认知双重任务训练对青年人动态平衡的影响

Effect of cognitive dual task training on the dynamic balance of young people

目的:探讨认知平衡双重任务训练与常规平衡训练对提高动态平衡能力的作用。方法:选取年龄在20~25岁之间的健康青年人20名,随机分为2组各10例,观察组进行认知、平衡双重任务训练;对照组进行常规平衡功能训练。训练前后采用动态平衡测试仪评定其动态平衡能力,用连线测试评定其认知注意力。结果:训练2周后,在感觉统合测试(SOT)中观察组SOT综合得分及第5、6项测试得分均明显高于训练前及对照组(P<0.05,0.01),训练前后观察组第1、2、3、4项得分及对照组各项得分差异无统计学意义;在重心稳定极限测试中,观察组反应时较训练前明显降低(P<0.05),移动速度、端点行程距离、最大偏移距离及方向控制能力较训练前明显提高(P<0.05,0.01),对照组在训练后移动速度、端点行程距离及最大偏移距离较训练前明显提高(P<0.05,0.01),而在反应时和方向控制方面训练前后差异无统计学意义,2组间比较差异无统计学意义。结论:认知双重任务训练可以提高青年人的动态平衡能力,且效果优于单任务平衡训练。

Objective：To explore the effect of dual task training and routine balance training on improving dynamic balance ability.Methods：Selected 20 young people aged 20-25 years old were randomly divided into two groups（n=10in each group）.The experimental group was given cognitive and balanced dual task training,and the control group was subjected to routine balance function training.The dynamic balance ability was assessed by the dynamic balance tester before and after training,and the cognitive attention was assessed by the connection test.Results：After two weeks of training,there was significant difference between the experimental group before and after training in sensory integration test（P〈0.01）,and the control group had no significant improvement before and after training.In the center of the stability limit test,the difference was statistically significant in the reaction time,movement speed,maximum offset results,the direction of travel and the endpoint control results before and after training in the experimental group（P〈0.05,or P〈0.01）.The moving speed（P〈0.05）,and the endpoint travel and the maximum offset results（P〈0.01）showed statistically significant differences before and after training in the control group.Conclusion：Cognitive dual task training can improve the dynamic balance ability of young people,and the effect is better than the single task balance training.