Scooting for the stars: Utilising scooting as a novel tool for balance enhancement in children
Key Information
Lead Researchers: Cerys Cole, Professor Gareth Stratton, Professor Kelly Mackintosh, Professor Melitta McNarry, Dr Amie Richards
Subject Area: Children’s Physical Activity and Health
Funding Body: Swansea University & ScooFit
Project Duration: 3 years
Further Information: Cerys Cole: 2006161@swansea.ac.uk
Challenge
Many children experience difficulties with balance and coordination, which can impact their confidence when engaging in physical activity. This can be particularly evident in children with joint hypermobility, who often report lower levels of physical activity, poorer balance, altered gait patterns, and pain following activity.
Despite this, schools often have limited time and resources to support the development of these skills in a way that is both effective and engaging for all children. Scooting is an activity that children naturally enjoy, but its potential as a structured tool to improve balance has not yet been fully explored within research.
This project aims to investigate whether scooters can be used not only as a method of assessment but also as a practical and engaging tool to support children’s physical development within school settings
Method
This project involves the delivery of a structured exercise and scooter intervention within primary schools. Sessions are designed to be simple, enjoyable, and easily integrated into the school day. Children and teachers complete questionnaires to provide feedback on the intervention, while objective measures of balance and lower-body strength are collected throughout the study.
In addition, the project is developing a scooter assessment tool to determine whether a child is better suited to a two- or a three-wheeled scooter. This aims to improve safety within schools and support children in developing the skills needed to ride confidently both in and outside of school environments. A separate analysis will explore whether children with joint hypermobility respond differently to the intervention, and whether the TTWST is sensitive enough to detect meaningful changes within this group.
Findings
Initial findings suggest that children engage positively with scooting due to its fun and unstructured nature. Many children are physically active without perceiving it as structured exercise, which may support increased participation and enjoyment.
While the research is still in its early stages, feedback from both teachers and pupils has been very positive, highlighting high levels of engagement and enjoyment. Although no statistically significant improvements in balance or leg strength have been observed, it is suggested that increasing the frequency or duration of scooting within the school week may lead to measurable improvements. The scooter assessment tool is still under development; however, it is anticipated to become a reliable method for identifying the most appropriate scooter type for individual children. This could improve safety and help address challenges some children face when learning to ride a two-wheeled scooter, informing future targeted interventions.
Impact
Currently, there are no widely available training or safety assessment tools to guide children’s use of scooters. This project has the potential to provide schools with a simple, low-cost approach to support the development of movement skills using an activity that children already enjoy.
The development of the scooter assessment tool could offer practitioners a quick and practical method for assessing scooter readiness without the need for specialist equipment or training, ultimately improving safety and accessibility. It may also support schools in monitoring progress and identifying children who would benefit from additional support. More broadly, the project has the potential to support children with joint hypermobility by increasing their physical activity levels and improving their balance and confidence in movement.
Schools consistently speak highly of the project, with teachers praising its ability to recognise the complexities of the school environment and integrate seamlessly into the school day. Several schools have gone on to purchase their own scooters, reflecting the high levels of enjoyment reported by the children and their desire to continue using them.
Cerys Cole, Swansea University
