Rhythm Effect on Dance Learning in Typical Development Children and Children With Motor Disorders.
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: With regular rhythm, Without regular rhythm.
- Who it may be relevant to
- Registry conditions: Cerebral Palsy (CP). Basic parameters: 8 years — 16 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- France
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
Unsure about the terms? Read our patient guide →
Official title
Rhythm Effect on Dance Learning and Associated Functions in Typical Development Children and Children With Motor Disorders.
Overview
Cerebral Palsy (CP) or Developmental Coordination Disorder (DCD) leads to motor troubles impacting the everyday life, social participation and academic difficulty . According to some authors, CP and DCD pertain to a same continuum of motor disorders (MD) (Pearsall-Jones et al., 2010).Those children show an alteration in Perceptivo-Motor Procedural Learning (PMPL), corresponding to the acquisition of everyday life skill (for CP: Gagliardi et al., 2011; Gofer-Levi et al., 2013; for DCD: Gheysen et al., 2011; Blais et al., 2018). Also, recommended rehabilitation for this population are based on procedural learnings (for CP: Novak et al., 2013; for DCD: Blank et al., 2019; Inserm, 2019). It's true for dancing which present high evidence to enhance motor, cognitive, psychoaffective and social functions of this children (Cherriere, Martel, et al., 2020; Cherriere, Robert, et al., 2020). Dance is a physical activity that involve procedural learning to memorise movement sequences (choreography). Rhythm can be define as a stimuli repetition at a regular interval (Grahn \& Brett, 2007; Patel, 2003). Recently studies tend to shown that rhythm is essential to enhance motor control and procedural learning (Ghai et al., 2022; Lagarrigue et al., 2021). To validate this hypothesis, the investigators will evaluate typical development children and children with CP MD learning of a dance choreography with and without rhythm.
Interventions
- Behavioral With regular rhythm
All children learn one dance choreographie with regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements. - Behavioral Without regular rhythm
All children learn one dance choreographie without regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.
Primary outcome measures
- Retention score of the choreography [Time frame: Day 0]
Secondary outcome measures (4)
- the effect of regular rhythm on Perceptivo-Motor Procedural Learning (PMPL) [Time frame: Day 0]
- the effect of regular rhythm on sensorimotor function [Time frame: Day 0]
- the effect of regular rhythm on cognitive function [Time frame: Day 0]
- the effect of regular rhythm on psychoaffective function [Time frame: Day 0]
Eligibility criteria
Inclusion criteria
For all the participants:
- Aged from 8 to 16 include.
- Free, informed, written, and signed consent of the holders of parental authority
- Free and informed consent of the minor
- Affiliation with or benefiting from a social security scheme.
- Ability to understand the instructions (investigator's assessment)
For the participant with Motor disorders (MD):
- For children with CP:
- CP diagnosis
- Gross Motor Function Classification System level between I to IV.
- Manual Ability Classification System level between I to IV.
- For children with DCD:
- A diagnosis of DCD
For the participant with typical development:
- No CP diagnosis
- No neurological trouble nor functional disfunction including developmental coordination disorder.
Exclusion criteria
- -Autism spectrum disorder diagnosed according to the DSM-5 (APA, 2015)
- Hearing deficiency diagnosed according to the DSM-5 (APA, 2015) or uncorrected hearing deficiency that doesn't allows the participant to hear a music with a sound level between 45 and 70 decibels.
- Visual deficiency diagnosed according to the DSM-5 (APA, 2015)
- Intellectual developmental disorder diagnosed according to the DSM-5 (APA, 2015)
- Behavioural disorders diagnosed according to the DSM-5 (APA, 2015)
- Diagnosed epilepsia
- Pregnancy (check in young pubescent and sexually active women) or breastfeeding.
- Children already include in ongoing interventional study.
- Children with both parent who benefit of legal protection (guardianship, curatorship, safeguard of justice).
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Crossover
- Masking
- Double blind
- Primary purpose
- Basic science
Study locations
France · 1 center
- Toulouse Hospital — Toulouse
Identifiers
NCT: NCT06137625 · RC31/22/0039 · ANR-21-CE28-0031