运动-认知和运动-运动双重任务训练对智障人士双重任务干扰的影响不同吗？

IF 1.7 3区医学 Q2 REHABILITATION

Adapted Physical Activity Quarterly Pub Date : 2024-07-02 Print Date: 2024-10-01 DOI:10.1123/apaq.2024-0044

Rihab Borji, Rym Baccouch, Rabeb Laatar, Sirine Falhi, Sonia Sahli, Haithem Rebai

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引用次数: 0

摘要

本研究探讨了不同的双任务（DT）训练计划对智障成人双任务干扰的影响。在认知-运动训练组、运动-运动训练组和对照组中，对单一任务（ST）和认知-DT条件下的压力中心（CoP）平均速度，以及ST、认知-DT和运动-DT条件下的定时上行测试（TUGT）进行了干预前后的评估。训练前，与 ST 条件相比，DT 条件下的 CoP 平均速度和 TUGT 时间增加了（p < .001）。训练后，在认知运动训练组中，与 ST 条件相比，DT 的 CoP 平均速度值保持不变（p = .07）。此外，与 ST 条件相比，认知-运动训练组在认知-DT 条件下的 TUGT 时间没有增加（p = 1），运动-运动训练组在运动-DT 条件下的 TUGT 时间也没有增加（p = .12）。DT训练对DT干扰的影响取决于训练方式。

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Do Motor-Cognitive and Motor-Motor Dual-Task Training Differently Affect Dual-Task Interference in Individuals With Intellectual Disability?

This study explored the effect of different dual-task (DT) training programs on DT interference in adults with intellectual disability. Center-of-pressure (CoP) mean velocity in single-task (ST) and cognitive-DT conditions and the Timed Up-and-Go Test (TUGT) during ST, cognitive-DT, and motor-DT conditions were assessed before and after intervention in a cognitive-motor training group, a motor-motor training group, and a control group. Before training, CoP mean velocity and TUGT time increased (p < .001) in DT compared with the ST condition. After training, the CoP mean velocity values remained unchanged (p = .07) in DT compared with the ST condition among the cognitive-motor training group. Furthermore, compared with the ST condition, no increase (p = 1) was reported in the TUGT time during the cognitive-DT condition for the cognitive-motor training group and during the motor-DT for the motor-motor training group (p = .12). The effect of DT training on DT interference depends on the training modality.

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来源期刊

Adapted Physical Activity Quarterly 医学-康复医学

CiteScore

3.00

自引率

10.50%

发文量

审稿时长

>12 weeks

期刊介绍： APAQ is an international, peer-reviewed, multidisciplinary journal designed to stimulate and communicate scholarly inquiry relating to physical activity that is adapted in order to enable and enhance performance and participation in people with disability. Physical activity implies fine, gross, functional, and interpretive movement including physical education, recreation, exercise, sport, and dance. The focus of adaptation may be the activity or task that is to be performed, environment and facilities, equipment, instructional methodology, and/or rules governing the performance setting. Among the populations considered are persons with motor, intellectual, sensory, and mental or other disabilities across the life span. Disciplines from which scholarship to this aim may originate include, but are not limited to, physical education, teacher preparation, human development, motor behavior and learning, biomechanics, exercise and sport physiology, and exercise and sport psychology. Scientific inquiry may originate from quantitative or qualitative inquiry, as well as from multimethod designs.