The effects of additional cognitive and motor tasks on static and dynamic balance in school-age children

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dc.contributor.authorPolat, Ani Parabakan
dc.contributor.authorCengiz, Deniz Uğur
dc.contributor.authorCimen, Hatice
dc.contributor.authorTezcan, Elif Ilkay
dc.contributor.authorTombuloglu, Ceren
dc.date.accessioned2024-08-04T19:42:39Z
dc.date.available2024-08-04T19:42:39Z
dc.date.issued2021
dc.departmentİnönü Üniversitesien_US
dc.description.abstractAim: To evaluate the effects of dual-tasks on balance in school-age children aged 7-10 years. Materials and Methods: In the present study, 28 primary school children aged 7-10 years were included. Static and dynamic balances were evaluated separately without any additional task and also in the presence of additional cognitive and motor tasks. The Sharpened Romberg Test and the One-Leg Stance Test were used to evaluate the static balance. The Five-Repetition Sit-ToStand Test was used to evaluate dynamic balance. As a cognitive additional task, the children were asked to say "Yes" when they saw the red card and "No" when they saw the blue card. The motor additional task was designated as catching a ball. Results: In the static balance tests, the scores performed in the presence of an additional cognitive task were higher than those obtained without any additional task. However, this difference was not statistically significant (p>0.05). Test scores obtained with an additional motor task were significantly lower than those obtained without any additional task (p<0.001). In the Five-Repetition Sitto-Stand Test, the scores obtained in the presence of additional cognitive (p = 0.003) and motor (p = 0.002) tasks were significantly higher than those obtained without any additional task. Conclusion: In our study, an additional motor task performed simultaneously with static balance tests negatively affected balance performance in children aged 7-10 years. Postural control also reduced by additional motor or cognitive tasks during the dynamic balance tests. The results obtained in this study will contribute to understanding the relationship between cognition and balance system in children.en_US
dc.identifier.doi10.5455/annalsmedres.2021.03.260
dc.identifier.endpage2096en_US
dc.identifier.issn2636-7688
dc.identifier.issue11en_US
dc.identifier.startpage2090en_US
dc.identifier.trdizinid482800en_US
dc.identifier.urihttps://doi.org/10.5455/annalsmedres.2021.03.260
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/482800
dc.identifier.urihttps://hdl.handle.net/11616/88555
dc.identifier.volume28en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofAnnals of Medical Researchen_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleThe effects of additional cognitive and motor tasks on static and dynamic balance in school-age childrenen_US
dc.typeArticleen_US

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