The effect of task-specific balance training program in dual-task and single-task conditions on balance performance in children with developmental coordination disorder

Abstract

Background: Among the main deficits in children with developmental coordination disorder (DCD), the underde-veloped balance is important because of the impact on motor skills development, the falling risks and participation in various physical activities. Objective: The purpose of this study was to examine the effect of task-specific balance training in dual-task and single-task conditions on balance performance in children with DCD. Methods: Thirty-nine boys aged from 7 to 9 years with DCD were randomly assigned to 3 groups: dual-task training group (n = 13, mean age 8.59 ± 0.82 years), single-task training group (n = 13, mean age 8.61 ± 0.83 years) and control group without any intervention (n = 13, mean age 8.41 ± 0.86 years). Each session in the single-task or dual-task group continued for 45 minutes, three times per week for a duration of 8 weeks. The balance of all three groups was measured using the Stork Balance Stand Test and dynamic Y Balance Test in the pre-test, post-test (after 24 sessions), and follow-up phases (2 months after the intervention). Results: There was a significant difference between the dual-task and single-task training program in static and dynamic balance tests score during post-test. The dual-task program significantly improved the balance performance of children with DCD (p < .001). Conclusions: Based on the findings of the present research, the dual-task training condition focusing on balance and cognitive tasks may improve the skills of children on performing static and dynamic balance significantly more than the single-task training.