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

Evaluate changes in two-wheel cycling skills and biking participation goals for children with neurodevelopmental disorders (ND) receiving a home visit and email following iCan Bike camp.

Participants: 11 children with ND, 9-16 years, and one of their parents. A cycling skills checklist, two-wheel riding Goal Attainment Scaling (GAS), and biking participation GAS were completed before camp (T₁), at support visit after camp (T₂), and three months following camp (T₃). Parents completed biking practice logs. Participants received a support visit to provide instruction, coaching, and address questions, and an email to check progress.

Significant changes were made in two-wheel riding GAS T₁ to T₂ (p = 0.01), biking participation GAS T₂ to T₃ (p = 0.02), and cycling skills T₁ to T₂ (p = 0.01) and T₂ to T₃ (p = 0.02). Practice frequency was related to cycling skills (0.72, p = 0.01) and biking participation (0.86, p < 0.001); cycling skills were related to biking participation (0.81, p = 0.003).

Children improved cycling skills and biking participation following camp, support visit, and email check-in. Children who practiced more had greater cycling skills and biking participation. Encouraging weekly bicycling and providing support may promote cycling skills and participation following camp.