A School-based Motor-cognitive Integrated Training Programme Improves Executive Function and Motor Competence in Children With Developmental Coordination Disorder
A School-based Motor-cognitive Integrated Training Programme Improves Executive Function and Motor Competence in Children With Developmental Coordination Disorder
The goal of this clinical trial is to evaluate the efficacy of an Action Observation and Motor Imagery (AOMI) combined with Fundamental Movement Skills (FMS) intervention for children aged 7 to 11 years with Developmental Coordination Disorder (DCD). The main questions it aims to answer are:
Does the AOMI combined with FMS intervention improve basic motor proficiency and posture control in children with DCD?
Does this integrated motor-cognitive intervention enhance executive functions, specifically cognitive flexibility, inhibitory control, and spatial working memory?
Researchers will compare an experimental group (receiving 30 minutes of AOMI and 30 minutes of FMS per session) to a control group (receiving 30 minutes of FMS and 30 minutes of non-specific activities) to see if the combined approach yields superior outcomes.
A total of 20 strictly screened children with DCD will participate. Both groups will attend 60-minute intervention sessions, 3 times a week, for a total of 10 weeks, while maintaining their normal daily school activities.
This study employs a single-blind, randomized controlled trial (RCT) with a 2 (Time: pre-test, post-test) × 2 (Group: experimental, control) mixed design framework to investigate the empirical effects of a motor-cognitive integrated intervention for children with Developmental Coordination Disorder (DCD).
Following a comprehensive screening process to identify eligible participants, children are randomly assigned to either the experimental group or the active control group.
During the 10-week intervention period, participants in both groups attend sessions three times per week. The experimental group receives a structured motor-cognitive integrated training program that uniquely combines Action Observation and Motor Imagery (AOMI) with physical Fundamental Movement Skills (FMS) training. The control group participates in standard FMS training matched for duration and frequency, alongside general physical activities without the specialized cognitive training elements.
To evaluate the overall efficacy of the integrated approach, comprehensive assessments evaluating motor proficiency, postural control, and executive functions are conducted by blinded assessors before the intervention begins (baseline) and immediately after the 10-week intervention concludes.
All study procedures adhere strictly to ethical guidelines, and informed consent is obtained from the legal guardians of all participating children prior to the commencement of the research.
Inclusion Criteria:
Aged 7 to 11 years, currently enrolled as a primary school student.
Meets the diagnostic characteristics of Developmental Coordination Disorder (DCD) according to the DSM-5 criteria, confirmed via standardized screening tools.
Total percentile score ≤ 16, or any subtest percentile score ≤ 5 on the Movement Assessment Battery for Children-2 (MABC-2).
Score on the Developmental Coordination Disorder Questionnaire (DCD-Q) meets the screening cut-off for the corresponding age group.
Parent/guardian reports that motor coordination issues have existed since early development.
Possesses basic comprehension skills to understand researchers' instructions and complete motor training and cognitive tasks.
Able to participate independently in daily school activities without severe motor functional limitations.
Capable of completing the majority of the intervention sessions and the entire testing protocol.
Exclusion Criteria:
Currently receiving systematic specialized sports training or competitive athletic training.
Recent surgery or acute injury that significantly impairs motor capacity.
Severe neurological diseases or other health conditions that may affect motor performance.
Co-morbidity with severe intellectual disability, Autism Spectrum Disorder (ASD), or other developmental disorders that significantly affect the ability to participate in the experiment.
Currently receiving rehabilitation treatments or other systematic motor intervention programs (e.g., physical therapy, occupational therapy, or psychomotor training).
Inability to complete the behavioral tests or cooperate with the research procedures.