Effects of Functional Training vs Dual-Task Training in School-Going Children

Effects of Progressive Functional Training Versus Dual-Task Performance in School-Going Children

This study aims to compare the effects of Progressive Functional Training and Dual-Task Training on motor skills in school-going children. It focuses on improving balance, coordination, strength, and motor-cognitive integration. A randomized clinical trial will be conducted on children aged 6-12 years divided into two groups receiving different interventions for 4 weeks.

Study Overview

• Status: Completed
• Conditions: Functional Performance
• Intervention / Treatment: Other: progressive functional training; Other: dual task performance

Detailed Description

Motor skill development during childhood plays a vital role in physical fitness, academic participation, and overall functional independence. School-going children require adequate motor competence to perform daily activities, participate in sports, and adapt to increasingly complex physical and cognitive demands. Traditional physical education programs often focus on isolated physical skills, which may not fully address real-life multitasking requirements. Progressive functional training (PFT) emphasizes task-oriented, developmentally appropriate movements that mimic daily activities and progressively increase in difficulty. This approach helps improve fundamental motor skills, balance, coordination, and strength. In contrast, dual-task training (DTT) involves the simultaneous performance of motor and cognitive tasks, thereby enhancing motor performance under divided attention and improving motor-cognitive integration. Although both training methods have shown positive effects on motor skills, limited evidence exists comparing their effectiveness in school-going children. Therefore, this study aims to compare the effects of progressive functional training versus dual-task training on motor skills in school-going children. This study will adopt a randomized clinical design. A total of 66 school-going children aged 6-12 years will be selected based on predefined inclusion and exclusion criteria. Participants will be randomly allocated into two groups: Group A (Progressive Functional Training) and Group B (Dual-Task Training). Baseline assessments of motor skills will be conducted using standardized tools such Bruin inks- as the Ossietzky Test of Motor Proficiency (BOT-2), Pediatric Balance Scale, and Dual-Task Timed Up and Go Test. Group A will undergo progressive functional training focusing on balance, coordination, strength, and functional movement patterns. Group B will receive dual-task training involving motor activities combined with cognitive tasks. Both groups will receive training for 4 weeks, with sessions conducted 3 times per week. Post-intervention assessments will be performed using the same outcome measures. The collected data will be statistically analyzed to compare pre- and post test outcomes within and between groups.

• Study Type: Interventional
• Enrollment (Actual): 66
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Pakistan
  • Punjab Province
    • Lahore, Punjab Province, Pakistan, 54660
      • Riphah International University

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• School going children aged 6-12 years ,
• Both gender ,Ability to understand and follow simple verbal instruction ,
• Typically developing children

Exclusion Criteria:

• Visual or hearing issue ,
• Recent injury or surgeries

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Treatment
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Progressive Functional Training Group; This program involves task-oriented exercises such as sit-to-stand, step-ups, reaching, jumping, and obstacle walking, with progressive increases in difficulty, speed, and resistance. It is performed for 30-40 minutes per session, three times per week for six weeks, including a 5-7 minute warm-up, 30 minutes of functional training, and a 5-8 minute cool-down. Training progresses from low-intensity activities in weeks 1-2 (e.g., sit-to-stand, walking, low step-ups, ball activities, and static balance) to moderate intensity in weeks 3-4 (e.g., squats with reach, tandem and obstacle walking, ball tasks, and dynamic balance), and high intensity in weeks 5-6 (e.g., lunges, jumping, agility drills, direction changes, and advanced balance tasks).	Other: progressive functional training; This program involves task-oriented exercises such as sit-to-stand, step-ups, reaching, jumping, and obstacle walking, with progressive increases in difficulty, speed, and resistance. It is performed for 30-40 minutes per session, three times per week for six weeks, including a 5-7 minute warm-up, 30 minutes of functional training, and a 5-8 minute cool-down. Training progresses from low-intensity activities in weeks 1-2 (e.g., sit-to-stand, walking, low step-ups, ball activities, and static balance) to moderate intensity in weeks 3-4 (e.g., squats with reach, tandem and obstacle walking, ball tasks, and dynamic balance), and high intensity in weeks 5-6 (e.g., lunges, jumping, agility drills, direction changes, and advanced balance tasks).
Active Comparator: Dual Task Performance Group; This program combines motor and cognitive tasks, such as walking while counting, balance with memory recall, and ball activities with verbal tasks, with gradually increasing cognitive complexity. It is performed for 30-40 minutes per session, three times per week for six weeks, to improve dual-task performance, attention, and executive function. Each session includes a 5-7 minute warm-up, followed by 30 minutes of dual-task training progressing from simple tasks (e.g., walking while counting forward, naming animals during balance) to moderate (e.g., counting backward, obstacle walking with naming tasks) and then complex activities (e.g., direction-change walking while counting by threes, hopping with verbal tasks, TUG with cognitive tasks). Sessions end with a 5-8 minute cool-down of relaxed walking, stretching, and breathing exercises.	Other: dual task performance; This program combines motor and cognitive tasks, such as walking while counting, balance with memory recall, and ball activities with verbal tasks, with gradually increasing cognitive complexity. It is performed for 30-40 minutes per session, three times per week for six weeks, to improve dual-task performance, attention, and executive function. Each session includes a 5-7 minute warm-up, followed by 30 minutes of dual-task training progressing from simple tasks (e.g., walking while counting forward, naming animals during balance) to moderate (e.g., counting backward, obstacle walking with naming tasks) and then complex activities (e.g., direction-change walking while counting by threes, hopping with verbal tasks, TUG with cognitive tasks). Sessions end with a 5-8 minute cool-down of relaxed walking, stretching, and breathing exercises.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Bruininks-Oseretsky Test of Motor Proficiency	Bruininks-Oseretsky Test of Motor Proficiency Used for composites and overall proficiency, ranging from a scale of 20 to 80 . Assesses gross and fine motor skills Subtests include: Balance, running, speed and agility, Bilateral coordination, Strength Suitable for children aged 4-21 years, widely used, reliable, and valid for school aged children	The BOT-2 Short Form was administered at baseline and after the 6-week intervention. Each assessment required approximately 15-20 minutes to complete.
digit span test	This framework assesses fundamental motor skills in children aged 3-10, including locomotor skills (running, jumping, hopping) and object control skills (throwing, catching, kicking), commonly used in school-based interventions. Cognitive dual-task performance is measured using the Digit Span Test (forward and backward) to assess attention and working memory during concurrent motor tasks, and the Verbal Fluency Test (animal naming) to evaluate executive function and cognitive flexibility, with outcomes based on correct recall sequences and number of words generated in 60 seconds.	Time Frame: Assessed at baseline (Week 1) and after 6 weeks of intervention (Week 6).

Collaborators and Investigators

• Sponsor: Riphah International University
• Investigators: Principal Investigator: Hafsa Aslam, MS-PT, Riphah International University

Publications and helpful links

General Publications

• Aung N, Hiengkaew V, Tretriluxana J, Bryant MS, Bovonsunthonchai S. Effectiveness of Motor Imagery Combined with Structured Progressive Circuit Class Training on Functional Mobility in Post-Stroke Individuals: A Randomized Controlled Trial. J Rehabil Med. 2022 Jul 27;54:jrm00297. doi: 10.2340/jrm.v54.1390.

Study record dates

Study Major Dates

• Study Start (Actual): April 16, 2026
• Primary Completion (Actual): July 5, 2026
• Study Completion (Actual): July 10, 2026

Study Registration Dates

• First Submitted: May 5, 2026
• First Submitted That Met QC Criteria: August 10, 2026
• First Posted (Actual): August 14, 2026

Study Record Updates

• Last Update Posted (Actual): August 14, 2026
• Last Update Submitted That Met QC Criteria: August 10, 2026
• Last Verified: August 1, 2026

More Information

Terms related to this study

• Keywords: balance; coordination; Motor Skills; Motor performance; Dual Task Performance; School going children; Progressive Functional Training
• Other Study ID Numbers: REC/RCR&AHS/25/0769

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No