TY  - JOUR
PY  - 2022//
TI  - Adolescents' perceptions of long-term effects of cycle skills training
JO  - Journal of road safety
A1  - Mandic, Sandra
A1  - Flaherty, Charlotte
A1  - Mindell, Jennifer
A1  - Bengoechea, Enrique Garía
SP  - 5
EP  - 20
VL  - 33
IS  - 4
N2  - Cycling to school is uncommon among adolescents in most developed countries. Development of cycling skills through cycle skills training (CST) can reduce cycling-related safety concerns. This study examined long-term effects of CST retrospectively by comparing adolescents' perceptions of cycling to school and their confidence to cycle to school among those who participated in CST in primary and/or intermediate school with non-participants. Adolescents (n=1,260; 51% female; 12 schools) from Dunedin (New Zealand) completed an online survey at school. Adolescents self-reported transport modes to school, perceptions of cycling to school and CST, and previous participation in and perceived benefits of school-based CST programmes. Only 1-2% adolescents usually cycled to school. Overall, 42% agreed CST would make them safer in traffic (no significant difference between CST participants (n=512) and non-participants (n=748)). Among CST participants, 32% reported that CST increased their confidence to cycle to school and those adolescents had more favourable attitudes towards CST than participants who reported no effects. In a multivariable analysis, adolescents' perceptions that CST increased their cycling confidence were positively associated with self-efficacy for cycling to school (odds ratio (OR) (95% confidence interval (CI)): 1.33 (1.07, 1.67)), perceived school support (1.51 (1.01, 2.25)), parental cycling-related safety concerns (1.84 (1.25, 2.69)) and being Māori (6.47 (2.36, 17.7)) or other ethnic origins (2.26 (1.00, 5.10); reference: New Zealand Europeans). Therefore, CST could be a useful strategy to support adolescents' cycling to school, ideally (as suggested in the literature) in combination with appropriate infrastructure changes and speed management measures.<p />  <p>Language: en</p>
LA  - en
SN  - 2652-4260
UR  - http://dx.doi.org/10.33492/JRS-D-22-00031
ID  - ref1
ER  -