Learning in Motion: Teachers’ Perspectives on the Impact of Stationary Bike Use in the Classroom

Julie Lynn Mueller, Amanda Wudarzewski, Yoad Avitzur


The potential of physical activity to support self-regulated learning in the classroom has encouraged the implementation of stationary bicycles across Canada and the United States.  Positive testimonials suggest that their use by students has positive outcomes, but there is limited empirical evidence supporting the efficacy of this pedagogical practice.  The current study analyzes teachers’ perceptions of the use and impact of stationary exercise bicycles in classrooms as part of a community running program initiative through a nationwide survey of 107 participants.  Key findings identify teacher perceptions of positive outcomes in students’ social, emotional, and cognitive development, as well as to the learning environment.  A small set of unique challenges were posed by the bike integration, including limited distraction and some scheduling difficulties.  Teachers approached the integration of the bikes on a spectrum of control from “student-regulated” to “teacher-regulated” with some combination of both, and movement from teacher-directed use to more student-initiated use after the bike was in use for some time.  The implications for the use of stationary bikes as a tool for self-regulated learning in an active classroom are discussed and future research measuring learning outcomes is suggested.



self-regulated learning; active learning; teacher perspectives; survey research; community partners

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