dc.creatorBustillo-Casero, Pilar
dc.creatorCebrian-Bou, Sara
dc.creatorCruz-Montecinos, Carlos
dc.creatorPardo, Alberto
dc.creatorGarcía-Massó, Xavier
dc.date.accessioned2019-10-30T15:18:48Z
dc.date.available2019-10-30T15:18:48Z
dc.date.created2019-10-30T15:18:48Z
dc.date.issued2020
dc.identifier19401027
dc.identifier00222895
dc.identifier10.1080/00222895.2019.1600467
dc.identifierhttps://repositorio.uchile.cl/handle/2250/172109
dc.description.abstractThe aim was to assess dual- versus single-task training for motor performance and cognitive performance in adolescents. Two experiments were performed. In the first, 30 adolescents were randomized to three groups to determine the effect of dual-task difficulty on postural control: α-scaling and root mean square (RMS). In the second, 20 adolescents were randomized to two groups to determine the effect of dual-task practice to improve working memory. RMS in the post-test was lower than the pre-test in both dual-task groups, while α-scaling was lower in post-test than pre-test only in the high-difficulty dual-task group. A practice effect was observed on the percentage of correct answers only in the dual-task group (p = 0.035). Thus, dual-task training could enhance motor and cognitive performance more than single-task training.
dc.languageen
dc.publisherRoutledge
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile
dc.sourceJournal of Motor Behavior
dc.subjectCognitive load
dc.subjectdual task
dc.subjectmotor learning
dc.subjectpostural control
dc.titleEffects of A Dual-Task Intervention in Postural Control and Cognitive Performance in Adolescents
dc.typeArtículo de revista


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