Effects of Functional Training vs Dual-Task Training in School-Going Children
2026년 8월 10일 업데이트: Riphah International University
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.
연구 개요
상세 설명
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.
연구 유형
중재적
등록 (실제)
66
단계
- 해당 없음
연락처 및 위치
이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.
연구 장소
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Punjab Province
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Lahore, Punjab Province, 파키스탄, 54660
- Riphah International University
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참여기준
연구원은 적격성 기준이라는 특정 설명에 맞는 사람을 찾습니다. 이러한 기준의 몇 가지 예는 개인의 일반적인 건강 상태 또는 이전 치료입니다.
자격 기준
공부할 수 있는 나이
- 어린이
건강한 자원 봉사자를 받아들입니다
예
설명
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
공부 계획
이 섹션에서는 연구 설계 방법과 연구가 측정하는 내용을 포함하여 연구 계획에 대한 세부 정보를 제공합니다.
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 치료
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 없음(오픈 라벨)
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
|---|---|
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실험적: 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).
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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).
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활성 비교기: 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.
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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.
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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
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Bruininks-Oseretsky Test of Motor Proficiency
기간: The BOT-2 Short Form was administered at baseline and after the 6-week intervention. Each assessment required approximately 15-20 minutes to complete.
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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
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The BOT-2 Short Form was administered at baseline and after the 6-week intervention. Each assessment required approximately 15-20 minutes to complete.
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digit span test
기간: Time Frame: Assessed at baseline (Week 1) and after 6 weeks of intervention (Week 6).
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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.
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Time Frame: Assessed at baseline (Week 1) and after 6 weeks of intervention (Week 6).
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공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
수사관
- 수석 연구원: Hafsa Aslam, MS-PT, Riphah International University
간행물 및 유용한 링크
연구에 대한 정보 입력을 담당하는 사람이 자발적으로 이러한 간행물을 제공합니다. 이것은 연구와 관련된 모든 것에 관한 것일 수 있습니다.
연구 기록 날짜
이 날짜는 ClinicalTrials.gov에 대한 연구 기록 및 요약 결과 제출의 진행 상황을 추적합니다. 연구 기록 및 보고된 결과는 공개 웹사이트에 게시되기 전에 특정 품질 관리 기준을 충족하는지 확인하기 위해 국립 의학 도서관(NLM)에서 검토합니다.
연구 주요 날짜
연구 시작 (실제)
2026년 4월 16일
기본 완료 (실제)
2026년 7월 5일
연구 완료 (실제)
2026년 7월 10일
연구 등록 날짜
최초 제출
2026년 5월 5일
QC 기준을 충족하는 최초 제출
2026년 8월 10일
처음 게시됨 (실제)
2026년 8월 14일
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
2026년 8월 14일
QC 기준을 충족하는 마지막 업데이트 제출
2026년 8월 10일
마지막으로 확인됨
2026년 8월 1일
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- REC/RCR&AHS/25/0769
개별 참가자 데이터(IPD) 계획
개별 참가자 데이터(IPD)를 공유할 계획입니까?
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