Rhythm Effect on Dance Learning in Typical Development Children and Children With Motor Disorders.

NCT ID: NCT06137625

Last Updated: 2025-12-31

Basic Information

• Recruitment Status: RECRUITING
• Clinical Phase: NA
• Total Enrollment: 68 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-07-02
• Study Completion Date: 2027-01-31

Brief Summary

Cerebral Palsy (CP) or Developmental Coordination Disorder (DCD) leads to motor troubles impacting the everyday life, social participation and academic difficulty . According to some authors, CP and DCD pertain to a same continuum of motor disorders (MD) (Pearsall-Jones et al., 2010).Those children show an alteration in Perceptivo-Motor Procedural Learning (PMPL), corresponding to the acquisition of everyday life skill (for CP: Gagliardi et al., 2011; Gofer-Levi et al., 2013; for DCD: Gheysen et al., 2011; Blais et al., 2018). Also, recommended rehabilitation for this population are based on procedural learnings (for CP: Novak et al., 2013; for DCD: Blank et al., 2019; Inserm, 2019). It's true for dancing which present high evidence to enhance motor, cognitive, psychoaffective and social functions of this children (Cherriere, Martel, et al., 2020; Cherriere, Robert, et al., 2020). Dance is a physical activity that involve procedural learning to memorise movement sequences (choreography). Rhythm can be define as a stimuli repetition at a regular interval (Grahn & Brett, 2007; Patel, 2003). Recently studies tend to shown that rhythm is essential to enhance motor control and procedural learning (Ghai et al., 2022; Lagarrigue et al., 2021). To validate this hypothesis, the investigators will evaluate typical development children and children with CP MD learning of a dance choreography with and without rhythm.

Conditions

Cerebral Palsy (CP)

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: CROSSOVER
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: DOUBLE

Study Groups

Motor disorders

Children with motor disporders

Group Type: EXPERIMENTAL

With regular rhythm

Intervention Type: BEHAVIORAL

All children learn one dance choreographie with regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.

Without regular rhythm

Intervention Type: BEHAVIORAL

All children learn one dance choreographie without regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.

Typical developing

Typical developing children

Group Type: ACTIVE_COMPARATOR

With regular rhythm

Intervention Type: BEHAVIORAL

All children learn one dance choreographie with regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.

Without regular rhythm

Intervention Type: BEHAVIORAL

All children learn one dance choreographie without regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.

Interventions

With regular rhythm

All children learn one dance choreographie with regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.

Intervention Type: BEHAVIORAL

Without regular rhythm

All children learn one dance choreographie without regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

For all the participants:

• Aged from 8 to 16 include.
• Free, informed, written, and signed consent of the holders of parental authority
• Free and informed consent of the minor
• Affiliation with or benefiting from a social security scheme.
• Ability to understand the instructions (investigator's assessment)

For the participant with Motor disorders (MD):

1. For children with CP:

• CP diagnosis
• Gross Motor Function Classification System level between I to IV.
• Manual Ability Classification System level between I to IV.

2. For children with DCD:

• A diagnosis of DCD

For the participant with typical development:

• No CP diagnosis
• No neurological trouble nor functional disfunction including developmental coordination disorder.

Exclusion Criteria

• -Autism spectrum disorder diagnosed according to the DSM-5 (APA, 2015)
• Hearing deficiency diagnosed according to the DSM-5 (APA, 2015) or uncorrected hearing deficiency that doesn't allows the participant to hear a music with a sound level between 45 and 70 decibels.
• Visual deficiency diagnosed according to the DSM-5 (APA, 2015)
• Intellectual developmental disorder diagnosed according to the DSM-5 (APA, 2015)
• Behavioural disorders diagnosed according to the DSM-5 (APA, 2015)
• Diagnosed epilepsia
• Pregnancy (check in young pubescent and sexually active women) or breastfeeding.
• Children already include in ongoing interventional study.
• Children with both parent who benefit of legal protection (guardianship, curatorship, safeguard of justice).

• Minimum Eligible Age: 8 Years
• Maximum Eligible Age: 16 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

University Hospital, Toulouse

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Locations

Toulouse Hospital

Toulouse, , France

Site Status: RECRUITING

Countries

France

Central Contacts

David GASQ, MD

Role: CONTACT

Phone: 0561322801

Email: david.gasq@inserm.fr

Jessica TALLET, PhD

Role: CONTACT

Email: jessica.tallet@inserm.fr

Facility Contacts

David Gasq, MD

Role: primary

Other Identifiers

ANR-21-CE28-0031

Identifier Type: OTHER_GRANT

Identifier Source: secondary_id

RC31/22/0039

Identifier Type: -

Identifier Source: org_study_id