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...
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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 |
| _version_ | 1828276970236936192 |
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| author | Hoshyari Masoumeh Saemi Esmaeel Doustan Mohammadreza |
| author_facet | Hoshyari Masoumeh Saemi Esmaeel Doustan Mohammadreza |
| author_sort | Hoshyari Masoumeh |
| collection | DOAJ |
| description | 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). |
| first_indexed | 2024-04-13T07:06:34Z |
| format | Article |
| id | doaj.art-633b94dba5cd4a91a54ea4b04d0b809c |
| institution | Directory Open Access Journal |
| issn | 0048-5705 1451-9283 |
| language | English |
| last_indexed | 2024-04-13T07:06:34Z |
| publishDate | 2022-01-01 |
| publisher | Drustvo Psihologa Srbije |
| record_format | Article |
| series | Psihologija |
| spelling | doaj.art-633b94dba5cd4a91a54ea4b04d0b809c2022-12-22T02:56:59ZengDrustvo Psihologa SrbijePsihologija0048-57051451-92832022-01-0155439741310.2298/PSI211002008H0048-57052200008HMotor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task trainingHoshyari Masoumeh0Saemi Esmaeel1Doustan Mohammadreza2Shahid Chamran University of Ahvaz, Ahvaz, IranShahid Chamran University of Ahvaz, Ahvaz, IranShahid Chamran University of Ahvaz, Ahvaz, IranThe 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).http://www.doiserbia.nb.rs/img/doi/0048-5705/2022/0048-57052200008H.pdfdual tasksingle taskbalance trainingworking memorychildren |
| spellingShingle | Hoshyari Masoumeh Saemi Esmaeel Doustan Mohammadreza Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training Psihologija dual task single task balance training working memory children |
| title | Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training |
| title_full | Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training |
| title_fullStr | Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training |
| title_full_unstemmed | Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training |
| title_short | Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training |
| title_sort | motor learning and working memory in children the role of cognitive motor and motor motor dual task training |
| topic | dual task single task balance training working memory children |
| url | http://www.doiserbia.nb.rs/img/doi/0048-5705/2022/0048-57052200008H.pdf |
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