DUAL TASKS IN STUDENT PHYSICAL EDUCATION: THE IMPACT OF BALANCE COMPLEXITY ON COGNITIVE FUNCTIONS

The purpose of the study is to determine the impact of increasing complexity of postural conditions on cognitive performance in 19-20-year-old students under dual task conditions.
Research methods and organization. The study involved 42 medical university students. A dual task paradigm was used, which included performing cognitive tests (Flanker task and Go/No-go task) combined with static poses of varying difficulty. Reaction time, number of errors, and the magnitude of the flanker effect were assessed. Statistical analysis of the data was conducted using both parametric and non-parametric methods.
Research results showed that moderate complication of postural conditions is associated with a significant acceleration of reaction time and a reduction of interference in the flanker test, whereas further complication of the posture leads to a decrease in the effect magnitude. Simple postural conditions do not have a significant impact on cognitive performance.
Conclusions. The U-shaped relationship between cognitive performance and the difficulty of a postural task has been experimentally confirmed, which is consistent with the Yerkes–Dodson law and has practical implications for the physical education of students.

physical education of students, dual tasks, balance, cognitive functions, Yerkes–Dodson law, postural control