points: pre-camp, post-support visit, and three months post-camp.
  • Parents maintained biking practice logs, and participants received a support visit and email check-ins.

Main Results:

  • Significant improvements were observed in two-wheel riding GAS from pre-camp to post-support visit (p=0.01).
  • Biking participation GAS showed significant improvement from post-support visit to three months post-camp (p=0.02), as did cycling skills (p=0.01 and p=0.02, respectively).
  • Higher practice frequency correlated strongly with improved cycling skills (r=0.72, p=0.01) and biking participation (r=0.86, p<0.001).

Conclusions:

  • The iCan Bike camp, combined with post-camp support visits and email check-ins, effectively enhanced children's cycling skills and their goals for biking participation.
  • Consistent practice is a key factor in improving both cycling skills and participation among children with neurodevelopmental disorders.
  • Ongoing encouragement and structured support are recommended to promote sustained cycling proficiency and engagement in this population.