Inclusive cycle training: Using the COM ‐B model to examine the attitudes, perceptions and behaviours of cycle instructors

Abstract

This is the first study to comprehensively consider cycle instructor knowledge, motivation and behaviour when teaching children with disabilities. Using a prospective design, we used a questionnaire to measure COM‐B components before ( N  = 845), immediately after ( N  = 480) and 6 months after ( N  = 63) an online course for instructors. We also conducted interviews ( N  = 12) 3 months after training. Prior to the course, physical opportunity and psychological capability were the biggest barriers to delivering inclusive cycle training. In addition, motivation was important in predicting adaptations to training. Scores on all factors increased immediately following the course, 6 months later only an increase in psychological capability was maintained. Qualitative data highlighted behavioural changes as a consequence of the course, which were captured in the quantitative data. 6 months after the course social opportunity was an important predictor of behaviour, highlighting the importance of social influence and support. Recommendations from these data focus on social opportunity, that is, how an online community of instructors may provide support in delivering inclusive cycle training. These findings hold global significance as the provision of cycle training appropriate to the needs of each child is crucial in the promotion of cycling as a form of physical activity.