Effect of Dual-Task Training on Motor, Cognitive, and Dual-Task Performance in School-Age Children: Randomized Controlled Trial.
Sema Büğüşan Oruç, Eda Gülbetekin
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In 30 seconds
This randomized controlled trial assessed whether dual-task (DT) training improved motor, cognitive, and combined-task performance in 108 children aged 8–10 years in eastern Türkiye. Children in the intervention group completed DT training during physical education once weekly for 40 minutes over 4 weeks; controls continued regular classes. The intervention group improved from baseline in single-task cognitive and motor performance. Adjusted posttest scores also differed between groups under DT conditions (F = 9.010, P = .003, η2 = .079), supporting an effect of training on performance while completing concurrent cognitive and motor tasks.
Key findings
- The intervention group improved in single-task cognitive performance between first and last measurements (t = -4.035; P = .000).
- Single-task motor performance improved in the intervention group (t = -3.182; P = .002).
- Adjusted posttest scores differed between groups under DT conditions (F = 9.010, P = .003, η2 = .079).
- Groups did not differ in the difficulty levels of cognitive and motor tasks (P > .05).
Why it matters
Children often need to coordinate movement with cognitive demands. This trial suggests that a brief, structured DT programme within physical education can improve performance on measures involving motor and cognitive tasks, including their combination. The findings add evidence that training these demands together may be relevant to children’s functional performance, while the reported outcomes do not establish effects beyond the tested measures.
What to keep in mind
The abstract does not report follow-up beyond the 4-week training period, so persistence of the observed improvements is unclear.