Abstract
Objectives
The addition of cycling to the fundamental movement phase of the motor development
model has been proposed. Lifelong physical activity behaviours, like cycling, are
established during childhood and it is vital that research focuses on these skills.
In order to determine the position of cycling within this newly proposed model, the
learning process of this skill must be examined. The current paper will quantify the
skill of cycling as a learning process and investigate cycling’s place as a Foundational
Movement Skill. Investigation into whether a composite score could be derived from
combining fundamental movement skills proficiency scores and ability on a balance
bike (as a measure of the learning process of cycling) will also be conducted.
Design and Methods
Ninety-seven preschool children were assessed on ability on a balance bike (bike with
no pedals) using two separate timed tracks (straight and curved) and fundamental movement
skill proficiency. Data analysis included descriptive statistics, Pearson product-moment
correlations and principal axis factoring.
Results
Statistically significant correlations were found between ability on a balance bike
and all three subcomponents of fundamental movement skills (locomotor, object-control
& stability). Principal axis factoring revealed the presence of one component that
all four variables could explain.
Conclusion
Ability on a balance bike is a standalone Foundational Movement Skill and is not a
representation of locomotor, object-control or stability. Furthermore, ability on
a balance bike can be combined with locomotor, object-control and stability to produce
an overall composite score for Foundational Movement Skills.
Keywords
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Article info
Publication history
Published online: August 28, 2019
Accepted:
August 22,
2019
Received in revised form:
July 30,
2019
Received:
November 19,
2018
Identification
Copyright
© 2019 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.
