Motor-Focused Exercise and Brain Development in Preschool Children

Overview

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.

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.