The Effect Of Dual-Task Training On Motor And Cognitive Performance In School-Age Children

The Effect Of Dual-Task Training On Motor And Cognitive Performance In School-Age Children

The aim of the study is to investigate the effect of dual task training on performance in school-age children. Although studies on this subject in the world are limited, a comprehensive study on school-age children is needed.

MATERIAL AND METHOD:

• Evaluation will begin by applying demographic information and the Physical Activity Survey for Children.
• The evaluations to be made will primarily evaluate the child's performance on a single cognitive task in a supported sitting position on a chair, without a motor task.
• To evaluate single motor performance, a 2-minute walk test and a 30-second sit-stand test will be applied.
• Dual task evaluations will be carried out by adding a cognitive task while applying the 2-minute walk and 30-second sit-to-stand test.
• Walking speed will be evaluated with the 10m walk test.
• Balance parameter will be evaluated with functional reaching test.
• Using the Visual Analog Scale (VAS), participating children will be asked to score the difficulty of cognitive and motor performance as a number between 0 and 10.
• Walking speeds will be normalized by measuring lower extremity lengths.
• The children will be randomly divided into two groups and the study group will be given dual-task training by creating dual-task situations during the activities carried out in physical education classes.
• After 4 weeks, appropriate analyzes will be made with the data obtained as a result of the evaluations performed by the same evaluator.

As a result of this study, motor and cognitive performance in single-task conditions in typically developing children will be revealed. Additionally, changes in this performance will be detected in dual-task situations. The gains to be obtained as a result of the training will also reveal the importance of implementing dual task training in school-age children.

Performing a cognitive task such as communicating while performing postural tasks such as walking is called dual task.

Attentional resources are divided into dual-task (DT) situations that are frequently experienced in daily life. Due to this division, the secondary task affects postural performance. DT states can be motor-motor, motor-cognitive, or cognitive-cognitive.

Humans, like other living creatures, are born, develop and learn in a multisensory field. Children encounter many dual-task (DT) situations in their daily, social and academic lives where they need to share limited attention resources. When attentional capacities are exceeded, performance of the postural task, cognitive task, or both may be impaired, causing DT confusion. DT confusion occurs more clearly in children, the elderly, and individuals with neurological involvement.The aim of the study is to investigate the effect of dual task training on performance in school-age children. Although studies on this subject in the world are limited, a comprehensive study on school-age children is needed.The physical activity level of the participants will be evaluated with the Physical Activity Questionnaire for Children (PAQ-C). There are two forms: PAQ-C, which evaluates the physical activity levels of primary school children between the ages of 8-12, and Physical Activity Questionnaire for Adolescents (PAQ-A), which evaluates the physical activity levels of students between the ages of 13-18. The answers to all questions except the last question in the survey are scored according to the frequency of the activity. Never gets 1 point, most often gets 5 points. In the last question, the answer does not have any points. The answer must be yes or no. A high result score indicates a high level of physical activity. A Turkish validity and reliability study was conducted.

MATERIAL AND METHOD:

• Evaluation will begin by applying demographic information and the Physical Activity Survey for Children.
• The evaluations to be made will primarily evaluate the child's performance on a single cognitive task in a supported sitting position on a chair, without a motor task.
• To evaluate single motor performance, a 2-minute walk test and a 30-second sit-stand test will be applied.
• Dual task evaluations will be carried out by adding a cognitive task while applying the 2-minute walk and 30-second sit-to-stand test.
• Walking speed will be evaluated with the 10m walk test.
• Balance parameter will be evaluated with functional reaching test.
• Using the Visual Analog Scale (VAS), participating children will be asked to score the difficulty of cognitive and motor performance as a number between 0 and 10.
• Walking speeds will be normalized by measuring lower extremity lengths.
• The children will be randomly divided into two groups and the study group will be given dual-task training by creating dual-task situations during the activities carried out in physical education classes.
• After 4 weeks, appropriate analyzes will be made with the data obtained as a result of the evaluations performed by the same evaluator.

As a result of this study, motor and cognitive performance in single-task conditions in typically developing children will be revealed. Additionally, changes in this performance will be detected in dual-task situations. The gains to be obtained as a result of the training will also reveal the importance of implementing dual task training in school-age children.

Inclusion Criteria:

• Being between the ages of 7-15,
• Not having a chronic disease
• Volunteering to participate in the study and signing a consent form.

Exclusion Criteria

• Experiencing a health problem that will affect the musculoskeletal system in the last year,
• Having a condition that prevents participation in physical education class.