Basketbal Based Motor Cognitive Training Promotes Adolescents' Personal Growth Initiative and Reduces Reliance on AI
Basketball-Based Motor Cognitive Training Promotes Adolescents' Personal Growth Initiative and Reduces Reliance on AI: A Randomized Controlled Trial
Objective: To explore whether a 12-week basketball-based cognitive-motor dual-task training (CMDT) improves adolescents' personal growth initiative and functional components of AI dependence, and to examine its effects on critical thinking disposition. Methods: This 12-week randomized controlled trial recruited 106 adolescents aged 18-19 years, who were randomly assigned to either the CMDT group or the control group. The CMDT group received basketball training embedded with cognitive tasks, while the control group participated in conventional basketball training with matched exercise volume. Assessments were conducted at baseline (week 0), mid-intervention (week 6), and post-intervention (week 12) using the Personal Growth Initiative Scale-II (PGIS-II), Critical Thinking Disposition Scale (CTDS), and Conversational AI Dependence Scale (CAIDS-20). A 2 × 3 mixed repeated-measures analysis of variance was adopted to test the main effects of group, time, and group-by-time interaction effects.
Study Overview
Status
Conditions
Intervention / Treatment
Study Type
Enrollment (Estimated)
Phase
- Not Applicable
Participation Criteria
Eligibility Criteria
Ages Eligible for Study
Accepts Healthy Volunteers
Genders Eligible for Study
Description
Inclusion Criteria:
- Aged 18-19 years
- No formal diagnosis of neurological or psychiatric disorders; - No musculoskeletal injuries within the past 6 months that would interfere with participation in basketball training
- No prior systematic participation in any structured cognitive-motor training program
- Ability to participate fully in the 12-week intervention and all testing sessions
Exclusion Criteria:
- Currently taking medications that may affect cognitive function
- Having uncorrected vision or hearing impairments
- Being unable to understand the Chinese version of the questionnaire or test instructions
- Missing more than three consecutive training sessions during the intervention period.
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Treatment
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: Double
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
|---|---|
|
Experimental: Basketball-Based Motor Cognitive Training
|
The CMDT group was required to complete both motor and cognitive exercises simultaneously. The training was designed to enhance behavioral and cognitive abilities based on the characteristics of the four dimensions of the PGI. The plan was to stimulate the PGI through various scenarios. For example, the offensive time limit was set at 12 or 10 seconds to train the "readiness for change" dimension. During the training period, the experimental group completed a 12-week training program divided into four phases, with three tasks in each phase. Coaches will distribute the training sessions for the three tasks evenly across each phase. Each training session includes a warm-up and dynamic decision-making phase (10 minutes), combining dribbling with visual search tasks to quickly locate markers or teammates on the court; a cognitive-motor integration training phase (40 minutes), incorporating inhibitory control into offensive and defensive drills-such as sudden change-of-direction commands vi |
|
Placebo Comparator: Traditional Basketball Training
|
Participants engaged in basketball fundamentals and competitive drills (dribbling, passing, shooting, and simple tactical exercises) at the same intensity and frequency, but without incorporating any additional cognitive tasks or conducting structured debriefings, in order to isolate the cognitive training component. Aside from the inclusion of cognitive tasks, the two groups were matched in terms of training content, venue, coach qualifications, and intensity. A standard individual training session consists of a warm-up phase (10 minutes), a training phase (40 minutes), and a cool-down phase (10 minutes). Following basic training principles, the coach focuses on dribbling fundamentals, incorporating various hand movements, speed changes, and directional shifts, and concludes the session with shooting or moves around the basket. |
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Personal Growth Initiative
Time Frame: 0week、6week、12week
|
The Personal Growth Initiative Scale-II consists of 16 items rated on a 6-point Likert scale ranging from 0 (strongly disagree) to 5 (strongly agree). The PGIS-II scale has four subscales: Resource Utilization (3 items, e.g., "When I try to change myself, I seek help"), Intentional Behavior (4 items, e.g., "I seize every opportunity to grow"), Planning (5 items, e.g., "I set realistic goals for the changes I want to make"), and Readiness for Change (4 items, e.g., "When I am ready to make specific changes in myself, I can recognize it") . Subscale scores are calculated by averaging the item scores for that subscale. The total scale score is calculated by averaging the scores of the four subscales. Higher scores indicate higher levels of PGI and its subscales. |
0week、6week、12week
|
|
Reduces Reliance on AI
Time Frame: 0week、6week、12week
|
Dependence on artificial intelligence technology is measured using the Conversational AI Dependence Scale . The scale consists of four dimensions and 20 items: lack of control, withdrawal symptoms, emotional changes, and negative effects. The scale uses a five-point rating scale (1 = strongly disagree, 5 = strongly agree); the higher the total score, the greater the dependence on artificial intelligence technology. |
0week、6week、12week
|
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Critical thinking
Time Frame: 0week、6week、12week
|
The Chinese revised version of the Critical Thinking Disposition Scale (CTDS), developed by Sosu (2013) , was used. The scale consists of 11 items and includes two dimensions: critical openness (7 items, measuring an individual's openness and acceptance of new perspectives and feedback from others) and reflective skepticism (4 items, measuring an individual's tendency to question and carefully evaluate information rather than blindly accept it). A 5-point Likert scale was used (1 = strongly disagree, 5 = strongly agree); higher scores indicate stronger critical thinking dispositions. |
0week、6week、12week
|
Collaborators and Investigators
Sponsor
Publications and helpful links
Helpful Links
Study record dates
Study Major Dates
Study Start (Estimated)
Primary Completion (Estimated)
Study Completion (Estimated)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Actual)
Study Record Updates
Last Update Posted (Actual)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Other Study ID Numbers
- TJUS2026-104
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
IPD Sharing Supporting Information Type
- ICF
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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