Synergies Between Exercise and Abacus in Childhood.

NCT06663540 | Completed

• 1 other identifier: University A
• Study Type: interventional
• Target: 82
• Locations: 1 country
• Sites: 1

Brief Summary

This study investigates the synergistic effects of physical exercise and abacus training on enhancing academic performance and well-being in children. It aims to establish a comprehensive educational framework that leverages the cognitive benefits of both physical activity and mental math skills. Research indicates that regular physical exercise not only contributes to better physical health but also significantly enhances cognitive functions such as memory, attention, and problem-solving abilities. Studies have shown that active children tend to perform better academically due to improved brain function and increased focus. Simultaneously, abacus training has been recognized for its role in developing mathematical skills and cognitive abilities. It promotes visual-spatial reasoning and enhances memory retention, which can lead to better performance in mathematics and related subjects. By integrating these two methods, seeks to provide children with a holistic approach to learning, fostering not only academic success but also emotional and psychological resilience. Preliminary findings suggest that children engaged in combined physical and cognitive training programs show notable improvements in their academic outcomes and overall well-being compared to those who participate in traditional learning environments. The project emphasizes the importance of creating educational strategies that prioritize comprehensive child development, suggesting that a balanced approach involving both physical exercise and cognitive training tools like the abacus can lead to significant benefits in children's learning experiences.

Conditions

Childhood

Outcome Measures

Primary Outcomes (3)

• Self-Concept

  The perception children have of themselves, influencing their motivation and learning strategies. Measured using the Self-Concept Scale for Children, scores range from 20 to 80, with scores below 50 indicating low self-concept, scores between 50-70 indicating average self-concept, and scores above 70 indicating a high self-concept.

  Up to twelve weeks

• Self-Esteem

  Assessed using the Spanish version of the Self-Esteem Test for Schoolchildren, a questionnaire evaluating children's positive and negative self-image. The instrument consists of 23 scored dichotomous (Yes/No) items. Total scores range from 0 to 23, with higher scores indicating higher self-esteem.

  Up to twelve weeks

• Self-efficacy

  Assessed using the Self-Efficacy Questionnaire for Children (SEQ-C), a 24-item questionnaire measuring academic, social, and emotional self-efficacy. Items are rated on a 5-point Likert scale, with higher scores indicating greater perceived self-efficacy.

  Up to twelve weeks

Study Arms (2)

Control Group

NO INTERVENTION

The control group that will continue with their usual school routine

Experimental Group

EXPERIMENTAL

The experimental group will participate in weekly sessions that integrate physical exercise and the use of the abacus. This will include physical activities such as sports, outdoor games or physical education classes, for approximately two hours a week. In addition, they will receive teaching sessions that incorporate the abacus to develop mathematical and problem-solving skills.

Other: Exercise & Abacus

Interventions

Exercise & Abacus OTHER

Features two main interventions: physical exercise sessions and abacus training activities. Physical Exercise Sessions aim to enhance fitness and cognitive function through activities like aerobic exercises and team sports. Research indicates that regular physical activity can improve memory, attention, and problem-solving skills essential for academic success. Abacus Training Activities focus on developing mathematical skills and cognitive abilities. Children learn to manipulate the abacus for calculations, which enhances numerical understanding and memory retention, positively impacting academic performance. The program's innovative dual approach suggests that integrating physical and cognitive training can lead to greater improvements in academic performance and emotional resilience than either intervention alone.

Experimental Group

Eligibility Criteria

• Age: 6 Years - 7 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• School-aged children, ages 6-7.
• Students who are able to engage in moderate-intensity physical activity without medical restrictions and are able to handle the abacus.
• Students who can regularly participate in the intervention program sessions and follow-up assessments.
• Voluntary participation, with informed consent signed by parents or legal guardians.

You may not qualify if:

• Children with health conditions that prevent them from safely engaging in physical activity or using the abacus (e.g., heart disease, severe respiratory problems, motor disabilities that limit physical activity).
• Students with severe cognitive or learning disabilities that may significantly interfere with the use of the abacus or the ability to equitably benefit from the intervention.
• Children who are unable to commit to continued participation in the program, whether for personal or logistical reasons.
• Students who are involved in other extracurricular or school programs focused on cognitive or physical training, to avoid overlapping effects of other interventions.

Sponsors & Collaborators

• University of Jaén: lead

Study Sites (1)

Agustín Aibar Almazán

Jaén, 23007, Spain

Location

MeSH Terms

Interventions

Exercise

Intervention Hierarchy (Ancestors)

Motor Activity; Movement; Musculoskeletal Physiological Phenomena; Musculoskeletal and Neural Physiological Phenomena

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal investigator

Study Record Dates

• First Submitted: October 26, 2024
• First Posted: October 29, 2024
• Study Start: April 7, 2025
• Primary Completion: June 27, 2025
• Study Completion: July 1, 2025
• Last Updated: July 9, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)