NCT07147686

Does the Continuous Repetition of Motor Skills at a Consistent Speed With Music Affect Children's Decision-Making and Learning Abilities?

The Effects of Continuous Repetition of Motor Skills at a Consistent Speed With Music on Decision-Making and Independent Learning Abilities in Children Aged 8-9 Years: A Pre/Post-Test Quasi-Experimental Study With Control Group

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 399 (actual)
• Sponsor: bekir tokay · Academic / Other
• Sex: All
• Age: 8 Years – 9 Years
• Healthy volunteers: Accepted

Summary

This study examined whether repeating motor skill exercises at a consistent speed with music can improve decision-making and independent learning abilities in children aged 8-9 years. Children participated in either slow tempo, fast tempo, or no-music control exercise sessions. Music was used to help regulate tempo and attention, and exercises were designed to enhance timing, focus, and planning skills. The study measured cognitive outcomes using validated scales for independent learning and decision-making.

Detailed description

This quasi-experimental study with a control group investigated the effects of continuous motor skill exercises accompanied by music on decision-making and independent learning abilities in children aged 8-9 years. A total of 399 children completed the study (186 females, 213 males), divided into Control (124), Slow Tempo Motor Exercise (140), and Fast Tempo Motor Exercise (135) groups. Music was integrated into exercises to regulate tempo and cognitive load, enhancing attention, processing speed, timing, and executive functions. Slow tempo exercises (30 BPM) focused on internal timing, cognitive inhibition, and controlled movement coordination. Fast tempo exercises (60 BPM) aimed to improve reaction times, attention, decision-making, and planning. Traditional Turkish music genres (Erik Dali, Horon, Sari Zeybek) were selected to support rhythmic coordination and cultural relevance. Each session lasted 10-15 minutes per exercise. Two psychometric scales were used: Scale of Independent Learning Skills (SILS): Measures metacognitive, affective, and cognitive skills (18 items, 4-point Likert scale, Cronbach's α = .81). Decision-Making Skills Assessment Scale (DMSAS): Evaluates dependent, independent, and ability-based decision-making (17 items, 4-point Likert scale, Cronbach's α = .65-.70). Scales were administered face-to-face in classrooms by trained interviewers. Participants responded simultaneously, and responses were collected for later evaluation. No personal information was included. The study aimed to analyze how music and exercise tempo affect children's cognitive functions and executive skills, emphasizing rhythmic coordination, attention, and culturally relevant music.

Conditions

• Healhty

Interventions

Type	Name	Description
BEHAVIORAL	Slow tempo basic motor skills exercises with music (30 BPM)	Participants performed basic motor skills exercises synchronized with slow-tempo music at 30 beats per minute (BPM). The slow tempo was intended to enhance internal timing, cognitive inhibition, controlled movement coordination, and sustained attention. Each session lasted 10-15 minutes per exercise, using traditional Turkish music (e.g., Erik Dali, Horon, Sari Zeybek) to provide culturally relevant rhythmic patterns.
BEHAVIORAL	Fast tempo basic motor skills exercises with music (60 BPM)	Participants performed basic motor skills exercises synchronized with fast-tempo music at 60 BPM. The faster tempo aimed to increase reaction speed, attention demand, processing speed, decision-making, and cognitive flexibility. Each session lasted 10-15 minutes per exercise, using traditional Turkish music with asymmetric rhythms to challenge timing and planning skills.

Timeline

• Start date: 2024-09-16
• Primary completion: 2024-12-23
• Completion: 2024-12-24
• First posted: 2025-08-29
• Last updated: 2025-08-29

Locations

1 site across 1 country: Turkey (Türkiye)