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Aim <p>This systematic review aims to synthesize current evidence regarding the effects of cycling interventions on the physical, affective, and cognitive domains of physical literacy (PL) in children and adolescents.</p> Subject and methods <p>The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and was registered with the International Platform for Registered Systematic Review and Meta-Analysis Protocols (INPLASY; DOI: INPLASY202420056). A comprehensive search was conducted across PubMed, Scopus, SPORTDiscus, and Web of Science (January 2010–April 2025). Studies were included if they evaluated outcomes related to the physical, cognitive, and/or affective domains of PL, focusing on cycling education rather than competitive cycling. Two reviewers independently performed data extraction and quality assessment. Risk of bias was assessed using the RoB 2.0 and ROBINS-I tools.</p> Results <p>Twenty-one studies met the inclusion criteria (6610 participants). PL improvements were observed across all domains. The physical domain showed enhanced cardiorespiratory fitness and cycling skills. Affective domain improvements included increased self-efficacy and confidence. The cognitive domain, though less commonly evaluated, showed positive impacts on knowledge of traffic safety rules. Study quality varied: 12 studies had low risk of bias, six had some concerns, and three had high risk.</p> Conclusion <p>Cycling interventions positively impact PL components in children and adolescents. Integrating cycling programs into educational settings is important for fostering active and healthy lifestyles. Future research should standardize evaluation tools and assess long-term impacts to validate these interventions.</p>

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Effects of cycling interventions aimed at promoting bicycle use on the physical literacy components in children and adolescents: A systematic review

  • 期刊论文

  • 发表日期：

    2026年1月8日

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  • David Rodriguez-Sanchez,
  • Victor Manuel Valle-Muñoz,
  • Ana Ramírez-Osuna,
  • Adrià Muntaner-Mas,
  • Palma Chillón,
  • Yaira Barranco-Ruiz,
  • Emilio Villa-González

摘要

Aim

This systematic review aims to synthesize current evidence regarding the effects of cycling interventions on the physical, affective, and cognitive domains of physical literacy (PL) in children and adolescents.

Subject and methods

The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and was registered with the International Platform for Registered Systematic Review and Meta-Analysis Protocols (INPLASY; DOI: INPLASY202420056). A comprehensive search was conducted across PubMed, Scopus, SPORTDiscus, and Web of Science (January 2010–April 2025). Studies were included if they evaluated outcomes related to the physical, cognitive, and/or affective domains of PL, focusing on cycling education rather than competitive cycling. Two reviewers independently performed data extraction and quality assessment. Risk of bias was assessed using the RoB 2.0 and ROBINS-I tools.

Results

Twenty-one studies met the inclusion criteria (6610 participants). PL improvements were observed across all domains. The physical domain showed enhanced cardiorespiratory fitness and cycling skills. Affective domain improvements included increased self-efficacy and confidence. The cognitive domain, though less commonly evaluated, showed positive impacts on knowledge of traffic safety rules. Study quality varied: 12 studies had low risk of bias, six had some concerns, and three had high risk.

Conclusion

Cycling interventions positively impact PL components in children and adolescents. Integrating cycling programs into educational settings is important for fostering active and healthy lifestyles. Future research should standardize evaluation tools and assess long-term impacts to validate these interventions.