Showing 3 results for Dual Task
Mrs Fahimeh Habibi Far, Dr Alireza Farsi, Dr Behrooz Abdoli,
Volume 8, Issue 16 (12-2018)
Abstract
The purpose of the present study was to investigate the effect of concurrent cognitive tasks activating phonological loop and visuospatial scratchpad of working memory on gait in older adults.12 older adults with the age range of 65-70 years performed walking trials in 3 counterbalanced testing conditions including single walking, walking while performing visuospatial task and walking while performing phonological task. Walking trials were recorded by Motion Analysis system during the test session. Repeated measure ANOVA was used to analyze the gait parameters. The findings indicated a significant difference between 3 testing conditions in step time, cadence, acceleration amplitude variability and step width. The results also showed that in dual task condition, visuospatial scratchpad activation interferes with elderly gait more so than the phonological loop activation. Therefore, it seems that visuospatial scratchpad component of working memory might be specifically used for planning and carrying out gait as a motor task.
Saeed Nazari, Fatemeh Najafian, Shaheen Ramezani, Morteza Homayounnia Firouzjah, Farzaneh Barmaki,
Volume 13, Issue 26 (12-2023)
Abstract
The purpose of this study was the effect of visual illusions and focus of attention instructions on the performance and learning of the golf putt. A total of 48 students with an age range of 7-9 years were selected from the community in a targeted manner and randomly divided into four groups (large visual illusion with external focus of attention instruction, large visual illusion with internal focus of attention instruction, small visual illusion with external focus of attention instruction, small visual illusion internal focus of attention instruction) were allocated.The current research was conducted in five different phases of pre-test, acquisition, retention, transfer and dual task. results a mixed two-way analysis of variance (ANOVA) repeated measure, showed that in all phases, especially the dual task, the two groups of external focus of attention with large and small visual illusion performed better than other groups. These findings showed the importance of external attention and additive Effects of an External Focus and visual illusions in Learning a Motor Skill, which may be platform for encourages implicit learning mechanisms, it is recommended that physical education coaches use psychological variables (external focus of attention and visual illusions) in practicing golf putting skills.
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Volume 100, Issue 100 (10-2020)
Abstract
Objective:The purpose of the study was to investigate the effect of gender stereotype induction on girls' agility performance in the presence of secondary cognitive task. Method: 14 students studying in a physical education technical and vocational school participated in the study. Participants performed the hexagonal agility task in four different research contexts with a 20-minute time interval between each context. Findings: The results of ANOVA with repeated measures showed a significant difference between the different research contexts. By presenting the secondary task, the level of perceived difficulty increased and it decreased with the induction of stereotypes, and in accordance with the level of perceived difficulty, agility performance had a significant positive change compared to other contexts (P<0.001). Conclusion: The results of the research showed that inducing gender stereotypes improves performance and presenting secondary tasks disrupts performance. It was also found that the induction of positive stereotype moderates the destructive effects of the secondary task. According to the results of the present research, gender stereotyping can moderate the dysfunction caused by the presentation of the secondary task in competitive and sensitive contexts. Educators can use positive gender stereotype induction to eliminate the harmful effects of the secondary task.
