@article{ref1,
title="It's not just about bicycle riding: sensory-motor, social and emotional benefits for children with and without developmental disabilities",
journal="Children (Basel, Switzerland)",
year="2022",
author="Schoen, Sarah A. and Ferrari, Vincentia and Valdez, Andrea",
volume="9",
number="8",
pages="e1224-e1224",
abstract="BACKGROUND: A developing area for therapy is teaching children to ride a bicycle. Little has been written about the effectiveness of these programs. This study explored outcomes from participation in a novel bicycle riding program for children with a wide array of developmental challenges. <br><br>METHOD: Two studies were conducted; a nonconcurrent, multiple baseline design with four participants and a pretest-posttest single group with 15 children. <br><br>RESULTS: Study 1 participants improved on broad jump. Balance positions showed variable responses. Study 2 participants showed significant improvement on broad jump, and a trend toward significance walking forwards and backwards. Parents reported improvement in following rules, participating in daily routines, interacting with peers, and feeling good about him/herself and a change in child's participation in community and extracurricular activities. All children improved in glide time or achieved independent riding. <br><br>CONCLUSIONS: Preliminary evidence was found for the effectiveness of one approach for developing motor and social skills within the context of learning to ride a bicycle. Children over the age of 6 years were able to ride a two-wheeled bicycle at the end of the program. Participation suggested improvement in motor coordination and dynamic balance as well as changes in measures of social interaction and self-esteem.<p /> <p>Language: en</p>",
language="en",
issn="2227-9067",
doi="10.3390/children9081224",
url="http://dx.doi.org/10.3390/children9081224"
}