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<p>Considering the importance of dual-task (DT) performance and executive functions in daily life functioning, strategies to foster these abilities in the early childhood years are highly requested. The present study aimed, therefore, to explore the effectiveness of a DT cognitive–motor intervention among preschooler children. Thirty-one children aged between 5 and 6 years were randomized to a motor training group (MTG), a cognitive–motor group (CMTG), and a control group (CG). Before and after the interventions, lower limb strength and two executive functions: inhibition and working memory were measured. Moreover, the dynamic balance was assessed using the Timed Up and Go Test (TUGT) during single (ST) and DT conditions. Results showed that strength (<i>p</i> &lt; 0.001), working memory (<i>p</i> &lt; 0.01), and inhibition (<i>p</i> &lt; 0.01) performances were improved similarly in both training groups. Concerning the TUGT, both training groups demonstrated an improvement in the ST condition (CMTG: <i>p</i> &lt; 0.001; MTG: <i>p</i> &lt; 0.05). However, under the DT condition, a significant improvement (<i>p</i> &lt; 0.001) was observed only in the CMTG. The results underline the effectiveness of combined cognitive–motor interventions to enhance preschooler children’s DT ability and their executive functions.</p>

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Cognitive–motor training promotes dual-task skills and executive functions in preschool children: a randomized controlled trial

  • 期刊论文

  • 发表日期：

    2026年7月7日

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  • Rabeb Laatar,
  • Mohamed Achraf Harrabi,
  • Ahmad Touil,
  • Rihab Borji,
  • Haithem Rebai,
  • Sonia Sahli

摘要

Considering the importance of dual-task (DT) performance and executive functions in daily life functioning, strategies to foster these abilities in the early childhood years are highly requested. The present study aimed, therefore, to explore the effectiveness of a DT cognitive–motor intervention among preschooler children. Thirty-one children aged between 5 and 6 years were randomized to a motor training group (MTG), a cognitive–motor group (CMTG), and a control group (CG). Before and after the interventions, lower limb strength and two executive functions: inhibition and working memory were measured. Moreover, the dynamic balance was assessed using the Timed Up and Go Test (TUGT) during single (ST) and DT conditions. Results showed that strength (p < 0.001), working memory (p < 0.01), and inhibition (p < 0.01) performances were improved similarly in both training groups. Concerning the TUGT, both training groups demonstrated an improvement in the ST condition (CMTG: p < 0.001; MTG: p < 0.05). However, under the DT condition, a significant improvement (p < 0.001) was observed only in the CMTG. The results underline the effectiveness of combined cognitive–motor interventions to enhance preschooler children’s DT ability and their executive functions.