Motor-Cognitive Training , Cognitive Performance and Balance

NCT ID: NCT07045922

Last Updated: 2025-12-01

Basic Information

• Recruitment Status: ACTIVE_NOT_RECRUITING
• Clinical Phase: NA
• Total Enrollment: 50 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-06-30
• Study Completion Date: 2025-12-01

Brief Summary

This RCT design investigates the effects of an 8-week motor-cognitive training program on cognitive performance and balance in preschool-aged children. Participants in the intervention group received structured motor-cognitive activities twice a week in addition to their regular physical education (PE) classes. The control group attended only standard PE classes and was restricted from participating in any other physical activity. Assessments included cognitive testing (Go/No-Go, Tower of Hanoi, and Corsi Block), anthropometric measurements, and static/proprioceptive balance testing. All measurements were conducted pre- and post-intervention.

Conditions

Coordination Impairment; Children; Balance

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: SINGLE

Study Groups

Motor-Cognitive Training Program

• Motor-Cognitive Training Program: Game-based physical activities targeting cognitive and motor domains (e.g., running drills, hand skills, stability tasks). Exercises progressed weekly in complexity and duration. Sessions lasted 25-30 minutes, twice weekly.

Group Type: EXPERIMENTAL

Motor-Cognitive Training Program

Intervention Type: BEHAVIORAL

Participants assigned to the intervention group participated in a structured motor-cognitive training program in addition to their regular physical education (PE) classes. The training was designed to integrate physical movement with cognitive engagement in a game-based format, suitable for the preschool age group.

The program was conducted twice weekly for eight weeks, with each session lasting approximately 25-30 minutes. Activities progressed in complexity over time, incorporating elements of motor planning, executive functioning, and balance control. Sessions consisted of:

Warm-up phase: Light aerobic activities such as jogging, dynamic stretching, and coordination drills (e.g., knee pulls, toe walking).

Main training phase: Activities targeting core cognitive-motor domains l

Regular Physical education classes

Intervention Type: OTHER

Participants in the control group continued with their regularly scheduled physical education (PE) classes as mandated by the school curriculum. They did not receive any additional motor-cognitive or structured exercise training. Furthermore, they were instructed not to engage in any external physical activity programs outside of the regular PE sessions throughout the study duration. This restriction was monitored to ensure group consistency.

Regular Physical education

• Regular PE classes only; no additional physical or motor training permitted.

Group Type: OTHER

Regular Physical education classes

Intervention Type: OTHER

Participants in the control group continued with their regularly scheduled physical education (PE) classes as mandated by the school curriculum. They did not receive any additional motor-cognitive or structured exercise training. Furthermore, they were instructed not to engage in any external physical activity programs outside of the regular PE sessions throughout the study duration. This restriction was monitored to ensure group consistency.

Interventions

Motor-Cognitive Training Program

Participants assigned to the intervention group participated in a structured motor-cognitive training program in addition to their regular physical education (PE) classes. The training was designed to integrate physical movement with cognitive engagement in a game-based format, suitable for the preschool age group.

The program was conducted twice weekly for eight weeks, with each session lasting approximately 25-30 minutes. Activities progressed in complexity over time, incorporating elements of motor planning, executive functioning, and balance control. Sessions consisted of:

Warm-up phase: Light aerobic activities such as jogging, dynamic stretching, and coordination drills (e.g., knee pulls, toe walking).

Main training phase: Activities targeting core cognitive-motor domains l

Intervention Type: BEHAVIORAL

Regular Physical education classes

Participants in the control group continued with their regularly scheduled physical education (PE) classes as mandated by the school curriculum. They did not receive any additional motor-cognitive or structured exercise training. Furthermore, they were instructed not to engage in any external physical activity programs outside of the regular PE sessions throughout the study duration. This restriction was monitored to ensure group consistency.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Typically developing preschool-aged children
• Able to follow basic instructions
• Parental/guardian consent obtained

Exclusion Criteria

• Diagnosed neurodevelopmental disorders
• Recent musculoskeletal injuries
• Participation in other structured physical activity programs

• Minimum Eligible Age: 2 Years
• Maximum Eligible Age: 6 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Princess Nourah Bint Abdulrahman University

OTHER

Sponsor Role: lead

Responsible Party

Monira Aldhahi

Associate Prof

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Tekirdağ Namik Kemal University

Tekirdağ, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

PNU-5

Identifier Type: -

Identifier Source: org_study_id