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

NCT06137625 | Recruiting

• 2 other identifiers: RC31/22/0039ANR-21-CE28-0031
• Study Type: interventional
• Target: 68
• Locations: 1 country
• Sites: 1

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)

Outcome Measures

Primary Outcomes (1)

• Retention score of the choreography

  Number of movements in the choreography performed correctly and in order after practice is analysed by video using a standardised observation grid scored independently and blind to the condition by two trained judges.

  Day 0

Secondary Outcomes (4)

• the effect of regular rhythm on Perceptivo-Motor Procedural Learning (PMPL)

  Day 0

• the effect of regular rhythm on sensorimotor function

  Day 0

• the effect of regular rhythm on cognitive function

  Day 0

• the effect of regular rhythm on psychoaffective function

  Day 0

Study Arms (2)

Motor disorders

EXPERIMENTAL

Children with motor disporders

Behavioral: With regular rhythm; Behavioral: Without regular rhythm

Typical developing

ACTIVE COMPARATOR

Typical developing children

Behavioral: With regular rhythm; Behavioral: Without regular rhythm

Interventions

Without regular rhythm 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.

Motor disorders; Typical developing

With regular rhythm 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.

Motor disorders; Typical developing

Eligibility Criteria

• Age: 8 Years - 16 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• 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):
• 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.
• For children with DCD:
• A diagnosis of DCD
• For the participant with typical development:
• No CP diagnosis

You may not qualify if:

• 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).

Sponsors & Collaborators

• University Hospital, Toulouse: lead

Study Sites (1)

Toulouse Hospital

Toulouse, France

RECRUITING

MeSH Terms

Conditions

Cerebral Palsy

Condition Hierarchy (Ancestors)

Brain Damage, Chronic; Brain Diseases; Central Nervous System Diseases; Nervous System Diseases

Central Study Contacts

David GASQ, MD

CONTACT

0561322801; david.gasq@inserm.fr

Jessica TALLET, PhD

CONTACT

jessica.tallet@inserm.fr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Purpose: BASIC SCIENCE
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: November 7, 2023
• First Posted: November 18, 2023
• Study Start: July 2, 2024
• Primary Completion (Estimated): January 1, 2027
• Study Completion (Estimated): January 1, 2027
• Last Updated: December 31, 2025

Record last verified: 2025-12

Data Sharing

• IPD Sharing: Will not share

Locations

FR (1)