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Motor-Cognitive Training , Cognitive Performance and Balance
Sponsor: Princess Nourah Bint Abdulrahman University
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.
Official title: Effects of Motor-Cognitive Training on Cognitive Performance and Balance in Preschool Children
Key Details
Gender
All
Age Range
2 Years - 6 Years
Study Type
INTERVENTIONAL
Enrollment
50
Start Date
2025-06-30
Completion Date
2025-12-01
Last Updated
2025-12-01
Healthy Volunteers
Yes
Conditions
Interventions
Motor-Cognitive Training Program
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
Regular Physical education classes
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.
Locations (1)
Tekirdağ Namik Kemal University
Tekirdağ, Turkey (Türkiye)