Changes in bicycling frequency in children and adults after bicycle skills training: A scoping review
| Autor: | Nicholas Scott, Danielle N. DeVries, Maya K. Gislason, Meghan Winters, Stephanie Sersli |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
050210 logistics & transportation
4. Education education 05 social sciences Applied psychology 0211 other engineering and technologies Psychological intervention Poison control Human factors and ergonomics Transportation Context (language use) 02 engineering and technology Management Science and Operations Research Suicide prevention Occupational safety and health 0502 economics and business Injury prevention Generalizability theory 021108 energy Psychology Civil and Structural Engineering |
| Zdroj: | Transportation Research Part A: Policy and Practice. 123:170-187 |
| ISSN: | 0965-8564 |
| Popis: | Background Encouraging more trips by bicycle is often an objective of bicycle skills training. Bicycle skills training programs have been implemented in several countries, cities, and schools, but few evaluations measure changes in bicycling. We conducted a scoping review to identify and describe evidence of changes in bicycling frequency associated with bicycle skills training. We also describe and compare the theoretical basis, context, and training content of bicycle skills trainings that might be associated with changes in bicycling. Methods We searched six electronic databases, grey literature websites, Google Scholar, and citations in relevant articles for pre- and post-test studies of bicycle skill training interventions which measured bicycling frequency in children or adults. We assessed the theory, context, and content of the bicycle skills training interventions using pre-defined concepts and a behaviour change technique taxonomy. Results We found 12 studies. Six studies assessed programs for adult populations, of which five reported increases in overall bicycling and three reported increases in bicycling to work. Six studies assessed programs for children, of which five reported increases in overall bicycling and three reported increases in bicycling to school. Information about the statistical significance of these results was sometimes missing. Studies described intervention content adequately, but poorly reported details about intervention theory and context. No associations were found between intervention content and changes in bicycling frequency. Conclusions Bicycle skills training increases participants’ bicycling, but evidence is heterogeneous among a small number of studies. Sparse reporting limited our ability to detect associations between changes in bicycling frequency and the training theory, context, or content. Future studies should strive to report details on theory, context, and content to help assess effectiveness and generalizability. |
| Databáze: | OpenAIRE |
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