An interventional study of Structured Play-Based Motor Training Program and Usual Physical Education in Healthy Volunteers and Child Development, sponsored by Islamic Azad University, Sanandaj. Completed at 1 site in China. Open to participants aged 7 Years to 10 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-05.
Sponsored by Islamic Azad University, Sanandaj · Not applicable, Interventional, and Other
This randomized controlled study evaluated the effects of an 8-week structured play-based motor training program on motor competence in children (boys and girls) aged 7-10 years. Eighty eligible participants (40 boys and 40 girls) were individually randomized in a 1:1 ratio to an intervention group or a usual physical-education control group. The intervention consisted of 24 play-based motor-training sessions delivered three times per week for 60 minutes, whereas the control group continued usual physical education twice per week for 40 minutes. The primary outcome was motor competence assessed using the MABC-2 total score. Cognitive test performance measured using the Kay Cognitive-Diagnostic Test and parent-rated executive-function difficulties measured using the BRIEF Parent Form were exploratory secondary outcomes. Posttest outcomes were compared between groups using ANCOVA with the corresponding baseline score as a covariate. This study record was created retrospectively after completion of the study.
The study was conducted during the 2025-2026 academic year in Dongchuan District, Yunnan Province, China. The sampling frame comprised approximately 100 children (50 boys and 50 girls) from four eligible classes across two primary schools. One hundred children were randomly selected by lottery for eligibility assessment. Twenty children were excluded before allocation: twelve because of physical or motor conditions that did not meet eligibility requirements, six because parental consent was not provided, and two because child assent was not obtained.
The remaining 80 eligible participants (40 boys and 40 girls) were individually randomized in a 1:1 ratio to the intervention or control group using a computer-generated random allocation sequence. Allocation was concealed using sequentially numbered, opaque, sealed envelopes prepared independently and opened after completion of baseline assessments.
The intervention group received an 8-week structured play-based motor-training program comprising 24 sessions, with three 60-minute sessions per week. Sessions included social interaction, warm-up, play-based motor activities, cool-down, and feedback. Main activities included coordinated movement with children's rhymes, animal-imitation games, running, jumping, throwing, rolling, and ball activities. The control group continued usual physical education twice weekly for approximately 40 minutes per session.
MABC-2 and Kay assessments were conducted by an independent trained assessor blinded to group allocation. Parents completing the BRIEF were not blinded. The primary outcome was the MABC-2 total score. Kay total score and BRIEF mean item score were treated as exploratory secondary outcomes. All 80 randomized participants completed posttest assessment. No serious or intervention-related adverse events were reported.
Islamic Azad University, Sanandaj is the lead sponsor of 29 studies on the registry; 2 are open to participants now.
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Exclusion Criteria:
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Informed consent
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Participants received an 8-week structured play-based motor-training program consisting of three 60-minute sessions per week (24 sessions; 1,440 planned minutes). Each session included 5 minutes of social/introductory activity, 5 minutes of warm-up, 40 minutes of play-based motor activities, 5 minutes of cool-down, and 5 minutes of feedback.
Behavioral: Structured Play-Based Motor Training Program
Participants continued their usual school physical-education program consisting of two approximately 40-minute sessions per week, including general fitness activities, running, stretching, and simple recreational games, without the structured play-based motor-training protocol.
Behavioral: Usual Physical Education
Participants in the intervention arm received an 8-week structured play-based motor training program delivered three times per week for 60 minutes per session, for a total of 24 sessions. Each session followed a standardized 60-minute format consisting of 5 minutes of social/introductory interaction, 5 minutes of warm-up activities, 40 minutes of structured play-based motor activities, 5 minutes of cool-down, and 5 minutes of feedback. The main activity component included coordinated movements accompanied by children's rhymes, animal-imitation games, and fundamental motor activities such as running, jumping, throwing, rolling, and simple ball-handling tasks. Activities were delivered in a game-based format and emphasized active participation, movement exploration, coordination, and repeated practice of fundamental movement skills. The intervention replaced the participants' usual physical-education sessions during the study period.
Participants in the control arm continued their usual school physical-education program throughout the 8-week study period. Usual physical education was delivered twice per week for approximately 40 minutes per session and included general fitness activities, running, stretching, and simple recreational games. The control program did not include the structured play-based motor training protocol, the standardized 5+5+40+5+5 session format, or the systematic motor-practice activities used in the intervention arm. Control sessions were scheduled separately from the intervention sessions, and control participants did not observe the structured intervention activities.
MABC-2 Total Score
Motor competence was assessed using the Movement Assessment Battery for Children, Second Edition (MABC-2), using the age-appropriate Age Band 2 procedures. The MABC-2 total score was used as the primary motor-performance outcome. Higher scores indicate better motor performance. The primary statistical comparison used posttest scores adjusted for the corresponding baseline score using ANCOVA.
Time frame: Baseline and approximately 9 weeks after baseline (one week after completion of the 8-week intervention)
Kay Cognitive-Diagnostic Test Total Score
Cognitive test performance was assessed using the Kay Cognitive-Diagnostic Test. Five subtests assessed concept formation, symbolic thinking, socialization of thought, visual-motor perception, and short-term attention/psychomotor speed. The total score ranges theoretically from 0 to 100, with higher scores indicating better performance. A translated Chinese version was used without formal age-specific validation; therefore, this outcome was considered exploratory.
Time frame: Baseline and approximately 9 weeks after baseline
BRIEF Parent-Form Mean Item Score
Executive-function difficulties were assessed using the 86-item Chinese parent form of the Behavior Rating Inventory of Executive Function (BRIEF). Items were rated from 1 (never) to 3 (often), and the mean item score was calculated across the 86 items. Higher scores indicate greater parent-rated executive-function difficulties. The same parent or caregiver completed the questionnaire at baseline and posttest. This was an exploratory secondary outcome.
Time frame: Baseline and approximately 9 weeks after baseline
Plan to share: Undecided — Individual participant data are not publicly available because of ethical and confidentiality restrictions. Requests for access to de-identified data may be considered on a case-by-case basis by the corresponding author, subject to approval by the relevant institutional and ethics authorities and applicable confidentiality requirements.
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Islamic Azad University, Sanandaj