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| ID | Type | Description | Link |
|---|---|---|---|
| 2023-140 | Other Identifier | UÅŸak University Ethics Committee |
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| Name | Class |
|---|---|
| UÅŸak University | OTHER |
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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.
This quasi-experimental study with a control group investigated the effects of continuous motor skill exercises accompanied by music on decision-making and independent learning abilities in children aged 8-9 years. A total of 399 children completed the study (186 females, 213 males), divided into Control (124), Slow Tempo Motor Exercise (140), and Fast Tempo Motor Exercise (135) groups.
Music was integrated into exercises to regulate tempo and cognitive load, enhancing attention, processing speed, timing, and executive functions. Slow tempo exercises (30 BPM) focused on internal timing, cognitive inhibition, and controlled movement coordination. Fast tempo exercises (60 BPM) aimed to improve reaction times, attention, decision-making, and planning. Traditional Turkish music genres (Erik Dali, Horon, Sari Zeybek) were selected to support rhythmic coordination and cultural relevance. Each session lasted 10-15 minutes per exercise.
Two psychometric scales were used:
Scale of Independent Learning Skills (SILS): Measures metacognitive, affective, and cognitive skills (18 items, 4-point Likert scale, Cronbach's α = .81).
Decision-Making Skills Assessment Scale (DMSAS): Evaluates dependent, independent, and ability-based decision-making (17 items, 4-point Likert scale, Cronbach's α = .65-.70).
Scales were administered face-to-face in classrooms by trained interviewers. Participants responded simultaneously, and responses were collected for later evaluation. No personal information was included.
The study aimed to analyze how music and exercise tempo affect children's cognitive functions and executive skills, emphasizing rhythmic coordination, attention, and culturally relevant music.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Arm 1: Slow Tempo Group | Experimental | Participants perform motor exercises accompanied by music at 30 beats per minute (BPM) for 14 weeks. |
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| Arm 2: Fast Tempo Group | Experimental | Participants perform motor exercises accompanied by music at 60 beats per minute (BPM) for 14 weeks. |
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| Arm 3: Control Group: | No Intervention | No intervention |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| 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. |
| Measure | Description | Time Frame |
|---|---|---|
| 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) |
| Measure | Description | Time Frame |
|---|---|---|
| SILS Subscale Scores (Metacognitive, Affective, Cognitive) | Subscale scores of the SILS scale, assessing metacognitive, affective, and cognitive components of learning strategies. | Baseline and Post-Intervention (14 weeks) |
| DMSAS Subscale Scores (Decision-Making According to Abilities, Consequences, and Planning) |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Bekir TOKAY, Ph.D. | UÅŸak University | Principal Investigator |
| Mustafa AKIL, Prof. Dr. | UÅŸak University | Study Chair |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Faculty of Sport Sciences | Uşak | Uşak | 64200 | Turkey (Türkiye) |
Individual participant data will not be shared due to the young age of participants and privacy concerns. All collected data are confidential and will only be used for the purposes of this study.
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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.
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| 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. |
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Subscale scores of the DMSAS scale, assessing decision-making according to abilities, consequences, and planning. |
| Baseline and Post-Intervention (14 weeks) |