Effect of Exercise Training on Fine Motor Skills

Study Overview
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Brief Summary
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Despite the importance of physical activity for adolescent physical development, the specific impact of different types of exercise training on fine motor skills and testosterone concentration is unknown. A primary aim of this study was to analyze the benefits of cardiovascular and coordinative exercise training on fine motor skills in an adolescent population. A second aim of our study was to determine the testosterone concentration after physical stress of cardiovascular and coordinative exercise training and if testosterone was related to fine motor skills among adolescents following an exercise training intervention.

Detailed Description
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We assigned 135 adolescents (68 girls, 12-15 years of age) from Lithuania. Adolescents were assigned to one of three groups: control group (CON) (n = 46; 23 girls), coordinative exercise (CE) (n = 41; 22 girls), and cardiovascular exercise (CVE) group (n = 48; 23 girls). Participants performed all necessary tests according to the study protocol one week before the intervention. Adolescents were familiarized with the tests on a separate day before the first assessment. A second set of tests was performed one week after the 10-week exercise intervention. The exercise intervention period was 10 weeks. Exercises were led by a Physical Education teacher. Experimental groups had common physical education classes twice per week for 45 minutes each, and additional exercise sessions were held three times per week for 45 minutes after school.

Official Title
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Effect of Two Types of Exercise Training on Fine Motor Skills in Adolescents: Association With Testosterone

Conditions
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Fine Motor Skills, Testosterone Concentration

Intervention / Treatment
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* Behavioral: exercise training


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: absence of physical impairment (e.g. traumatic injury) absence of mental impairment (e.g. mental retardation) no consumption of psychotropic medications Exclusion Criteria: • restrictions to do exercises (based on Medical certificate issued by the Physician)

Ages Eligible for Study
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Minimum Age: 12 Years
Maximum Age: 14 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Basic Science
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Double


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| No Intervention: Control group<br>Participants underwent only common physical education classes twice per week for 45 minutes each and no additional after-school exercises. | |
| Experimental: Coordinative exercise group<br>Participants had common physical education classes twice per week for 45 minutes each, and additional exercise sessions were held three times per week for 45 minutes after school. | Behavioral: exercise training<br>* Exercise training session for 45 minutes.<br>|
| Experimental: Cardiovascular exercise group<br>Participants had common physical education classes twice per week for 45 minutes each, and additional exercise sessions were held three times per week for 45 minutes after school. | Behavioral: exercise training<br>* Exercise training session for 45 minutes.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Fine motor skills assessed by the Flower trail test | Flower trail test was used to assess fine motor skills. The participant has to draw a line between two solid lines as accurately as possible and without lifting a pen. A higher score in the flower trail test means more mistakes made. Change = (week 10 score - baseline score) | baseline and week 10 | 
| Salivary testosterone concentration | Hormone concentration within the saliva sample was measured using the enzyme-linked immunosorbent assay (IBL, Hamburg, Germany). Change = (week 10 score - baseline score). | baseline and week 10 | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Hand-eye coordination assessed by the Hand-eye coordination test | Participant has to throw a tennis ball against a wall and catch and repeat this for 30 seconds. A number of successful catches is recorded, higher score shows better coordination. Change = (week 10 score - baseline score). | baseline and week 10 | 
| static balance assessed by the Flamingo balance test | Flamingo balance test is used to assess static balance. Every attempt to maintain balance for 1 minute is counted as a score. Small values (closer to 1) indicate a better balance. Change = (week 10 score - baseline score) | baseline and week 10 | 
| Cardiorespiratory fitness assessed by the Shuttle Run Test | On this test, the participant must run back and forth between two lines (20 meters apart) with increasing intensity. Higher score means a better cardiorespiratory fitness. Change = (week 10 score - baseline score). | baseline and week 10 | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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school, cardiovascular exercise, coordinative exercise