Expectancy-value theory outcomes of a school-based bicycling programme

Abstract

Objective: Research on bicycle safety education (BSE) programmes has examined limited factors beyond bicycle safety knowledge. Additionally, evaluations of BSE have not been theoretically grounded. The purpose of this study was to apply expectancy-value theory to examine changes in perceptions of biking competence, bicycling enjoyment, and value of bicycling as broader outcomes of BSE beyond bicycle safety knowledge. Design: Pre–post programme survey. Setting: Fifth-grade students participating in a one-week BSE programme. Method: Participants (N = 130) completed assessments of programme outcomes (bicycle safety knowledge, perceived bicycling competence, enjoyment, and value) and predictors of outcomes (perceived support). Results: Knowledge of bicycle safety, perceived bicycling competence, bicycling enjoyment, and value of bicycling increased significantly (p < .05). Perceptions of support for bicycling predicted increases in the perceptions of competence, enjoyment, and value of bicycling (p < .05), but no study variables predicted increases in knowledge. Conclusion: The BSE programme not only increased general bicycle safety knowledge but also other key theoretical outcomes relevant to physical activity. Autonomy support predicted positive outcomes, highlighting a key factor to be incorporated in future education programmes. Perceived parental support predicted student perceptions of competence, enjoyment, and value of bicycling, highlighting the potential of also involving parents in school-based programmes to leverage their influential role in shaping motivational outcomes.

Keywords:

• early adolescence
• motivation
• health education
• parental support

Acknowledgements

This manuscript is based on the master's thesis completed by Rebecca Myrold under the direction of Sarah Ullrich-French. We thank Drs Bumpus and Cooper for their helpful feedback on the research. We thank the students and school staff for their participation in this study.