Juggling skill acquisition through air-toss and ground-bounce practice in college students: A study protocol for the TuJuggling cluster-randomised trial
- 1Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spain.
- 2Department of Physical and Sports Education, Faculty of Sport Sciences, University of Granada, Granada, Spain.
Abstract
Introduction: Practice organization is vital for motor acquisition, yet pragmatic evidence on how instructional constraints shape learning in authentic settings remains scarce. The TuJuggling protocol establishes a standardised assessment and training framework for complex bimanual skills in novices using an ecological dynamics perspective. Methods: In this cluster-randomised crossover trial, registered on ClinicalTrials.gov (Identifier: NCT07528924), 200 students will complete two 4-week juggling interventions: air-toss (A) and floor-rebound (B), separated by a 1-week washout. The primary outcome is a Global Composite Score (40 tasks) across stable (floor) and unstable (BOSU) surfaces. Secondary outcomes include cognitive functions (attentional/inhibitory control, visuospatial memory, and working memory), handgrip strength, and psychological factors (flow and affect). Assessments occur at baseline and after each intervention period. Results: Data will be analysed using linear mixed models (LMM) to evaluate the effects of method, period, and sequence while accounting for the cluster-based design. Missing data will be handled via Full Information Maximum Likelihood (FIML). Mediation models will further investigate whether psycho-cognitive shifts explain the observed motor training effects. Discussion: This protocol provides a rigorous framework to evaluate how physical constraints and exposure order shape coordination. Findings will offer evidence-based recommendations for sequencing motor skill progressions in higher education, bridging theoretical motor learning and applied pedagogy.
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BibTeX
@article{fernandezortega2026juggling,
title = {{Juggling skill acquisition through air-toss and ground-bounce practice in college students: A study protocol for the TuJuggling cluster-randomised trial}},
author = {Javier Fernández-Ortega and Andrés B Fernández-Revelles},
journal = {PLOS One},
year = {2026},
month = nov,
doi = {10.1371/journal.pone.0361254},
url = {https://doi.org/10.1371/journal.pone.0361254},
note = {CC BY},
}
RIS
TY - JOUR
TI - Juggling skill acquisition through air-toss and ground-bounce practice in college students: A study protocol for the TuJuggling cluster-randomised trial
AU - Javier Fernández-Ortega
AU - Andrés B Fernández-Revelles
PY - 2026
DA - 2026/11/02
JO - PLOS One
DO - 10.1371/journal.pone.0361254
UR - https://doi.org/10.1371/journal.pone.0361254
AB - Introduction: Practice organization is vital for motor acquisition, yet pragmatic evidence on how instructional constraints shape learning in authentic settings remains scarce. The TuJuggling protocol establishes a standardised assessment and training framework for complex bimanual skills in novices using an ecological dynamics perspective. Methods: In this cluster-randomised crossover trial, registered on ClinicalTrials.gov (Identifier: NCT07528924), 200 students will complete two 4-week juggling interventions: air-toss (A) and floor-rebound (B), separated by a 1-week washout. The primary outcome is a Global Composite Score (40 tasks) across stable (floor) and unstable (BOSU) surfaces. Secondary outcomes include cognitive functions (attentional/inhibitory control, visuospatial memory, and working memory), handgrip strength, and psychological factors (flow and affect). Assessments occur at baseline and after each intervention period. Results: Data will be analysed using linear mixed models (LMM) to evaluate the effects of method, period, and sequence while accounting for the cluster-based design. Missing data will be handled via Full Information Maximum Likelihood (FIML). Mediation models will further investigate whether psycho-cognitive shifts explain the observed motor training effects. Discussion: This protocol provides a rigorous framework to evaluate how physical constraints and exposure order shape coordination. Findings will offer evidence-based recommendations for sequencing motor skill progressions in higher education, bridging theoretical motor learning and applied pedagogy.
SN - 1932-6203
ER -