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.