Child DevelopmentMoBraDNCT07307742
Motor-Focused Exercise and Brain Development in Preschool Children
A study testing Motor-Focused Physical Education and Ordinary Physical Education in people with Child Development and Motor Skills, run by Hunan Normal University.
Trial summary
This study will test whether a structured motor-focused exercise program can improve both brain function and gross motor skills in preschool children. About 110 children aged 4 to 6 years will be recruited from kindergartens in Changsha, China. Read more about this study
- Who is it for?
- Ages 4 to 6 yearsHealthy volunteers can take part
- Conditions the study is for
- Child Development, Motor Skills, Neurodevelopment
- What is being tested?
- Motor-Focused Physical Education and Ordinary Physical Education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 110 participants
- Where
- No sites listed yet
- Study dates
- 1 Mar 2026to 1 Jul 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 4 to 6 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Children aged 4 to 6 years enrolled in participating kindergartens in Changsha, China
- Physically healthy and able to safely participate in structured physical education activities
- Written informed consent provided by a parent or legal guardian
Who cannot join
- Diagnosed neurological, developmental, or musculoskeletal disorders that may interfere with motor performance or EEG measurement
- Currently enrolled in specialized sports or motor-training programs outside of the kindergarten curriculum
- Unable to comply with EEG assessment procedures due to behavioral or sensory intolerance
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: Effects of Motor-Focused Exercise Training on Brain Function and Gross Motor Skills in Preschool Children
This study will test whether a structured motor-focused exercise program can improve both brain function and gross motor skills in preschool children. About 110 children aged 4 to 6 years will be recruited from kindergartens in Changsha, China. Classes will be randomly assigned to receive either (1) motor-focused physical education three times per week for 16 weeks, or (2) ordinary physical education of the same frequency and duration.
The motor-focused program includes playful, game-based activities designed to strengthen locomotor skills (such as running and hopping) and object-control skills (such as throwing and catching). The main outcome will be changes in children's gross motor skills, measured with a standardized motor test (TGMD-3). Brain activity will also be assessed using portable electroencephalography (EEG) during rest and simple tasks related to attention and memory. Parents and teachers will complete short questionnaires about children's behavior and executive function.
The results of this study may provide new insights into how physical education influences both movement skills and brain development in early childhood.
Read the detailed description
Early childhood is a critical period for both movement and brain development. Learning basic motor skills, such as running, jumping, throwing, and catching, supports later physical activity, health, and learning. At the same time, the brain is rapidly maturing, and experiences that challenge movement and coordination may also strengthen brain systems related to memory, attention, and self-control. However, little is known about how structured physical education influences both motor skill growth and brain function during the preschool years.
This study is designed to test whether a semester-long, motor-focused exercise program can improve gross motor skills and brain activity in preschool children. Approximately 110 children aged 4 to 6 years will be recruited from kindergartens in Changsha, China. Classes will be randomly assigned to one of two groups. The intervention group will participate in structured physical education sessions three times per week, lasting 30-40 minutes, for 16 weeks. These sessions will emphasize locomotor skills (e.g., running, hopping, sliding) and object-control skills (e.g., throwing, catching, kicking), delivered in playful, game-based formats. The control group will continue with ordinary kindergarten physical education, which focuses on rhythmic movement, free play, and group games, also held three times per week.
The primary outcome of the study is gross motor competence, measured using the standardized Test of Gross Motor Development-Third Edition (TGMD-3). Secondary outcomes include brain function assessed with portable electroencephalography (EEG) during rest and during simple tasks measuring attention, memory, and visuomotor control. Parents will complete short questionnaires on executive function in daily life, and teachers will provide ratings of children's behavior and social adjustment. Together, these measures will provide a comprehensive picture of both motor and cognitive development.
The study uses a cluster-randomized controlled trial design, meaning entire kindergarten classes will be randomized as a unit. Outcome assessments will be completed at baseline (before the intervention) and after the 16-week program. Teachers delivering the intervention will receive training and written guidance, and the quality of program delivery will be monitored to ensure fidelity. Motor assessments will be video recorded and scored by independent evaluators who are blinded to group assignment. EEG recordings will follow standardized child-friendly procedures to minimize discomfort.
This trial is among the first to combine structured motor training with direct measures of brain activity in preschool children. By linking improvements in movement skills with changes in brain function, the study aims to provide new insights into how physical education contributes to healthy development in early childhood. Findings may guide schools, teachers, and policymakers in designing more effective physical education programs that promote both physical and cognitive growth.
- Conditions
- Child Development, Motor Skills, Neurodevelopment, Brain Function, Executive Function (Cognition)
- Being tested
- Motor-Focused Physical Education, Ordinary Physical Education
- Keywords
- Preschool children, Physical education, Gross motor skills, Motor development, Neurocognitive development, Early childhood education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Motor-Focused Physical EducationBehavioural
Children will receive structured, motor-focused physical education sessions (30-40 minutes, 3 times per week, for 16 weeks), emphasizing locomotor and object-control skills through playful, game-based activities.
Ordinary Physical EducationBehavioural
Children will continue with their regular kindergarten physical education curriculum (30-40 minutes, 3 times per week, for 16 weeks), focusing on rhythmic movement, free play, and group games.
| Study group | Role | What they receive |
|---|---|---|
| Motor-Focused Exercise Training | Experimental | Children will receive structured, motor-focused physical education sessions (30-40 minutes, 3 times per week, for 16 weeks), emphasizing locomotor and object-control skills through playful, game-based activities. Receives: Behavioral: Motor-Focused Physical Education |
| Ordinary Physical Education | Active comparator | Children will continue with their regular kindergarten physical education curriculum (30-40 minutes, 3 times per week, for 16 weeks), focusing on rhythmic movement, free play, and group games. Receives: Behavioral: Ordinary Physical Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
Gross Motor Competence (TGMD-3)
Change in children's gross motor skills measured by the Test of Gross Motor Development-Third Edition (TGMD-3).
Measured: Baseline (week 0) and immediately post-intervention (week 16).
Secondary outcomes (6)
EEG Spectral Power
Change in resting-state EEG spectral power.
Measured: Baseline (week 0) and post-intervention (week 16).
Event-Related Potentials (ERP)
Change in N2 and P3 amplitudes and latencies recorded during Go/No-Go and working memory tasks.
Measured: Baseline (week 0) and post-intervention (week 16).
Inhibitory Control
Accuracy and reaction time on inhibitory control via Go/No-Go.
Measured: Baseline (week 0) and post-intervention (week 16).
Working Memory
Working memory will be assessed according to picture recognition.
Measured: Baseline (week 0) and post-intervention (week 16).
Executive Function (Parent Report)
Parent-rated executive function using the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P).
Measured: Baseline (week 0) and post-intervention (week 16).
Behavioral Adjustment (Teacher Report)
Teacher-rated behavior using the Strengths and Difficulties Questionnaire (SDQ), including domains of prosocial behavior, hyperactivity, and peer relations.
Measured: Baseline (week 0) and post-intervention (week 16).
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted29 Dec 2025
- Study start1 Mar 2026 (estimated)
- Primary completion1 Jul 2026 (estimated)
- Study completion1 Jul 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (7)Papers the sponsor has linked to this study.
- Other trials for Child DevelopmentStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 110 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Hunan Normal University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Liu Bo, Hunan Normal University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07307742
- Sponsor's protocol ID
- HunanNU-2025-532
- Other IDs
- 2025-532
- Acronym
- MoBraD
- Status last verified
- Dec 2025
- First submitted
- 13 Dec 2025
- Last updated
- 29 Dec 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Wang X, Zhou B. Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis. Front Public Health. 2024 May 21;12:1414152. doi: 10.3389/fpubh.2024.1414152. eCollection 2024.
PubMed 38835603Lyu W, Thung KH, Huynh KM, Wang L, Lin W, Ahmad S, Yap PT. Functional development of the human cerebellum from birth to age five. Nat Commun. 2025 Jul 10;16(1):6350. doi: 10.1038/s41467-025-61465-y.
PubMed 40640148Hao Y, Kong L, Wang X, Yu X. The impact of structured motor learning intervention on preschool children's executive functions. Sci Rep. 2025 May 25;15(1):18167. doi: 10.1038/s41598-025-01385-5.
PubMed 40414940Goodman R. Psychometric properties of the strengths and difficulties questionnaire. J Am Acad Child Adolesc Psychiatry. 2001 Nov;40(11):1337-45. doi: 10.1097/00004583-200111000-00015.
PubMed 11699809Chen J, Xiao Y, Xu B, Zhang D. The developmental trajectory of task-related frontal EEG theta/beta ratio in childhood. Dev Cogn Neurosci. 2023 Apr;60:101233. doi: 10.1016/j.dcn.2023.101233. Epub 2023 Mar 16.
PubMed 36940533Seitz HM, Cottrell BJ, Sturrock RF. A histological study of skin reactions of baboons to Schistosoma mansoni schistosomula. Trans R Soc Trop Med Hyg. 1987;81(3):385-90. doi: 10.1016/0035-9203(87)90144-1.
PubMed 3120365Wang XC, Zhou B, Bao YH, Xia H. Protocol for the "motor-brain development" trial: effects of motor-focused exercise training on brain function and gross motor skills in preschool children. Front Pediatr. 2026 Apr 13;14:1777657. doi: 10.3389/fped.2026.1777657. eCollection 2026.
PubMed 42051950
Study at a glance
From the registry record, last updated by the sponsor on 29 Dec 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Motor-Focused Exercise Training on Brain Function and Gross Motor Skills in Preschool Children
- ClinicalTrials.gov ID
- NCT07307742
- Acronym / sponsor ID
- MoBraD / HunanNU-2025-532
- Conditions
- Child Development, Motor Skills, Neurodevelopment, Brain Function, Executive Function (Cognition)
- Keywords
- Preschool children, Physical education, Gross motor skills, Motor development, Neurocognitive development, Early childhood education
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 110 participants (estimated)
- Lead sponsor
- Hunan Normal UniversityUniversity, hospital or other
- Study start
- 1 Mar 2026 (estimated)
- Primary completion
- 1 Jul 2026 (estimated)
- Study completion
- 1 Jul 2026 (estimated)
- First posted
- 29 Dec 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study will test whether a structured motor-focused exercise program can improve both brain function and gross motor skills in preschool children. About 110 children aged 4 to 6 years will be recruited from kindergartens in Changsha, China. Classes will be randomly assigned to receive either (1) motor-focused physical education three times per week for 16 weeks, or (2) ordinary physical education of the same frequency and duration.
The motor-focused program includes playful, game-based activities designed to strengthen locomotor skills (such as running and hopping) and object-control skills (such as throwing and catching). The main outcome will be changes in children's gross motor skills, measured with a standardized motor test (TGMD-3). Brain activity will also be assessed using portable electroencephalography (EEG) during rest and simple tasks related to attention and memory. Parents and teachers will complete short questionnaires about children's behavior and executive function.
The results of this study may provide new insights into how physical education influences both movement skills and brain development in early childhood.
Detailed description
Early childhood is a critical period for both movement and brain development. Learning basic motor skills, such as running, jumping, throwing, and catching, supports later physical activity, health, and learning. At the same time, the brain is rapidly maturing, and experiences that challenge movement and coordination may also strengthen brain systems related to memory, attention, and self-control. However, little is known about how structured physical education influences both motor skill growth and brain function during the preschool years.
This study is designed to test whether a semester-long, motor-focused exercise program can improve gross motor skills and brain activity in preschool children. Approximately 110 children aged 4 to 6 years will be recruited from kindergartens in Changsha, China. Classes will be randomly assigned to one of two groups. The intervention group will participate in structured physical education sessions three times per week, lasting 30-40 minutes, for 16 weeks. These sessions will emphasize locomotor skills (e.g., running, hopping, sliding) and object-control skills (e.g., throwing, catching, kicking), delivered in playful, game-based formats. The control group will continue with ordinary kindergarten physical education, which focuses on rhythmic movement, free play, and group games, also held three times per week.
The primary outcome of the study is gross motor competence, measured using the standardized Test of Gross Motor Development-Third Edition (TGMD-3). Secondary outcomes include brain function assessed with portable electroencephalography (EEG) during rest and during simple tasks measuring attention, memory, and visuomotor control. Parents will complete short questionnaires on executive function in daily life, and teachers will provide ratings of children's behavior and social adjustment. Together, these measures will provide a comprehensive picture of both motor and cognitive development.
The study uses a cluster-randomized controlled trial design, meaning entire kindergarten classes will be randomized as a unit. Outcome assessments will be completed at baseline (before the intervention) and after the 16-week program. Teachers delivering the intervention will receive training and written guidance, and the quality of program delivery will be monitored to ensure fidelity. Motor assessments will be video recorded and scored by independent evaluators who are blinded to group assignment. EEG recordings will follow standardized child-friendly procedures to minimize discomfort.
This trial is among the first to combine structured motor training with direct measures of brain activity in preschool children. By linking improvements in movement skills with changes in brain function, the study aims to provide new insights into how physical education contributes to healthy development in early childhood. Findings may guide schools, teachers, and policymakers in designing more effective physical education programs that promote both physical and cognitive growth.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Motor-Focused Exercise Training | Experimental | Behavioral: Motor-Focused Physical EducationChildren will receive structured, motor-focused physical education sessions (30-40 minutes, 3 times per week, for 16 weeks), emphasizing locomotor and object-control skills through playful, game-based activities. |
| Ordinary Physical Education | Active comparator | Behavioral: Ordinary Physical EducationChildren will continue with their regular kindergarten physical education curriculum (30-40 minutes, 3 times per week, for 16 weeks), focusing on rhythmic movement, free play, and group games. |
Who may qualify
- Ages
- 4 to 6 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (3 listed)
- Children aged 4 to 6 years enrolled in participating kindergartens in Changsha, China
- Physically healthy and able to safely participate in structured physical education activities
- Written informed consent provided by a parent or legal guardian
Key exclusion criteria (3 listed)
- Diagnosed neurological, developmental, or musculoskeletal disorders that may interfere with motor performance or EEG measurement
- Currently enrolled in specialized sports or motor-training programs outside of the kindergarten curriculum
- Unable to comply with EEG assessment procedures due to behavioral or sensory intolerance
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Motor-Focused Physical EducationChildren will receive structured, motor-focused physical education sessions (30-40 minutes, 3 times per week, for 16 weeks), emphasizing locomotor and object-control skills through playful, game-based activities. | Behavioural | Motor-Focused Exercise Training |
| Ordinary Physical EducationChildren will continue with their regular kindergarten physical education curriculum (30-40 minutes, 3 times per week, for 16 weeks), focusing on rhythmic movement, free play, and group games. | Behavioural | Ordinary Physical Education |
Primary outcome
Gross Motor Competence (TGMD-3)
Time frame: Baseline (week 0) and immediately post-intervention (week 16).
Change in children's gross motor skills measured by the Test of Gross Motor Development-Third Edition (TGMD-3).
6 secondary outcomes
EEG Spectral Power
Time frame: Baseline (week 0) and post-intervention (week 16).
Event-Related Potentials (ERP)
Time frame: Baseline (week 0) and post-intervention (week 16).
Inhibitory Control
Time frame: Baseline (week 0) and post-intervention (week 16).
Working Memory
Time frame: Baseline (week 0) and post-intervention (week 16).
Executive Function (Parent Report)
Time frame: Baseline (week 0) and post-intervention (week 16).
Behavioral Adjustment (Teacher Report)
Time frame: Baseline (week 0) and post-intervention (week 16).
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 29 Dec 2025.
- Results publication: PubMed 38835603Wang X, Zhou B. Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis. Front Public Health. 2024 May 21;12:1414152. doi: 10.3389/fpubh.2024.1414152. eCollection 2024.
- Results publication: PubMed 40640148Lyu W, Thung KH, Huynh KM, Wang L, Lin W, Ahmad S, Yap PT. Functional development of the human cerebellum from birth to age five. Nat Commun. 2025 Jul 10;16(1):6350. doi: 10.1038/s41467-025-61465-y.
- Results publication: PubMed 40414940Hao Y, Kong L, Wang X, Yu X. The impact of structured motor learning intervention on preschool children's executive functions. Sci Rep. 2025 May 25;15(1):18167. doi: 10.1038/s41598-025-01385-5.
- Results publication: PubMed 11699809Goodman R. Psychometric properties of the strengths and difficulties questionnaire. J Am Acad Child Adolesc Psychiatry. 2001 Nov;40(11):1337-45. doi: 10.1097/00004583-200111000-00015.
- Results publication: PubMed 36940533Chen J, Xiao Y, Xu B, Zhang D. The developmental trajectory of task-related frontal EEG theta/beta ratio in childhood. Dev Cogn Neurosci. 2023 Apr;60:101233. doi: 10.1016/j.dcn.2023.101233. Epub 2023 Mar 16.
- Results publication: PubMed 3120365Seitz HM, Cottrell BJ, Sturrock RF. A histological study of skin reactions of baboons to Schistosoma mansoni schistosomula. Trans R Soc Trop Med Hyg. 1987;81(3):385-90. doi: 10.1016/0035-9203(87)90144-1.
- Derived from this study: PubMed 42051950Wang XC, Zhou B, Bao YH, Xia H. Protocol for the "motor-brain development" trial: effects of motor-focused exercise training on brain function and gross motor skills in preschool children. Front Pediatr. 2026 Apr 13;14:1777657. doi: 10.3389/fped.2026.1777657. eCollection 2026.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Questions about this trial
What is this clinical trial studying?
A study testing Motor-Focused Physical Education and Ordinary Physical Education in people with Child Development and Motor Skills, run by Hunan Normal University.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 29 Dec 2025. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Bo Liu (+86-18856785462, dunjiadashen@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Gross Motor Competence (TGMD-3) (time frame: Baseline (week 0) and immediately post-intervention (week 16).). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07307742, which also lists 7 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 29 Dec 2025.