Effect of Marble Play on Handgrip Strength and Handwriting Among School Going Children.
NCT ID: NCT07331675
Last Updated: 2026-01-12
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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NOT_YET_RECRUITING
NA
46 participants
INTERVENTIONAL
2025-12-22
2026-08-20
Brief Summary
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.The control group will continue with their regular free play activities. The primary assessment tools will be the Evaluation Tool of Children's Handwriting (ETCH) to measure writing legibility and speed, and a hand-held dynamometer to measure hand grip strength.
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Detailed Description
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Despite this limitation, the results indicated a positive outcome: the treatment group showed an average 15-point increase on a modified Handwriting Legibility Scale, improving their performance from "very poor" to "moderate." The authors concluded that fine motor training is a valuable intervention for enhancing the handwriting skills of SEN students.
Current literature reveals a significant gap in research examining marble play as a targeted fine motor intervention. While existing studies have explored the effectiveness of various manipulative activities such as clay modeling, bead threading, and drawing exercises for fine motor development, there is a notable absence of research that specifically isolates and examines the unique benefits of marble play. This represents a critical oversight, given the accessibility and affordability of marbles as intervention tool. The findings of this study will provide much-needed, evidence-based guidance for educators and therapists, particularly those working in resource-limited environments.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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Marble play group
The experimental group will participate in one-on-one sessions of Marble Play game with progressive difficulty levels, designed to enhance fine motor control, handgrip and handwriting skills.
Marble play game
Participants have to be sure to play in playground, as we will used natural ground floor. A small circle will be dig. A straight line will be marked 40 cm away from the edge of the circle. At the beginning of game, the researcher will place 10 target marbles in the circle. The participant will be given a marble.
Free play
The control group will continue with their regular free play activities.
Free Play
The control group (n=38) will continues regular playing activities except Marble play.
Interventions
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Marble play game
Participants have to be sure to play in playground, as we will used natural ground floor. A small circle will be dig. A straight line will be marked 40 cm away from the edge of the circle. At the beginning of game, the researcher will place 10 target marbles in the circle. The participant will be given a marble.
Free Play
The control group (n=38) will continues regular playing activities except Marble play.
Eligibility Criteria
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Inclusion Criteria
* Children with normal cognitive development, as assessed by school records or teacher reports
* Students with average or below average handwriting fluency (based on teacher observation or pre-test).
* Parental or guardian consent obtained for participation.
* Regular school attendance and ability to participate in intervention sessions.
Exclusion Criteria
* Participants with a known history of dust allergy or diagnosed allergic rhinitis triggered by dust exposure will be excluded.
* Individuals with a current or recent (within the last 6 months) fracture of any upper, wrist, or hand) will be excluded.
* Students with a history of behavioral issues that would prevent consistent participation in structured play.
6 Years
9 Years
ALL
Yes
Sponsors
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Riphah International University
OTHER
Responsible Party
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Principal Investigators
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Aamna Hassan, MS
Role: PRINCIPAL_INVESTIGATOR
Riphah International University, Lahore
Locations
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Aamna Hassan
Lahore, Punjab Province, Pakistan
Countries
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Central Contacts
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References
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Hendrickx S. The adolescent and adult neuro-diversity handbook: Asperger's syndrome, ADHD, dyslexia, dyspraxia, and related conditions: Jessica Kingsley Publishers; 2010.
Davis RD, Braun EM. The Gift of Learning: Proven New Methods for Correcting ADD, Math & Handwriting Problems: Penguin; 2003.
Engel-Yeger B, Nagauker-Yanuv L, Rosenblum S. Handwriting performance, self-reports, and perceived self-efficacy among children with dysgraphia. Am J Occup Ther. 2009 Mar-Apr;63(2):182-92. doi: 10.5014/ajot.63.2.182.
Other Identifiers
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maqsood Bibi
Identifier Type: -
Identifier Source: org_study_id
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