MOVE4INCLUSIVENESS

The MOVE4INCLUSIVENESS project aims to combat inequalities by promoting and democratizing physical activity, with a focus on vulnerable populations, including children, the elderly and people with disabilities, promoting gender equality and inclusion. The literature shows that inequalities can be tackled through multidimensional approaches that promote participation in physical activity (Ball et al., 2015). These interventions are especially important for promoting equity in vulnerable groups, whose participation rates in physical activity are generally lower (Forberger et al., 2017; Pederson et al., 2015).

Practicing and adhering to physical activity throughout life is one of the cornerstones of health promotion, contributing to healthy growth, reducing the prevalence of disease and improving quality of life in various populations. Bicycles, in particular, can be a vehicle for promoting inclusive physical activity, as they provide a low-impact, accessible and sustainable form of exercise that can be used at all stages of life, including children from the age of three (Mercê et al., 2023), populations with motor disorders (Mercê et al., 2021), disabilities (Ulrich et al., 2011), and the elderly with physical limitations (Forberger et al., 2017).

MOVE4INCLUSIVENESS is in line with the recommendations of the World Health Organization, which advocates increasing physical activity in all age groups to promote health, i.e., prevent disease, promote mental well-being and social inclusion (Hasson et al., 2022). The project also aligns with the European Union's Sustainable Development Goals (SDGs), especially SDG 3 (Health and Well-being), SDG 5 (Gender Equality) and SDG 10 (Reducing Inequalities), by promoting the active participation of vulnerable populations in physical activity and exercise programmes. This project seeks to mitigate the barriers to physical activity by creating programmes and means to democratize the practice of physical activity, namely using bicycles as part of an active mobility and healthy ageing strategy (Otterbein, 2022). Bicycles can be integrated into the promotion of physical activity and health because they are inclusive, sustainable and accessible, allowing entire communities to participate in health promotion programmes, regardless of social class or gender.

Keywords: Inequality; Inclusion; Physical Activity; Health; Bicycle.

Specific Objectives:

• Promote gender equality and the inclusion of vulnerable populations (e.g., children, women, people with disabilities and the elderly) in access to physical activity programs;
  
• Promote the use of bicycles as a strategy for active mobility among vulnerable populations;
  
• Raise awareness about the importance of healthy lifestyles for all populations and stages of life;
  
• Develop and apply physical exercise programs in inclusive community environments.
  

1. References
2. Ball, K., Carver, A., Downing, K., Jackson, M., & O'Rourke, K. (2015). Addressing the social determinants of inequities in physical activity and sedentary behaviours. Health Promot Int, 30 Suppl 2, ii18-19. https://doi.org/10.1093/heapro/dav022
3. Forberger, S., Bammann, K., Bauer, J., Boll, S., Bolte, G., Brand, T., Hein, A., Koppelin, F., Lippke, S., Meyer, J., Pischke, C. R., Voelcker-Rehage, C., & Zeeb, H. (2017). How to Tackle Key Challenges in the Promotion of Physical Activity among Older Adults (65+): The AEQUIPA Network Approach. Int J Environ Res Public Health, 14(4). https://doi.org/10.3390/ijerph14040379
4. Hasson, R., Sallis, J. F., Coleman, N., Kaushal, N., Nocera, V. G., & Keith, N. (2022). COVID-19: Implications for Physical Activity, Health Disparities, and Health Equity. Am J Lifestyle Med, 16(4), 420-433. https://doi.org/10.1177/15598276211029222
5. Mercê, C., Davids, K., Catela, D., Branco, M., Correia, V., & Cordovil, R. (2023). Learning to cycle: a constraint-led intervention programme using different cycling task constraints. Physical Education and Sport Pedagogy, 1-14. https://doi.org/10.1080/17408989.2023.2185599
6. Mercê, C., Pereira, J. V., Branco, M., Catela, D., & Cordovil, R. (2021). Training programmes to learn how to ride a bicycle independently for children and youths: a systematic review. Physical Education and Sport Pedagogy, 1-16. https://doi.org/10.1080/17408989.2021.2005014
7. Otterbein, M. (2022). Physical Activity & The Sustainable Development Goals. Journal of Emerging Sport Studies. https://doi.org/10.26522/jess.v3i.3711
8. Pederson, A., Greaves, L., & Poole, N. (2015). Gender-transformative health promotion for women: a framework for action. Health Promot Int, 30(1), 140-150. https://doi.org/10.1093/heapro/dau083
9. Ulrich, D. A., Burghardt, A. R., Lloyd, M., Tiernan, C., & Hornyak, J. E. (2011). Physical activity benefits of learning to ride a two-wheel bicycle for children with Down syndrome: a randomized trial. Phys Ther, 91(10), 1463-1477. https://doi.org/10.2522/ptj.20110061

Related projects:

• TRAIN4HEALTH
• SEDY
• SEDY2
• VASELFCARE
• Escola Ativa
• MutatisMutandis
• SafeCycle4Kids

MSc/PhD students:

• One MSc Student
• One PhD Student

Sponsors

• MUBi | Association for Urban Mobility by Bicycle (to be contacted) / MUBi / Associação pela Mobilidade Urbana em Bicicleta (a contactar)
• Portuguese Paralympic Committee (to be contacted) /Comité Paralímpico de Portugal (a contactar)
• Portuguese Cycling Federation (to be contacted) / Federação Portuguesa de Ciclismo (a contactar)
• Associação pela Mobilidade Urbana em Bicicleta
• Santa Casa da Misericórdia Nacional
• Associações como a Associação de Cegos e Amblíopes de Portugal (ACAPO)
• Associação Portuguesa de Deficientes (APD)
• Associação pela Mobilidade Urbana em Bicicleta