Barriers and Facilitators for Generalizing Cycling Skills Learned at Camp to Home

in Adapted Physical Activity Quarterly

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Viviene A. TempleUniversity of Victoria

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P. Lynn PurvesQueen Alexandra Centre for Children’s Health

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Robyn MisovicQueen Alexandra Centre for Children’s Health

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Coral J. LewisUniversity of Victoria

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Carrie DeBoerQueen Alexandra Centre for Children’s Health

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Many children with disabling conditions do not acquire the skills to successfully ride a 2-wheeled bicycle. The aim was to describe cycling patterns before and after an innovative learn-to-ride bike camp and factors that facilitate or hinder the generalization of skills developed at camp to home. Parents and children participated in semistructured interviews 3–4 mo postcamp. Transcripts were examined deductively for participation and contextual influences using a template of codes approach. None of the children were successfully riding a 2-wheeled bicycle before camp. Two patterns of participation were evident from narrative descriptions of postcamp riding: “riders” and “not there yet.” Major facilitating factors were the camp itself, the interaction between the camp and the health service, and continued parent involvement. The program transferred well to home for children who were riding independently on the last day of camp. Ongoing support is needed for children “not there yet.”

Temple and Lewis are with the School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, BC, Canada. Purves, Misovic, and DeBoer are with the Queen Alexandra Centre for Children’s Health, Victoria, BC, Canada.

Address author correspondence to Viviene Temple at vtemple@uvic.ca
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