Does the Continuous Repetition of Motor Skills at a Consistent Speed With Music Affect Children's Decision-Making and Learning Abilities?

NCT07147686 | Completed

• 1 other identifier: 2023-140
• Study Type: interventional
• Target: 399
• Locations: 1 country
• Sites: 1

Brief Summary

This study examined whether repeating motor skill exercises at a consistent speed with music can improve decision-making and independent learning abilities in children aged 8-9 years. Children participated in either slow tempo, fast tempo, or no-music control exercise sessions. Music was used to help regulate tempo and attention, and exercises were designed to enhance timing, focus, and planning skills. The study measured cognitive outcomes using validated scales for independent learning and decision-making.

Conditions

Healhty

Keywords

motor skills; Cognitive Development; music; Decision-Making; Independent Learning; Executive Functions

Outcome Measures

Primary Outcomes (2)

• Independent Learning Skills (SILS Total Score)

  Independent Learning Skills will be assessed using the Scale of Independent Learning Skills (SILS). Total score will be computed per the instrument manual (4-point Likert for 18 items; reverse-scoring not applicable). Analyses will use change from baseline to 14 weeks.

  Baseline and Post-Intervention (14 weeks)

• Decision-Making Skills (DMSAS Total Score)

  Decision-Making Skills will be assessed using the Decision-Making Skills Assessment Scale (DMSAS; 17 items; includes reverse-coded items). Total score will be computed per the instrument manual. Analyses will use change from baseline to 14 weeks.

  Baseline and Post-Intervention (14 weeks)

Secondary Outcomes (2)

• SILS Subscale Scores (Metacognitive, Affective, Cognitive)

  Baseline and Post-Intervention (14 weeks)

• DMSAS Subscale Scores (Decision-Making According to Abilities, Consequences, and Planning)

  Baseline and Post-Intervention (14 weeks)

Study Arms (3)

Arm 1: Slow Tempo Group

EXPERIMENTAL

Participants perform motor exercises accompanied by music at 30 beats per minute (BPM) for 14 weeks.

Behavioral: Slow tempo basic motor skills exercises with music (30 BPM)

Arm 2: Fast Tempo Group

EXPERIMENTAL

Participants perform motor exercises accompanied by music at 60 beats per minute (BPM) for 14 weeks.

Behavioral: Fast tempo basic motor skills exercises with music (60 BPM)

Arm 3: Control Group:

NO INTERVENTION

No intervention

Interventions

Slow tempo basic motor skills exercises with music (30 BPM) BEHAVIORAL

Participants performed basic motor skills exercises synchronized with slow-tempo music at 30 beats per minute (BPM). The slow tempo was intended to enhance internal timing, cognitive inhibition, controlled movement coordination, and sustained attention. Each session lasted 10-15 minutes per exercise, using traditional Turkish music (e.g., Erik Dali, Horon, Sari Zeybek) to provide culturally relevant rhythmic patterns.

Arm 1: Slow Tempo Group

Fast tempo basic motor skills exercises with music (60 BPM) BEHAVIORAL

Participants performed basic motor skills exercises synchronized with fast-tempo music at 60 BPM. The faster tempo aimed to increase reaction speed, attention demand, processing speed, decision-making, and cognitive flexibility. Each session lasted 10-15 minutes per exercise, using traditional Turkish music with asymmetric rhythms to challenge timing and planning skills.

Arm 2: Fast Tempo Group

Eligibility Criteria

• Age: 8 Years - 9 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Children aged 8-9 years.
• Enrolled in school and selected by classroom to prevent contamination between intervention and control groups.
• Written informed consent obtained from parents or legal guardians.
• Able to participate in motor exercises and music-accompanied sessions.
• Understanding of the study purpose and procedures by both child and parent/guardian.

You may not qualify if:

• Absence or withdrawal during the study period.
• Serious health problems, chronic illnesses, or physical limitations preventing participation in exercises.
• Withdrawal of consent by participant or parent/guardian.
• Cognitive or attentional difficulties that prevent completion of motor and cognitive tasks.

Sponsors & Collaborators

• bekir tokay: lead
• Uşak University: collaborator

Study Sites (1)

Faculty of Sport Sciences

Uşak, Uşak, 64200, Turkey (Türkiye)

Location

Study Officials

• Bekir TOKAY, Ph.D.

  Uşak University

  PRINCIPAL INVESTIGATOR

• Mustafa AKIL, Prof. Dr.

  Uşak University

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Dr., Lecturer

Model Details: This study used a parallel-group, quasi-experimental design with a pre/post-test structure. Participants were assigned by classroom to one of three groups: Control (no music intervention), Slow Tempo Motor Exercise with music (30 BPM), and Fast Tempo Motor Exercise with music (60 BPM). Each group followed the assigned intervention throughout the 14-week study period. Outcome measures included decision-making and independent learning skills, assessed using validated psychometric scales.

Study Record Dates

• First Submitted: August 18, 2025
• First Posted: August 29, 2025
• Study Start: September 16, 2024
• Primary Completion: December 23, 2024
• Study Completion: December 24, 2024
• Last Updated: August 29, 2025

Record last verified: 2025-08

Locations

TU (1)