Disability and rehabilitation · 2026
Using experience-based co-design to develop principles of a novel program that links young people with disability to participation in cycling (CycLink).
СтатьяНазвание и аннотация: Перевод в очереди
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Carey John J, Toovey Rachel, Imms Christine, Shields Nora, Palmer Victoria J, Bibb Jennifer, O'Keefe Finn, Yates Miriam J, Wallen Margaret, Spittle Alicia
Аннотация
PURPOSE: To co-design principles for a novel program (CycLink) that links beginner riders with disability to local cycling opportunities.
METHOD: We used adapted experience-based co-design (EBCD) involving multiple online qualitative methods: observations, surveys, photo-elicitation interviews, and workshops. Twenty-nine co-designers participated, including eight young people with childhood-onset disability aged 8-30 years, seven parents and 14 community partners. Co-designers shared experiences of learning to cycle through photographs and storytelling. Workshops identified stages and challenges of the learning journey. Design activities elicited an 'ideal' learning experience and program components, which were synthesised as principles.
RESULTS: Learning to cycle was experienced as a "roller coaster". Initiating cycling was the greatest challenge, requiring resilience, resourcefulness and risk-mitigation. Once underway, cycling could be 'EPIC' as opportunities to Explore, Participate, be Independent and feel Connected arose. Co-designers identified the inertia of learning could be shifted through five principles: 1) tailor to individual needs; 2) offer choice; 3) educate; 4) share technical expertise and 5) be flexible. Online resources, adaptive equipment trials and social supports were recommended as components of CycLink.
CONCLUSION: Using adapted EBCD, we designed principles for the CycLink program. Co-designers emphasised that learning to cycle is often challenging and requires multidimensional supports that illustrate possibilities.
METHOD: We used adapted experience-based co-design (EBCD) involving multiple online qualitative methods: observations, surveys, photo-elicitation interviews, and workshops. Twenty-nine co-designers participated, including eight young people with childhood-onset disability aged 8-30 years, seven parents and 14 community partners. Co-designers shared experiences of learning to cycle through photographs and storytelling. Workshops identified stages and challenges of the learning journey. Design activities elicited an 'ideal' learning experience and program components, which were synthesised as principles.
RESULTS: Learning to cycle was experienced as a "roller coaster". Initiating cycling was the greatest challenge, requiring resilience, resourcefulness and risk-mitigation. Once underway, cycling could be 'EPIC' as opportunities to Explore, Participate, be Independent and feel Connected arose. Co-designers identified the inertia of learning could be shifted through five principles: 1) tailor to individual needs; 2) offer choice; 3) educate; 4) share technical expertise and 5) be flexible. Online resources, adaptive equipment trials and social supports were recommended as components of CycLink.
CONCLUSION: Using adapted EBCD, we designed principles for the CycLink program. Co-designers emphasised that learning to cycle is often challenging and requires multidimensional supports that illustrate possibilities.