Effects of Single Compared to Dual Task Practice on Learning a Dynamic Balance Task in Young Adults

Kiss, Rainer; Brueckner, Dennis; Muehlbauer, Thomas

doi:10.3389/fpsyg.2018.00311

Cited by 28 publications

(28 citation statements)

References 29 publications

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“…Further, both DT practice groups' did not differ in the cognitive task but performed better than the ST motor group in a DT test situation. Thus, we replicated the results of our previous study (Kiss et al, 2018), which showed that DT but not ST practice resulted in motor and cognitive task improvements when tested under DT condition. Based on these findings, it is suggested that DT practice effectively modulates both domains (i.e., motor and cognitive), whereas ST practice is effective to modulate the trained domain (i.e., motor or cognitive) only.…”

Section: Effects Of Dual Compared To Single-task Practicesupporting

confidence: 89%

Effects of Motor Versus Cognitive Task Prioritization During Dual-Task Practice on Dual-Task Performance in Young Adults

2020

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Background : Previous studies have reported positive effects of concurrent motor and cognitive task practice compared to motor or cognitive task practice only on dual-task performance in young adults. Knowledge about the effect of motor vs. cognitive task prioritization during practice on dual-task performance remains unclear and has not been investigated in depth so far. Thus, we examined the effects of motor task compared to cognitive task prioritization during dual-task practice on motor-cognitive performance in healthy young adults. Methods : Healthy young adults were randomly assigned to dual-task (DT; i.e., concurrent motor and cognitive practice) or single-task (ST; i.e., motor or cognitive task practice only) practice groups. In DT practice, subjects were instructed to either prioritize the motor or the cognitive task. The motor task required subjects to keep a stabilometer in a horizontal position. The cognitive task involved serial three subtractions. Outcome variables were the root-mean-square error (RMSE) for the motor task and the total number of correct calculations for the cognitive task. All participants practiced for 2 consecutive days under their respective treatment condition and were tested under DT condition 24 h later (i.e., retention on day 3) without providing instructions on task prioritization. Results : Irrespective of prioritization (i.e., prioritize the motor task or the cognitive task), the DT practice groups similarly improved their DT motor and cognitive task performance. The ST groups also improved motor or cognitive performance depending on their respective training contents (i.e., motor practice improved RMSE and cognitive practice improved number of correct calculations but not vice versa). Conclusion : We conclude that DT compared to ST practice is well-suited to improve DT performance, irrespective of task-prioritization. DT but not ST practice resulted in an improved modulation of both domains (i.e., motor and cognitive) during DT performance. Our findings might be explained by freeing up central resources following DT practice that can be used to effectively perform the concurrent execution of motor and cognitive processing demands. However, this process is not further enhanced by the prioritized task domain.

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Section: Effects Of Dual Compared To Single-task Practicesupporting

confidence: 89%

Effects of Motor Versus Cognitive Task Prioritization During Dual-Task Practice on Dual-Task Performance in Young Adults

2020

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“…We used a dynamic balancing task to examine patients’ motor learning performance. The stabilometer is widely used to study motor learning ( Wulf et al, 2003 ; Lewthwaite and Wulf, 2010 ; Kiss et al, 2018 ), including PD populations ( Chiviacowsky et al, 2012 ; Sehm et al, 2014 ). The device consists of a 107 × 65 cm wooden platform (stability platform; Lafayette Instrument Europe; Loughborough, United Kingdom), which is mounted on a fulcrum and has a maximum deviation of 15° to either side.…”

Section: Methodsmentioning

confidence: 99%

A Single Bout of Aerobic Exercise Improves Motor Skill Consolidation in Parkinson’s Disease

Steib

Wanner

Adler

et al. 2018

Front. Aging Neurosci.

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Background: Motor learning is impaired in Parkinson’s disease (PD), with patients demonstrating deficits in skill acquisition (online learning) and consolidation (offline learning) compared to healthy adults of similar age. Recent studies in young adults suggest that single bouts of aerobic exercise (AEX), performed in close temporal proximity to practicing a new motor task, may facilitate motor skill learning. Thus, we aimed at investigating the effects of a single bout of aerobic cycling on online and offline learning in PD patients.Methods: 17 PD patients (Hoehn and Yahr 1 – 2.5, age: 64.4 ± 6.2) participated in this crossover study. Immediately prior to practicing a novel balance task, patients either performed 30 min of (i) moderate intensity (60–70% VO2max) aerobic cycling, or (ii) seated rest (order counterbalanced). The task required patients to stabilize a balance platform (stabilometer) in a horizontal position for 30 s. For each experimental condition, patients performed 15 acquisition trials, followed by a retention test 24 h later. We calculated time in balance (platform within ± 5° from horizontal) for each trial, and analyzed within- and between-subjects differences in skill acquisition (online learning) and skill retention (offline learning) using mixed repeated-measures ANOVA.Results: We found that the exercise bout had no effect on performance level or online gains during acquisition, despite affecting the time course of skill improvements (larger initial and reduced late skill gains). Aerobic cycling significantly improved offline learning, as reflected by larger 24-h skill retention compared to the rest condition.Conclusion: Our results suggest that a single bout of moderate-intensity AEX is effective in improving motor skill consolidation in PD patients. Thus, acute exercise may represent an effective strategy to enhance motor memory formation in this population. More work is necessary to understand the underlying mechanisms, the optimal scheduling of exercise, and the applicability to other motor tasks. Further, the potential for patients in later disease stages need to be investigated. The study was a priori registered at ClinicalTrials.gov (NCT03245216).

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“…These characteristics may be especially informative for the design of future dual-task training interventions, where repeated practice with CD/PD interactions may help to expand an individual’s central processing resources for combined cognitive and motor performance. Indeed, previous work has shown that three days of dual-task training (quiet standing while counting backwards by 3 s) improved both cognitive and motor task performance among healthy young adults (Kiss et al., 2018). Thus, practice may enhance central processing resources sufficiently to prevent their being overtaxed in these dual-task circumstances.…”

Section: Discussionmentioning

confidence: 98%

Effects of Cognitive Over Postural Demands on Upright Standing Among Young Adults

et al. 2020

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A growing body of research has shown that static stance control (e.g., body sway) is influenced by cognitive demands (CD), an effect that may be related to competition for limited central resources. Measures of stance control have also been impacted by postural demands (PD) (e.g., stable vs. unstable stances). However, less is known of any possible interactions between PD and CD on static stance control in populations with intact balance control and ample cognitive resources, like young healthy adults. In this study, among the same participants, we factorially compared the impact of PD with and without CD on static stance control. Thirty-four healthy young adults wore inertial measurement units (IMU) while completing static stance tasks for 30 seconds in three different PD positions: feet apart, feet together, and tandem feet. After completing these tasks alone, participants performed these tasks with CD by concurrently completing verbal serial seven subtractions from a randomly selected three-digit number. For two dependent measures, path length and jerk, there were main effects of CD and PD but no interaction effect between these factors. For all other stance control parameters, there was only a PD main effect. Thus, adding a cognitive demand to postural demands, while standing upright, may have an independent impact on stance control, but CD does not seem to interact with PD. These results suggest that young healthy adults may be less sensitive to simple PD and CD due to their greater inherent balance control and available cognitive resources. Future work might explore more complex PD and CD combinations to determine the boundaries under which young adults’ resources are taxed.

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Effects of Single Compared to Dual Task Practice on Learning a Dynamic Balance Task in Young Adults

Cited by 28 publications

References 29 publications

Effects of Motor Versus Cognitive Task Prioritization During Dual-Task Practice on Dual-Task Performance in Young Adults

Effects of Motor Versus Cognitive Task Prioritization During Dual-Task Practice on Dual-Task Performance in Young Adults

A Single Bout of Aerobic Exercise Improves Motor Skill Consolidation in Parkinson’s Disease

Effects of Cognitive Over Postural Demands on Upright Standing Among Young Adults

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