How learning to cycle influences lifestyle: An eight country pooled analysis and person-centered approach

Abstract

Introduction

Cycling plays a key role in the promotion of individual, community, and planetary health. However, no previous study has explored the interplay between the process of learning to cycle and cycling habits, adopting a person-centered approach. To understand which variables promote the learning process (i.e., acquisition) and lifelong bicycle use on a daily and recreational basis (i.e., engagement), the aim of this study was to identify different clusters of individuals with similar characteristics related to their cycling acquisition and engagement.

Methods

A cross-country pooled sample of 8542 individuals aged 28.9 ± 14.4 years (58.5 % female) was assessed via online questionnaire. A Self-Organizing Map (SOM) was used to classify and visualize the values of individuals in the variables tested.

Results

A K-means cluster analysis resulted in seven profiles. Participants in profiles characterized by a relatively old age to learn to cycle (i.e., 7-8 years-old; n > 1500 mainly from Mexico and the United Kingdom) typically learned to cycle on a conventional bicycle, were taught by their father, mother, or both, and mainly cycle for leisure. Participants in profiles characterized by a relatively young age to learn to cycle (i.e., 5 years old; n > 1500 mainly from Belgium and Finland) typically learned to cycle by using a wide variety of bicycles (i.e., balance-bicycle, two-training wheels, one-training wheel and conventional bicycle) and without guidance from a specific significant other.

Conclusion

The identified clusters highlight the diversity of cycling engagement across different demographics and geographic locations. The results provide valuable insights to plan and guide targeted policies and interventions to promote cycling as a mode of transportation and recreational activity.