Enhancing Dual-task Learning through Supraposture-first Instruction in Healthy Young Adults

doi:10.15344/2455-7498/2015/105

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International Journal of Physical Therapy & Rehabilitation Volume 1 (2015), Article ID 1:IJPTR-105, 5 pages
http://dx.doi.org/10.15344/2455-7498/2015/105

Research Article

Enhancing Dual-task Learning through Supraposture-first Instruction in Healthy Young Adults

Shu-Han Yu¹ and Cheng-Ya Huang^1,2*

¹School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan
²Physical Therapy Center, National Taiwan University Hospital, Taipei, Taiwan

Corresponding Author Details: Dr. Cheng-Ya Huang, School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, 100, Taiwan, Tel: 886-2-33668131; E-mail: rcyhuangg@ntu.edu.tw

Received: 03 January 2015; Accepted: 01 April 2015; Published: 03 April 2015

Citation: Yu SH, Huang CY (2015) Enhancing Dual-task Learning through Supraposture-first Instruction in Healthy Young Adults. Int J Phys Ther Rehab 1: 105. doi: http://dx.doi.org/10.15344/2455-7498/2015/105

Funding: This research was supported by a grant from the National Science Council, R.O.C. Taiwan, under grant no. NSC 102-2314-B-002-014, and partially supported by a grant from the Ministry of Science and Technology, Taiwan, under grant no. MOST 103-2314-B-002-007- MY3.

Copyright: © 2015 Yu et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Background: Previous studies have demonstrated that the performance of a postural-suprapostural dual task can be modulated by varied attention prioritization. The purpose of this study was to compare the effects of two task-priority approaches to dual-task learning on accuracy and dynamic characteristics of postural-suprapostural performance.
Methods: We concurrently conducted a force-matching precision grip task (suprapostural task) while maintaining a stabilometer stance (postural task). Twenty adults were randomly assigned to one of two learning conditions: (1) dual-task learning with prioritizing force-matching precision grip task (supraposture first, SF), or (2) dual-task learning with prioritizing stabilometer movement (posture first, PF). Force-matching error, postural error, and dynamics of force-matching peak and stabilometer movement were evaluated.
Results: Dual-task learning with the SF strategy caused superior force-matching, postural accuracy, and more complex stabilometer movements than dual-task learning with the PF strategy.
Conclusion: Dual-task learning with the SF strategy takes advantage of more autonomous and flexible postural responses to facilitate the suprapostural performance.

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