Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training
The present study aims to examine the effects of two dual-task training methods (motor-motor and cognitive-motor) as well as a single task method on static and dynamic balance and also on the working memory in children. Forty-five children (all male; mean age 8.82 ± 0.83 years) were selected and ran...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Drustvo Psihologa Srbije
2022-01-01
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| Series: | Psihologija |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0048-5705/2022/0048-57052200008H.pdf |
| Summary: | The present study aims to examine the effects of two dual-task training methods (motor-motor and cognitive-motor) as well as a single task method on static and dynamic balance and also on the working memory in children. Forty-five children (all male; mean age 8.82 ± 0.83 years) were selected and randomly assigned into three experimental groups. In the pretest, posttest, and retention stages, the participants took static, and dynamic balance tests, as well as an n-back task. In the training stage, the participants practiced selected balance training tasks under dual-task motor-motor and motor-cognitive conditions as well as a single task over a period of four weeks at two sessions per week. The results of the paired samples t-test indicated that children in all groups improved their balance performance and working memory (p ≤ .05). The results of ANCOVA showed that the balance training group under motor-motor dual-task conditions outperformed the other two groups in terms of the dynamic balance scores (p ≤ .05). An improved performance was also observed for the cognitive-motor dual-task conditions compared to the single-task group (p ≤ .01). In terms of static balance and working memory, both dual-task groups, regardless of the types of their tasks, outperformed the single task group (p ≤ .05). |
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| ISSN: | 0048-5705 1451-9283 |