Effects of Functional Training vs Dual-Task Training in School-Going Children

Motor skill development during childhood plays a vital role in physical fitness, academicparticipation, and overall functional independence. School‐going children requireadequate motor competence to perform daily activities, participate in sports, and adaptto increasingly complex physical and cognitive demands. Traditional physical educationprograms often focus on isolated physical skills, which may not fully address real‐lifemultitasking requirements. Progressive functional training (PFT) emphasizestask‐oriented, developmentally appropriate movements that mimic daily activities andprogressively increase in difficulty. This approach helps improve fundamental motorskills, balance, coordination, and strength. In contrast, dual‐task training (DTT)involves the simultaneous performance of motor and cognitive tasks, thereby enhancingmotor performance under divided attention and improving motor‐cognitive integration.Although both training methods have shown positive effects on motor skills, limitedevidence exists comparing their effectiveness in school‐going children. Therefore, thisstudy aims to compare the effects of progressive functional training versus dual‐tasktraining on motor skills in school‐going children. This study will adopt a randomizedclinical design. A total of 66 school‐going children aged 6‐12 years will be selectedbased on predefined inclusion and exclusion criteria. Participants will be randomlyallocated into two groups: Group A (Progressive Functional Training) and Group B(Dual‐Task Training). Baseline assessments of motor skills will be conducted usingstandardized tools such Bruin inks‐ as the Ossietzky Test of Motor Proficiency (BOT‐2),Pediatric Balance Scale, and Dual‐Task Timed Up and Go Test. Group A will undergoprogressive functional training focusing on balance, coordination, strength, andfunctional movement patterns. Group B will receive dual‐task training involving motoractivities combined with cognitive tasks. Both groups will receive training for 4 weeks,with sessions conducted 3 times per week. Post‐intervention assessments will be performedusing the same outcome measures. The collected data will be statistically analyzed tocompare pre‐ and post test outcomes within and between groups.