Use of dual-task methodology for skill assessment and development: Examples from rugby league

Abstract

We assessed the attentional demands of drawing and passing in rugby league players and investigated the effects of single-task and dual-task training on the acquisition, retention, and transfer of skill in these athletes. In Study 1, high-skilled and lesser-skilled rugby league players performed a standardized 2-on-1 drill under single-task (primary skill in isolation) and dual-task (primary skill while performing a secondary verbal tone recognition task) conditions. No differences were detected in primary task performance between groups, although the performance of the high-skilled players was more resistant to skill decrement under dual-task conditions. In Study 2, high-performance rugby league players were randomly allocated to either a single-task or dual-task training group. Each group underwent 8 weeks of training between the pre- and post-test sessions. While the mean improvement for draw and pass proficiency under dual-task conditions in the dual-task training group was greater than in the single-task training group (10.0% vs. 2.3%), the differences, while providing a moderate effect size (d = 0.57), were not statistically significant. These results suggest that the attentional demands of drawing and passing are reduced in high-skilled rugby league players compared with their lesser-skilled counterparts. In addition, compared with single-task training, dual-task training appears to improve the ability to perform dual-task draw and pass tasks (possibly through an improvement in time-sharing skills). Further studies are required to verify the efficacy of dual-task training as a training stimulus.

Physical Demands of Representative Match-Play in Adolescent Rugby Union

“…Interestingly, at U16 an unclear difference in relative distance was observed and shows that the differences between forwards and backs become more pronounced as age increases. This could be explained by the lower standard of skill level at younger age groups (20) and the impact this has shown to have on the physical demands of match-play in team sports (13). In addition, if superior defensive structures are in place during rugby at older ages this may explain the greater low-velocity activity (PLslow.min -1 ) and drop in running demands.…”

Relative importance of physiological, anthropometric, and skill qualities to team selection in professional rugby league

“…Scores on the primary task were assigned based on the ability of players to meet relevant technical criteria. The technical criteria were developed by two expert coaches and were consistent with cues used when coaching the skill of ''drawing and passing'' (Gabbett, Wake et al, 2011). The single-task condition involved players performing the primary skill of drawing and passing in isolation, whereas the dual-task condition required Fitness, skill, and team selection in rugby league 1455 players to perform the primary skill while also performing a secondary verbal tone recognition task.…”

“…Players performed a standardised 2-on-1 drill in a 10 m 6 5 m grid, under single-task and dual-task conditions (Gabbett, Wake et al, 2011). Video footage was taken from the rear, side, and front of the player using 37 mm digital video cameras (Sony, DCR-TRV 950E).…”

“…In a subsequent study, significant differences were reported between professional and semi-professional (Gabbett & Ryan, 2009) and high-skilled and lesser-skilled junior (Gabbett, Jenkins, & Abernethy, 2010) rugby league players on a standardised assessment of tackling proficiency. It was also shown that a dual-task assessment of draw and pass ability (i.e., performance of the skill coupled with a secondary tone recognition task) discriminated higher and lesser-skilled junior rugby league players, when performance of the draw and pass assessment in isolation did not (Gabbett, Wake, & Abernethy, 2011). Gabbett, Kelly, and Sheppard (2008) investigated a wide range of preplanned change of direction speed tests and a reactive agility test that measured the player's response to a game-specific stimulus, to determine which, if any tests discriminated higher and lesser-skilled players.…”

Combining 3D-MOT with motor and perceptual decision-making tasks: conception of a life-sized virtual perceptual-cognitive training paradigm

“…broader contextual information) to potentially increase the transfer of learning and therefore athletic performance. Given that many sports skills involve performing multiple tasks simultaneously, performance on these skills may be enhanced if training conditions also incorporate multiple tasks (Gabbett, Wake et al 2011). A simulated dual-task paradigm would also be closer to the attentional demand required in the sports environment (Memmert 2009).…”