Clinical Research Directory

Impact of Force Feedback in VR Training on EEG Biomarkers and Real-World Motor Performance

The goal of this interventional study is to learn how force feedback in virtual reality training affects electroencephalography (EEG) biomarkers and/or real-world motor performance. The main question it aims to answer is: ● How does physical training compared to virtual reality training with force feedback compared with virtual reality training without force feedback affect EEG biomarkers and/or motor performance? Participants will: * Have baseline EEG measurements taken before, during, and after participation in either a physical or virtual training activity. * Participate in the selected training activity they have been randomly assigned to (either physical, virtual with force feedback or virtual without force feedback) * For both VR training groups, they will have their motor performance measured performing the real world physical activity once they have completed the training activity. This will function as a transfer task.

Classroom Exercise Snacks for Creativity, Motor Skills, and Academic Engagement in Elementary School Children

The purpose of this study is to evaluate whether brief, classroom-based exercise snacks (short bursts of physical activity performed during class time) can improve creativity, motor skills, and academic engagement in elementary school students (Grades 4-6). The study aims to answer whether integrating short exercise breaks into the school day can enhance children's physical and cognitive development without disrupting regular instruction.

A Mobile App to Improve 24-Hour Movement Guideline Adherence in Preschoolers

The goal of this clinical trial is to evaluate whether a home-based mHealth intervention can improve adherence to the 24-Hour Movement Guidelines in preschool-aged children (3-4 years old) who currently meet 0 or 1 of the guidelines for physical activity, sedentary behavior, and sleep. The main questions it aims to answer are: * Can the intervention increase the proportion of children meeting all three 24-Hour Movement Guidelines (physical activity, screen-time, and sleep)? * Is the intervention feasible for parents to implement, as measured by a parent feedback survey? Researchers will compare an intervention group to a waitlist control group to assess whether the intervention leads to increased guideline adherence. Parents and Participants: * Children will wear an accelerometer to track physical activity and sleep patterns. * Parents will use a mobile app that delivers weekly lessons and behavior-related goals to encourage healthy movement behaviors in their children. * Parents will complete questionnaires on their child's movement behaviors and development at baseline, 6 weeks, and 12 weeks. * Additionally, children will undergo motor skills assessments, and parents will provide feedback on cognitive development and behavioral changes.

Effects of a School-Based Physical Activity Intervention on 24-Hour Movement Behaviours and Motor Development in Preschool Children - Study Protocol

This protocol describes a quasi-experimental controlled study evaluating the effects of the Super Quinas in Preschool programme on 24-hour movement behaviours and motor development in preschool children aged 3-6 years. The intervention consists of one additional structured 60-minute physical activity session per week for 12 weeks, delivered by a qualified exercise professional in a public preschool in Maia, Portugal. Four classes (\~80 children) are allocated at the class level: two to the intervention condition and two to the control condition (usual curricular Physical Education). Baseline data collection (T0) was conducted between 4 and 18 March 2026; the intervention commenced on 25 March 2026. Subsequent assessments are planned for early May (T1, mid-intervention), end of June (T2, post-intervention), and mid-September 2026 (T3, follow-up). Primary outcomes are 24-hour movement behaviours (ActiGraph GT3X accelerometry) and motor competence and physical fitness (Motor Competence Assessment + PREFIT subtests). Secondary outcomes include executive function (HTKS; Day-Night Stroop) and socioemotional regulation (SDQ). Statistical analyses will use longitudinal linear mixed-effects models under an intention-to-treat framework.

THE EFFECT OF DIRECTED INVENTION METHOD STUDIES ON BASIC SKILLS AND REACTION TIME IN VOLLEYBALL

Aim: The aim of this study was to examine the effects of the directed invention method on basic volleyball skills and reaction time. Materials and Methods: A total of 40 university students with no previous volleyball training experience, enrolled at Bayburt University during the fall semester of the 2024-2025 academic year, participated in the study. Participants were divided into an experimental group (n = 20), which received the directed invention method combined with traditional volleyball training, and a control group (n = 20), which received traditional volleyball training alone. Each group consisted of 10 male and 10 female students. Both groups participated in an 8-week training program. A quasi-experimental pretest-posttest control-group design was used. Basic volleyball skills were assessed using a rating scale and direct observation, while reaction time was measured using the BlazePod system and wireless light disks. Descriptive statistics and normality tests were performed. The Mann-Whitney U test was used for between-group comparisons, and the Wilcoxon signed-rank test was used for within-group comparisons of non-normally distributed data. Statistical analyses were performed using SPSS version 26.0.

Newenkantun: a Play-based Program to Promote Socioemotional Learning in Early Childhood Education in Chile.

What is this study about? This study will test a program called "Newenkantun" (which refers to a hand-strength game in Mapuche culture) designed to help young children develop important social and emotional skills through play and physical activity. The program focuses on helping children learn how to understand and manage their emotions, get along with others, and make good decisions - skills that are important for success in school and life. Why is this study being done? The early years of childhood are a critical time for developing social, emotional, and physical skills. Many children, especially those from low-income families, face challenges that make it harder to develop these skills. This study will test whether a program that combines active play, social-emotional learning, and family involvement can help young children in the Araucanía region of Chile develop these important abilities. The program also aims to help children be more physically active, spend less time on screens, and get better sleep - all of which are important for healthy development. Who can participate? Children ages 4-6 years old (attending transition levels 1 and 2 in early childhood education) in the cities of Temuco and Padre Las Casas in the Araucanía region of Chile. Both their teachers and parents/guardians will also participate in the program. What will participants do? Children will participate in play-based activities at their schools over 16 weeks. These activities use storytelling and imaginative play (like pretending to be different characters) to help them practice social and emotional skills. The activities respect and incorporate the cultural background of the Araucanía region, including Mapuche cultural elements. Teachers will receive training and support (both in-person and online) to learn how to teach social-emotional skills and promote healthy movement behaviors in their classrooms. They will receive materials and kits to help them run play activities. Parents and guardians will receive support through an online platform, app, social media, and printed materials. They will learn about the importance of social-emotional development and healthy movement habits, and get practical tips for supporting these at home. The program includes 8 topics delivered over 4 months, with each topic taking about 30 minutes to complete. What will be measured? Researchers will measure: Children's social and emotional skills (like managing emotions, getting along with others, and making responsible decisions) Physical activity levels, screen time, and sleep patterns Motor skills and thinking abilities Teachers' confidence and practices in teaching social-emotional skills Parents' support practices at home The school environment and how well it supports these skills These measurements will happen at the beginning of the program, at the end, and at follow-up visits 3, 6, and 12 months after the program ends. How is the study designed? The study uses a "stepped-wedge" design, which means that 10 schools will start the program at different times, chosen randomly. This design allows all schools to eventually receive the program while still allowing researchers to compare results. Each school will participate for 16 weeks, and researchers will follow what happens afterwards to see if the benefits last over time. What are the potential benefits? If successful, this program could provide a practical, culturally appropriate way to help young children develop important social, emotional, and physical skills during a critical time in their development. The program is designed to be sustainable and could potentially be used in other schools and communities in the future.

Effects of Neuromuscular Exercises on Motor Skills in Girls

This randomized controlled trial found that integrative neuromuscular exercises significantly improved gross motor skills in school-age girls compared to regular physical activity. The results support including structured neuromuscular training in physical education programs.

The Effect of Movement Education on Fundamental Biomotor Skills in Children Aged 6-9

The goal of this clinical trial is to learn if movement training improves speed, jumping ability, and flexibility in children aged 6 to 9. The main questions it aims to answer are: Does movement training improve sprint speed in young children? Does movement training help children jump farther? Does movement training improve body flexibility? Participants completed a 6-week movement training program. They took part in 60-minute exercise sessions 2 times a week. Researchers measured the participants' height, weight, speed, long jump, and flexibility before and after the 6-week training program to see if their physical skills improved.

Action Observation vs. Motor Imagery on Squat Vertical Jump in Novices

This randomized, three-arm study compared the effects of action observation (AO) and motor imagery (MI), each delivered as a brief 10-second pre-movement stimulus, on squat vertical jump (SVJ) performance in healthy novice adults, against a control condition, over a two-week, six-session programme. For every jump, an unstimulated basic jump and a post-stimulus jump were recorded with an Optojump optical system, and the cognitive-stimulus effect was quantified as the difference between them.

Influence of a Parent-mediated mHealth Motor Skill Intervention on Preschool Children's Motor Skills and Cognitive Function

The proposed study uses a mHealth application "app" to help parents teach their preschool-age child motor skill (FMS) activities in the home environment. This app guides families to participate in 10-min activity breaks, 7 days/week for 12 weeks and the app includes weekly instructional lessons, peer modeling videos, behavioral scaffolding, and structured activities. This study builds on prior work by assessing whether improvements in FMS generalize to cognitive domains, including executive function skills such as working memory, attention, and inhibitory control. By examining both motor and cognitive outcomes, the project will provide essential evidence on whether enhanced FMS uniquely contributes to cognitive development. Based on findings from the proposed study, there may be a need to develop additional modules that address diverse needs of children or that contribute to broader, multifaceted improvement in both motor competence and cognitive function. Findings will inform the potential of technology-based motor skill interventions to support broader aspects of child development in diverse populations, guiding future practice and policy in education, health, and early intervention.

Developing and Optimizing Transcranial Magnetic Stimulation for Motor Rehabilitation

This study aims to evaluate three different transcranial magnetic stimulation protocols and their impact on motor system neurophysiology and skill learning.

rTMS Induced Reduction in M1 Excitability

When learning a new skill, much of the improvement comes from small alterations the brain makes with each repetition during practice, but this isn't the only time that improvements are made during the learning process. Individuals also get better at the motor skills during the time between practices, through a process called "consolidation." It is known that an area of the brain called the primary motor cortex is involved in learning during active practice, but the investigators want to study if the primary motor cortex is important for consolidation. The investigators will examine how lowering the activity in this brain region affects your ability to consolidate learning to play a song on the videogame Guitar Hero.

Moving Kindergartens Feasibility Study

Objective of the study: The primary aim of this study is to evaluate the feasibility of a proposed intervention designed to support the daily movement practices and fostering joy of movement in Danish kindergartens, as well as the implementation strategies intended to facilitate adoption. Additionally, the feasibility of the planned measurement and procedures for a future effectiveness study will be examined. Methods: The study uses a mixed-methods design to examine the feasibility of the intervention and the future evaluation design. The planned duration of the intervention period is 10 weeks. The intervention consists of multiple integrated components co-designed with pedagogical staff, leaders, experts in kindergarten movement culture, and a team of researchers, to collectively support the daily movement practice in kindergartens. Alongside the intervention components, tailored strategies are developed to facilitate adoption and implementation. The intervention elements are categorized into four main types: 1) Formal establishment of the project; 2) Components of physical activity integrated in existing structures in the kindergarten; 3) Organizational and staff training; 4) Inspirational materials, tools and exemplary plans. The use of a co-design approach in close collaboration between kindergartens, experts, and a team of researchers will ensure contextual relevance and shared ownership. This approach is expected to enhance acceptability, feasibility, and sustainability of the intervention. The mixed-methods evaluation design, use of theoretical implementation frameworks, and tailored strategies further strengthen the study. The findings from this feasibility study will inform the refinement of the final intervention and guide the planning of a forthcoming effectiveness study.

Motor-Focused Exercise and Brain Development in Preschool Children

This study will test whether a structured motor-focused exercise program can improve both brain function and gross motor skills in preschool children. About 110 children aged 4 to 6 years will be recruited from kindergartens in Changsha, China. Classes will be randomly assigned to receive either (1) motor-focused physical education three times per week for 16 weeks, or (2) ordinary physical education of the same frequency and duration. The motor-focused program includes playful, game-based activities designed to strengthen locomotor skills (such as running and hopping) and object-control skills (such as throwing and catching). The main outcome will be changes in children's gross motor skills, measured with a standardized motor test (TGMD-3). Brain activity will also be assessed using portable electroencephalography (EEG) during rest and simple tasks related to attention and memory. Parents and teachers will complete short questionnaires about children's behavior and executive function. The results of this study may provide new insights into how physical education influences both movement skills and brain development in early childhood.