Rhythm Effect on Dance Learning and Associated Functions in Typical Development Children and Children With Motor Disorders.
Trial Snapshot
- Phase
- Not Applicable
- Status
- Recruiting
- Enrollment
- 68
- Locations
- 1
- Primary Endpoint
- Retention score of the choreography
Study Overview
Brief Summary
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.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Crossover
- Primary Purpose
- Basic Science
- Masking
- Double (Participant, Outcomes Assessor)
Eligibility Criteria
- Ages
- 8 Years to 16 Years (Child)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
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).
Arms & Interventions
Motor disorders
Children with motor disporders
Intervention: With regular rhythm (Behavioral)
Motor disorders
Children with motor disporders
Intervention: Without regular rhythm (Behavioral)
Typical developing
Typical developing children
Intervention: With regular rhythm (Behavioral)
Typical developing
Typical developing children
Intervention: Without regular rhythm (Behavioral)
Outcomes
Primary Outcomes
Retention score of the choreography
Time Frame: Day 0
Number of movements in the choreography performed correctly and in order after practice is analysed by video using a standardised observation grid scored independently and blind to the condition by two trained judges.
Secondary Outcomes
- the effect of regular rhythm on Perceptivo-Motor Procedural Learning (PMPL)(Day 0)
- the effect of regular rhythm on sensorimotor function(Day 0)
- the effect of regular rhythm on cognitive function(Day 0)
- the effect of regular rhythm on psychoaffective function(Day 0)
- the effect of regular rhythm on Perceptivo-Motor Procedural Learning (PMPL)(Day 0)
- the effect of regular rhythm on sensorimotor function(Day 0)
- the effect of regular rhythm on cognitive function(Day 0)
- the effect of regular rhythm on psychoaffective function(Day 0)