Effects of Dual-Tasking on Center-of-Pressure Dynamics and Spectral Balance Control
Source abstract
Abstract
Cognitive tasks play a pivotal role in posture control among young adults. This study examined how concurrent cognitive tasks alter balance stability and sensory integration during single-leg stance by analyzing center-of-pressure trajectories and wavelet spectra to elucidate the neurobehavioral mechanisms underlying dual-task balance degradation. A cohort of 24 young adults completed both single postural control tasks and dual cognitive–postural tasks on a force plate. COP data and wavelet decomposition energy were computed and analyzed. The results revealed significant differences between the dual-task and single-task groups for Lxy, Ly, Vxy, and Vy (p < 0.05). Energy content analysis showed that the dual-task group had significantly different energy ratios across four frequency bands along the x-axis (p < 0.05). Our findings showed that dual-task conditions impair postural control in young adults, increasing anteroposterior sway and altering mediolateral energy patterns. This suggests a shift toward proprioceptive reliance during cognitive division, revealing cognitive–postural interference. These results support using dual-task assessments for fall risk evaluation and inform interventions for populations requiring cognitive–motor integration.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Balance, Gait, and Falls Prevention · Aerospace and Aviation Technology · Vehicle Dynamics and Control Systems
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
School of Physical Education and Sports, Soochow University, Suzhou 215021 China
Department of Basic Course, Suzhou City University, Suzhou 215104, China
Funding
Youth Project of Humanities and Social Sciences Research, Ministry of Education · Suzhou Sports Bureau · National Program Pre-Research Foundation of Suzhou City University · Higher Education Reform Project of Suzhou City University
References (31)
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