Cerebral Palsy (CP)DANS-APPNCT06137625
Rhythm Effect on Dance Learning in Typical Development Children and Children With Motor Disorders.
A study testing With regular rhythm and Without regular rhythm in people with Cerebral Palsy (CP), run by University Hospital, Toulouse at 1 site in France.
Trial 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… Read more about this study
- Who is it for?
- Ages 8 to 16 yearsHealthy volunteers can take part
- Conditions the study is for
- Cerebral Palsy (CP)
- What is being tested?
- With regular rhythm and Without regular rhythm
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 68 participants
- Where
- 1 siteFrance
- Study dates
- 2 Jul 2024to Jan 2027
- 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 8 to 16 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- 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)
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- 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.
Who cannot join
- -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
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- 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).
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Jessica TALLET, PhD contact
About this study
Official title: Rhythm Effect on Dance Learning and Associated Functions in Typical Development Children and Children With Motor Disorders.
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.
- Conditions
- Cerebral Palsy (CP)
- Being tested
- With regular rhythm, Without regular rhythm
- Medical subject headings
- Cerebral Palsy
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
With regular rhythmBehavioural
All children learn one dance choreographie with regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.
Without regular rhythmBehavioural
All children learn one dance choreographie without regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.
| Study group | Role | What they receive |
|---|---|---|
| Motor disorders | Experimental | Children with motor disporders Receives: Behavioral: With regular rhythm; Behavioral: Without regular rhythm |
| Typical developing | Active comparator | Typical developing children Receives: Behavioral: With regular rhythm; Behavioral: Without regular rhythm |
What is being measured
The primary outcome is the main question the study is designed to answer.
Retention score of the choreography
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.
Measured: Day 0
Secondary outcomes (4)
the effect of regular rhythm on Perceptivo-Motor Procedural Learning (PMPL)
The PMPL is measured by an informatised and standardised test (EVAL_App_Kids test)
Measured: Day 0
the effect of regular rhythm on sensorimotor function
the effect is measured by rhythm perception and production task
Measured: Day 0
the effect of regular rhythm on cognitive function
the effect is measured by informatised test on attention and executive function
Measured: Day 0
the effect of regular rhythm on psychoaffective function
the effect is measured by Intrinsic Motivation Inventory questionnaire (IMI)
Measured: Day 0
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted18 Nov 2023
- Study start2 Jul 2024
- Primary completionJan 2027 (estimated)
- Study completionJan 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Cerebral Palsy (CP)Studies 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
- Basic science
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 68 participants (estimated)
Sponsor and investigators
- Lead sponsor
- University Hospital, Toulouse
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06137625
- Sponsor's protocol ID
- RC31/22/0039
- Other IDs
- ANR-21-CE28-0031
- Acronym
- DANS-APP
- Status last verified
- Dec 2025
- First submitted
- 7 Nov 2023
- Last updated
- 31 Dec 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 31 Dec 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Rhythm Effect on Dance Learning and Associated Functions in Typical Development Children and Children With Motor Disorders.
- ClinicalTrials.gov ID
- NCT06137625
- Acronym / sponsor ID
- DANS-APP / RC31/22/0039
- Conditions
- Cerebral Palsy (CP)
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 68 participants (estimated)
- Lead sponsor
- University Hospital, ToulouseUniversity, hospital or other
- Study start
- 2 Jul 2024 (actual)
- Primary completion
- Jan 2027 (estimated)
- Study completion
- Jan 2027 (estimated)
- First posted
- 18 Nov 2023 (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.
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
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Motor disorders | Experimental | Behavioral: With regular rhythm, Behavioral: Without regular rhythmChildren with motor disporders |
| Typical developing | Active comparator | Behavioral: With regular rhythm, Behavioral: Without regular rhythmTypical developing children |
Who may qualify
- Ages
- 8 to 16 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (16 listed)
- 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)
Key exclusion criteria (9 listed)
- -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)
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 |
|---|---|---|
| With regular rhythmAll children learn one dance choreographie with regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements. | Behavioural | Motor disorders, Typical developing |
| Without regular rhythmAll children learn one dance choreographie without regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements. | Behavioural | Motor disorders, Typical developing |
Primary outcome
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.
4 secondary outcomes
the effect of regular rhythm on Perceptivo-Motor Procedural Learning (PMPL)
Time frame: Day 0
the effect of regular rhythm on sensorimotor function
Time frame: Day 0
the effect of regular rhythm on cognitive function
Time frame: Day 0
the effect of regular rhythm on psychoaffective function
Time frame: Day 0
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 31 Dec 2025.
- 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.
Jessica TALLET, PhD contact
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing With regular rhythm and Without regular rhythm in people with Cerebral Palsy (CP), run by University Hospital, Toulouse at 1 site in France.
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 16 inclusion and 9 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: looking for participants now, as of the sponsor's last update on 31 Dec 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in France. Whether a site is taking part right now should be confirmed with that site. See every site.
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 David GASQ, MD (0561322801 ext. +33, david.gasq@inserm.fr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Retention score of the choreography (time frame: Day 0). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 31 Dec 2025.