Effects of Physical Game Intervention on Memory, Attention, Gross Motor Skills and Social Adaptability in Children Aged 4-6 Years

Shenzhen University

Status: Completed

Conditions: Perceived Motor Competence; Immediate Memory; Gross Motor Skills; Locomotor Skill; Social Adaptation Ability; Attention; Memory; Perceived Competence; Short-term Memory; Physical Game

Treatments: Behavioral: Structured Physical Game Intervention Group

Study type: Interventional

Funder types: Other

Identifiers

NCT07683208

PN-202400029

Details and patient eligibility

About

This study aims to improve the memory, attention, gross motor skills and social adaptation ability of children aged 5 to 6 years. Taking physical games as the intervention method, it explores the effects of physical games on promoting young children's memory, attention, gross motor skills and social adaptation ability, and analyzes the approaches and mechanisms through which physical games enhance these abilities among children aged 4 to 6 years. The game scheme will be timely adjusted according to feedback obtained from a semester-long intervention. Finally, in collaboration with kindergarten teachers and the research team, a set of classroom-based physical game programs suitable for children aged 4 to 6 will be developed, so as to provide theoretical references and practical approaches for the improvement of the above abilities in preschool children of this age group. Smart physical game equipment is adopted and integrated into children's daily physical game classes to record and store children's sports data, establish individual archives of children's motor abilities, and realize real-time uploading, analysis and sharing of sports test results, enabling parents and teachers to keep abreast of children's physical exercise and motor development status in a timely manner.

Enrollment: 42 patients

Sex: All

Ages: 5 to 6 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Preschool children aged 5 to 6 years old
• In good physical and mental condition, with normal cognitive ability, able to attend daily courses and communicate with others normally
• Have not received any extracurricular training targeted at memory, attention and locomotor skills in the past one year
• Written informed consent obtained from guardians, and children participate in this study voluntarily

Exclusion criteria

• Children with non-Chinese nationality or language barriers
• Children with congenital diseases who are not suitable for participating in extracurricular physical game activities
• Children who have received extracurricular training targeted at memory, attention and locomotor skills in the past one year

Trial design

Primary purpose: Other

Allocation: Non-Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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42 participants in 2 patient groups

Structured Physical Game Intervention Group

Experimental group

Description:

Physical games focusing on improving preschool children's locomotor skills verified based on three-round Delphi method:W-Run; Pony Finding Friends; My Territory; Eagle Catching Chicks; Fruit Picking; The Wolf is Coming; Puppy Seeking Bones; Dizzy Spin.

Treatment:

Behavioral: Structured Physical Game Intervention Group

Routine Kindergarten Outdoor Activity Control Group

No Intervention group

Description:

Kindergarten where this study was conducted, the regular curriculum follows a periodic activity schedule, including rhythmic gymnastics, skipping rope, circular training (physical large circulation), cycling, and ball sports.