Can immersive training complement on-road cycle training for children? Two intervention studies in urban and rural UK communities

Abstract

Introduction

Cyclists are frequent casualties in road traffic collisions; failure to look is a contributory factor. Recent research shows that immersive training may improve children's performance, including their observational skills, when cycling on roads. However, robust data in this regard are scarce.

Methods

In two related studies, we collected data from 95 children aged 9–11 years across two different UK locations – a cycling-supportive city and a rural town – to ascertain the effects of immersive cycle training on their cycling attitudes and confidence, their situation awareness, and on-road performance. In the urban study we employed a traditional control group design (immersive intervention vs. control); in the rural study, we compared two immersive interventions (with verbal prompts vs. without). At pre-intervention, post-intervention, and 4–6 weeks later (retention), the children reported their attitudes and confidence and completed video-based situation awareness tests (SATs) and on-road cycling assessments (ORCAs). Changes in parental confidence and attitudes were also recorded.

Findings

In both studies, ORCA performance improved pre-to-post-intervention, irrespective of group. SATs scores did not improve but were somewhat correlated with ORCA performance. Although the children's cycling attitudes did not change, their confidence increased post-intervention. Parents' confidence in their child's ability to cycle increased significantly from pre-intervention to follow-up, after watching POV footage recorded during their child's retention phase ORCA.

Conclusions

The contribution of immersive training to young children's on-road cycling ability is indeterminate. We tentatively suggest that a combination of independent on-road, immersive, and video-based cycling experiences may improve this ability and consequently increase parental confidence.