Rhythm Effect on Dance Learning in Children With and Without Cerebral Palsy.

Study Overview
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Brief Summary
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Cerebral Palsy (CP) leads to motor impairments and impacts activities of daily living and academic and social achievement (American Psychiatric Association, 2013). Children with CP present impaired procedural learning abilities that is the ability to acquire cognitive-motor skills with practice (Gagliardi et al., 2011; Gofer-Levi et al., 2013). However, some rehabilitative rhythmic interventions, such as adaptive dance training, appear to improve motor, cognitive, psycho-emotional, and social functions in these children (Cherriere, Martel, et al., 2020; Cherriere, Robert, et al., 2020). Rhythm seems to be an important factor in these benefits, probably because regular rhythm improves motor control and learning (Thaut, 2015; Lagarrigue et al., 2021; Ghai et al., 2022). To validate this hypothesis, the investigators propose to evaluate the effects the presence of a regular rhythm on learning of a danse choreography in typically developing children and children with CP.

Official Title
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Rhythm Effect on Dance Learning and Associated Functions in Typical Development Children and Children With Cerebral Palsy.

Conditions
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Cerebral Palsy (CP)

Intervention / Treatment
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* Behavioral: With regular rhythm
* Behavioral: Without regular rhythm


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: 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) For the participant with CP: CP diagnosis Gross Motor Function Classification System level between I to IV. Manual Ability Classification System level between I to IV. For the participant with typical development: No CP diagnosis No neurological trouble nor functional disfunction including developmental coordination disorder. Exclusion Criteria: -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 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).

Ages Eligible for Study
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Minimum Age: 8 Years
Maximum Age: 16 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: Crossover Assignment
Masking: Double


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Cerebral Palsy<br>Children with Cerebral Palsy | Behavioral: With regular rhythm<br>* 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.<br>Behavioral: Without regular rhythm<br>* 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.<br>|
| Active Comparator: Typical developing<br>Typical developing children | Behavioral: With regular rhythm<br>* 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.<br>Behavioral: Without regular rhythm<br>* 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.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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. | Day 0 | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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) | Day 0 | 
| the effect of regular rhythm on sensorimotor function | the effect is measured by rhythm perception and production task | Day 0 | 
| the effect of regular rhythm on cognitive function | the effect is measured by informatised test on attention and executive function | Day 0 | 
| the effect of regular rhythm on psychoaffective function | the effect is measured by questionary Physical Activity Enjoyment Scale (PACES) | Day 0 |