Motor-Cognitive Training , Cognitive Performance and Balance

NCT07045922 | Active Not Recruiting DMC

• 1 other identifier: PNU-5
• Study Type: interventional
• Target: 50
• Locations: 1 country
• Sites: 1

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

Outcome Measures

Primary Outcomes (3)

• Cognitive Function Tests

  Evaluates inhibitory control, a core component of executive functioning. Participants are required to respond quickly to target stimuli (e.g., "X") while inhibiting responses to non-target stimuli (e.g., "O"). Measures include: Number of correct responses (go trials) Number of commission errors (false responses to no-go trials) Reaction time (latency) to correct go stimuli Duration: \~5 minutes and 40 seconds

  Administered at baseline (pre-intervention) and 8 weeks (post-intervention)

• Tower of Hanoi Test executive functioning

  Assesses executive functioning, including planning, problem-solving, and cognitive flexibility. Participants solve a visual puzzle by moving disks across pegs, following specific rules. Performance variables include: * Number of moves to solution * Total task completion time * Average time per move * Latency to first move (planning time)

  Baseline and 8 weeks

• Balance Performance

  Balance was assessed using the Sensbalance MiniBoard, a validated interactive platform that captures both static and proprioceptive balance. Two types of balance tasks were used: Static Balance Test: Participants were instructed to maintain a stable position on the balance board while keeping a ball centered within a visual target zone on the screen. The performance level (%) was calculated using the formula: (1 - Measured Sway Amplitude / Maximum Allowable Sway) × 100, indicating the participant's ability to maintain balance within defined limits.

  Baseline and 8 weeks

Study Arms (2)

Motor-Cognitive Training Program

EXPERIMENTAL

• 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.

Behavioral: Motor-Cognitive Training Program; Other: Regular Physical education classes

Regular Physical education

OTHER

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

Other: Regular Physical education classes

Interventions

Motor-Cognitive Training Program 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

Motor-Cognitive Training Program

Regular Physical education classes 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.

Motor-Cognitive Training Program; Regular Physical education

Eligibility Criteria

• Age: 2 Years - 6 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

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

You may not qualify if:

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

Sponsors & Collaborators

• Princess Nourah Bint Abdulrahman University: lead

Study Sites (1)

Tekirdağ Namik Kemal University

Tekirdağ, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Ataxia

Condition Hierarchy (Ancestors)

Dyskinesias; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

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: Associate Prof

Study Record Dates

• First Submitted: June 23, 2025
• First Posted: July 1, 2025
• Study Start: June 30, 2025
• Primary Completion: November 30, 2025
• Study Completion: December 1, 2025
• Last Updated: December 1, 2025

Record last verified: 2025-06

Locations

TU (1)