NCT07284940

Cognitive-Integrated Soccer Training and Performance

Integrating Cognitive Elements Into Soccer Basic Skill Practice: Acute Effects on Cognitive Performance and Motor Learning

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 43 (actual)
• Sponsor: Fan Mao · Academic / Other
• Sex: Male
• Age: 16 Years – 18 Years
• Healthy volunteers: Accepted

Summary

This study aimed to examine the acute effects of integrating cognitive elements into basic soccer dribbling practice on cognitive performance and motor skill learning in adolescents. A randomized controlled trial (RCT) was conducted involving 43 male adolescents, who were randomly assigned to either an experimental group or a control group. The experimental group participated in cognitively integrated dribbling practice, while the control group performed traditional cone-based dribbling practice. Each participant completed a single structured practice session lasting approximately 30 minutes. Cognitive performance was assessed using the Flanker task and the 2-back task, while soccer skill learning was evaluated through standardized dribbling performance tests. All assessments were administered immediately before and after the practice session. The study was designed to compare short-term changes in cognitive and motor outcomes between the two training approaches under controlled conditions. This trial contributes to understanding how cognitively enriched soccer practice may be structured and evaluated in adolescent populations within physical education and youth sport settings.

Detailed description

The purpose of this study was to investigate whether incorporating cognitive elements into basic soccer dribbling drills influences cognitive task performance and motor skill learning in adolescents. Cognitive elements integrated into the practice were designed to engage processes such as attention control, inhibitory control, and working memory during motor execution. The study employed a randomized controlled design with two parallel groups. Participants were randomly assigned to an experimental group, which performed cognitively integrated soccer dribbling drills, or a control group, which performed traditional soccer dribbling drills without explicit cognitive engagement. The intervention consisted of a single practice session lasting approximately 30 minutes. Cognitive performance was evaluated using computerized versions of the Flanker task and the 2-back task. Motor skill learning was assessed using standardized soccer dribbling performance tests. All outcome measures were collected immediately before and after the intervention session to capture acute effects. The study design allows for controlled comparison of cognitive-integrated and traditional practice approaches in an adolescent population.

Conditions

• Executive Function (Cognition)
• Soccer Training
• Performance
• Motor Development

Interventions

Type	Name	Description
BEHAVIORAL	Cognitively Engaging Soccer Practice	This intervention integrates cognitive elements into basic soccer skill practice. Participants engage in 20-minute soccer dribbling sessions that include decision-making tasks, attention control, and working memory challenges embedded within motor actions. For example, players must react to color or number cues while performing dribbling drills. The purpose is to enhance both motor learning and cognitive performance through dual-task engagement.Cognitively Engaging Soccer Practice
BEHAVIORAL	Conventional Soccer Practice	This intervention consists of traditional soccer dribbling training without added cognitive tasks. Participants perform the same duration and frequency of soccer skill practice (20 minutes) focusing purely on motor performance and technique refinement. No external cognitive demands are introduced.

Timeline

• Start date: 2024-02-15
• Primary completion: 2024-05-23
• Completion: 2024-06-27
• First posted: 2025-12-16
• Last updated: 2025-12-16

Locations

1 site across 1 country: China