Effectiveness of Motor Imagery and Task-oriented Training in Children With Developmental Coordination Disorder
NCT ID: NCT04176159
Last Updated: 2025-06-17
Study Results
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Basic Information
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ACTIVE_NOT_RECRUITING
NA
99 participants
INTERVENTIONAL
2019-12-16
2026-08-28
Brief Summary
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A bilateral hypothesis is assumed for the clinical trial:
* Null hypothesis: physiotherapeutic intervention programs through motor imagery combined with task-oriented training DO NOT modify the parameters of motor competence, anxiety and participation in children susceptible to observation of DCD.
* Alternative hypothesis: physiotherapeutic intervention programs through motor imagery combined with task-oriented training MODIFY the parameters of motor competence, anxiety and participation in children susceptible to observation of DCD.
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Detailed Description
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A bilateral hypothesis is assumed for the clinical trial:
* Null hypothesis: physiotherapeutic intervention programs through motor imagery combined with task-oriented training DO NOT modify the parameters of motor competence, anxiety and participation in children susceptible to observation of DCD.
* Alternative hypothesis: physiotherapeutic intervention through motor imagery combined with task-oriented training DO modify the parameters of motor competence, anxiety and participation in children susceptible to observation of DCD.
SAMPLE STUDY: the target group will be composed for children of school age, aged between 6 and 12 years (Primary Education), susceptible to diagnosis of Developmental Coordination Disorder.
The recruitment of subjects will be carried out in Primary Education centers framed in the city of A Coruña and its metropolitan area. For this, a first phase of selection or screening will be carried out through the application of a specific questionnaire for the detection of DCD by parents and teachers, and a subsequent analysis of the susceptible subjects through the Movement Assessment Battery for Children, in their second version (MABC-2). The final sample will be composed of those individuals who show a percentile lower than 15 in this battery.
After obtaining informed consent, the subjects will be distributed randomly in 2 groups: an intervention group, with a program based on the combination of motor imagery and motor task oriented training; and a control group, which will carry out their usual school routine. In turn, the groups will be subdivided according to the age group in which the participants are (6-9 years and 10-12 years).
Subsequently, the data of each research subject will be codified.
SAMPLE SIZE:
After the application of the corresponding calculations to the sample size, collecting a 95% confidence interval, a statistical power of 80%, and a loss percentage of 10% of the cases, a minimum sample size of 36 individuals is obtained per each group.
TYPE OF EXPERIMENT AND SELECTED DESIGN: Analytical, longitudinal and prospective research study. Randomized controlled clinical trial with a comparison between an intervention group and a control group.
DATA COLLECT:
1. Personal data: anonymized and coded according to current regulations (RGPD 2016/679 - Europe)
2. Clinical research data:
A. MOTOR COMPETITION: Movement Assessment Battery for Children-Version 2 (MABC-2).
B. ANXIETY LEVEL: Spence Children Anxiety Scale.
C. SATISFACTION, ADHERENCE AND PARTICIPATION: Likert scale.
The data regarding motor competence and anxiety will be taken at the beginning and at the end of the program, as well as in a follow-up measurement that will be carried out 4 weeks later. The satisfaction and adherence scales will be passed only at the end of the study.
All these data will be entered into a specific computer program for later statistical management.
INTERVENTION:
A total of 20 sessions divided into two differential modules will be held. A first module will include activities of activation and relaxation of the body, prediction and sequencing of movement and motor imagery. The second module, of work oriented to the motor task, will be divided into a first phase of analytical work of the altered movement components (visual coordination, balance, muscular strength, fine motor skills ...), a second phase of integration into specific tasks and, at the end, the inclusion of the free (and supervised) sport practice.
STATISTICAL ANALYSIS STRATEGY:
A descriptive study of all the variables will be carried out. Quantitative variables will be expressed as a mean together with their standard deviation value.
Subsequently, randomness, normality and homogeneity tests of variances will be carried out. Depending on the results, the comparison of means will be carried out by parametric or non-parametric means.
All p values \<0.05 will be considered statistically significant. The SPSS 23.0 program will be used to proceed with this analysis.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
SINGLE
Study Groups
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Motor imagery and task-oriented training group
Two modules. A first module of motor imagery. A second module of task-oriented training and the incorporation of collective activities.
MOTOR IMAGERY AND TASK-ORIENTED TRAINING
The intervention will be divided into two modules. A first module will include activities of activation and relaxation of the body, prediction and sequencing of movement and motor imagery. The second module, task-oriented training, will be divided into analytical work phase (visual coordination, balance, muscular strength, fine motor skills ...), a second phase of integration into specific tasks and, at end, the inclusion of the free (and supervised) practice of a sport.
The investigators will apply 20 sessions of 40 minutes.
Usual school routines group
Children continue with the usual school routine. Once the study is completed and the corresponding measurements have been made, the subjects included in this group will be subjected to the same program detailed in the intervention, to not deprive them of their benefits.
No interventions assigned to this group
Interventions
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MOTOR IMAGERY AND TASK-ORIENTED TRAINING
The intervention will be divided into two modules. A first module will include activities of activation and relaxation of the body, prediction and sequencing of movement and motor imagery. The second module, task-oriented training, will be divided into analytical work phase (visual coordination, balance, muscular strength, fine motor skills ...), a second phase of integration into specific tasks and, at end, the inclusion of the free (and supervised) practice of a sport.
The investigators will apply 20 sessions of 40 minutes.
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
* absence of authorization of informed consent by a father, mother or legal tutor.
6 Years
12 Years
ALL
No
Sponsors
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David Moreno Naya
OTHER
Responsible Party
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David Moreno Naya
Principal Investigator
Principal Investigators
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David Moreno
Role: PRINCIPAL_INVESTIGATOR
Locations
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CEIP Vales Villamarín
Betanzos, A Coruña, Spain
Countries
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References
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Biotteau M, Danna J, Baudou E, Puyjarinet F, Velay JL, Albaret JM, Chaix Y. Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation. Neuropsychiatr Dis Treat. 2019 Jul 8;15:1873-1885. doi: 10.2147/NDT.S120514. eCollection 2019.
Gheysen F, Van Waelvelde H, Fias W. Impaired visuo-motor sequence learning in Developmental Coordination Disorder. Res Dev Disabil. 2011 Mar-Apr;32(2):749-56. doi: 10.1016/j.ridd.2010.11.005. Epub 2010 Dec 4.
McHale K, Cermak SA. Fine motor activities in elementary school: preliminary findings and provisional implications for children with fine motor problems. Am J Occup Ther. 1992 Oct;46(10):898-903. doi: 10.5014/ajot.46.10.898.
Wilson PH, McKenzie BE. Information processing deficits associated with developmental coordination disorder: a meta-analysis of research findings. J Child Psychol Psychiatry. 1998 Sep;39(6):829-40.
Blank R, Barnett AL, Cairney J, Green D, Kirby A, Polatajko H, Rosenblum S, Smits-Engelsman B, Sugden D, Wilson P, Vincon S. International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Dev Med Child Neurol. 2019 Mar;61(3):242-285. doi: 10.1111/dmcn.14132. Epub 2019 Jan 22.
Blank R. European Academy of Childhood Disability (EACD): Recommendations on the definition, diagnosis and intervention of developmental coordination disorder (pocket version). German-Swiss interdisciplinary clinical practice guideline S3-standard according to the Association of the Scientific Medical Societies in Germany. Pocket version. Definition, diagnosis, assessment, and intervention of developmental coordination disorder (DCD). Dev Med Child Neurol. 2012 Nov;54(11):e1-7. doi: 10.1111/j.1469-8749.2011.04175.x. Epub 2012 Feb 9. No abstract available.
Pratt ML, Hill EL. Anxiety profiles in children with and without developmental coordination disorder. Res Dev Disabil. 2011 Jul-Aug;32(4):1253-9. doi: 10.1016/j.ridd.2011.02.006. Epub 2011 Mar 5.
Smits-Engelsman BC, Blank R, van der Kaay AC, Mosterd-van der Meijs R, Vlugt-van den Brand E, Polatajko HJ, Wilson PH. Efficacy of interventions to improve motor performance in children with developmental coordination disorder: a combined systematic review and meta-analysis. Dev Med Child Neurol. 2013 Mar;55(3):229-37. doi: 10.1111/dmcn.12008. Epub 2012 Oct 29.
Wilson PH, Ruddock S, Smits-Engelsman B, Polatajko H, Blank R. Understanding performance deficits in developmental coordination disorder: a meta-analysis of recent research. Dev Med Child Neurol. 2013 Mar;55(3):217-28. doi: 10.1111/j.1469-8749.2012.04436.x. Epub 2012 Oct 29.
Preston N, Magallon S, Hill LJ, Andrews E, Ahern SM, Mon-Williams M. A systematic review of high quality randomized controlled trials investigating motor skill programmes for children with developmental coordination disorder. Clin Rehabil. 2017 Jul;31(7):857-870. doi: 10.1177/0269215516661014. Epub 2016 Aug 1.
Other Identifiers
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PT29394474
Identifier Type: -
Identifier Source: org_study_id
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