Dual tasks in student physical education: the impact of balance complexity on cognitive functions

Il'ya Mironov; Mikhail Pravdov; Oleg Kuligin

doi:10.5930/1994-4683-2026-1-34-41

UDC 796.011.3

DUAL TASKS IN STUDENT PHYSICAL EDUCATION: THE IMPACT OF BALANCE COMPLEXITY ON COGNITIVE FUNCTIONS Dual tasks in student physical education: the impact of balance complexity on cognitive functions

АА Аа

Published in Scientific notes of P. F. Lesgaft University · Issue 1 · Pages 34–41 · Rubric: PHYSICAL EDUCATION AND PROFESSIONAL PHYSICAL TRAINING

DOI: https://doi.org/10.5930/1994-4683-2026-1-34-41

Received: 20.11.2025 Accepted: 25.12.2025 Published: 29.01.2026

Authors

Il'ya Mironov

ORCID SPIN

Mikhail Pravdov

ORCID SPIN

Oleg Kuligin

ORCID SPIN

Il'ya Mironov

Academic degree: candidate of pedagogical sciences

Science rang: docent

Federal State Budgetary Educational Institution of Higher Education «Ivanovo State Medical University» of the Ministry of Health of the Russian Federation Docent kafedry fizicheskoy kul'tury · Russian Federation · Иваново

ORCID SPIN

Mikhail Pravdov

Academic degree: doctor of pedagogical sciences

Science rang: professor

Ivanovo State University, Shuya branch Professor kafedry teorii i metodiki fizicheskoy kul'tury i sporta · Russian Federation

ORCID SPIN

Oleg Kuligin

Academic degree: doctor of medical sciences

Science rang: professor

Ivanovo State Medical University Head of Department · Department of Physical Education · Russian Federation · Иваново

ORCID SPIN

ABSTRACT

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.

KEYWORDS

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

Text

Text (PDF)

Read Download

занятия.

1. Best J. (2010), “Effects of physical activity on children’s executive function: contributions of experimental research on aerobic exercise”, Developmental Review, Vol. 30, No. 4, pp. 331–551, DOIhttps://doi.org/10.1016/j.dr.2010.08.001.

2. Diamond A., Ling D. S. (2016), “Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not”, Developmental Cognitive Neuroscience, Vol. 18, pp. 34–48, DOIhttps://doi.org/10.1016/j.dcn.2015.11.005.

3. Zverev Yu. P., Buylova T. V., Tulichev A. A. (2024), “Postural balance and cognitive functions: interaction and significance for rehabilitation (scientific review)”, Physical and Rehabilitation Medicine, Medical Rehabilitation, Vol. 6, No. 2, pp. 143–156, DOIhttps://doi.org/10.36425/rehab626484.

4. Tishutin N. A., Gaponenok Yu. V. (2024), “Postural balance in single-leg stance during cognitive task performance in football players with different types of autonomic regulation”, Human. Sport. Medicine, Vol. 24, No. 3, pp. 63–70, DOIhttps://doi.org/10.14529/hsm240307.

5. Ward N., Menta A., Ulichney V., Raileanu C., Wooten T., Hussey E., Marfeo E. (2022), “The specificity of cognitive-motor dual-task interference on balance in young and older adults”, Frontiers in Aging Neuroscience, Vol. 13, Art. 804936, DOIhttps://doi.org/10.3389/fnagi.2021.804936.

6. Paas F., Tuovinen J. E., Tabbers H., van Gerven P. W. M. (2003), “Cognitive load measurement as a means to advance cognitive load theory”, Educational Psychologist, Vol. 38, No. 1, pp. 63–71, DOIhttps://doi.org/10.1207/S15326985EP3801_8.

7. Yerkes R. M., Dodson J. D. (1908), “The relation of strength of stimulus to rapidity of habit-formation”, Journal of Comparative Neurology and Psychology, Vol. 18, pp. 459–482, DOIhttps://doi.org/10.1002/CNE.920180503.

8. Huxhold O., Li S.-C., Schmiedek F., Lindenberger U. (2006), “Dual-tasking postural control: aging and the effects of cognitive demand in conjunction with focus of attention”, Brain Research Bulletin, Vol. 69, No. 3, pp. 294–305, DOIhttps://doi.org/10.1016/j.brainresbull.2006.01.002.

9. Wulf G., McNevin N., Shea C. H. (2001), “The automaticity of complex motor skill learning as a function of attentional focus”, Quarterly Journal of Experimental Psychology, Vol. 54, No. 4, pp. 1143–1154, DOIhttps://doi.org/10.1080/713756012.

10. Liebherr M., Weiland-Breckle H., Grewe T., Schumacher P. (2018), “Cognitive performance under motor demands: on the influence of task difficulty and postural control”, Brain Research, Vol. 1684, pp. 1–8, DOIhttps://doi.org/10.1016/j.brainres.2018.01.025.

11. Salihu A. T., Hill K. D., Jaberzadeh S. (2022), “Effect of cognitive task complexity on dual-task postural stability: a systematic review and meta-analysis”, Experimental Brain Research, Vol. 240, No. 3, pp. 703–731, DOIhttps://doi.org/10.1007/s00221-021-06299-y.

12. Schaefer S. (2014), “The ecological approach to cognitive–motor dual-tasking: findings on the effects of expertise and age”, Frontiers in Psychology, Vol. 5, Art. 1167, DOIhttps://doi.org/10.3389/fpsyg.2014.01167.

13. Mironov I. S. (2025), “Computer-based test battery for the assessment of human cognitive functions”, Computer Software Registration Certificate.

14. Mironov I. S., Pravdov M. A. (2025), “Conceptual foundations of the intellectualization of physical education”, Science and Sport: Current Trends, Vol. 13, No. 3, pp. 171–178, DOIhttps://doi.org/10.36028/2308-8826-2025-13-3-171-178.

PDF JATS XML

Editor-in-Chief

Sergey Ashkinazi

Deputy Editor-in-Chief

Aleksey Baryaev

responsible editor

Natal'ya Zakrevskaya

uchzapiski@lesgaft.spb.ru +7(812)714-16-29

commissioning editor

Svetlana Kravtsova

Executive Secretary

Ekaterina Komeva

413

downloads

GOST

Mironov I. S., Pravdov M. A., Kuligin O. V. Dual tasks in student physical education: the impact of balance complexity on cognitive functions // Scientific notes of P. F. Lesgaft University. 2025. no. 1. pp. 34-41. DOI: https://doi.org/10.5930/1994-4683-2026-1-34-41. (Date of access 29.10.2026).

MLA

Il'ya Mironov, Pravdov M. A., Kuligin O. V.. "Dual tasks in student physical education: the impact of balance complexity on cognitive functions." Scientific notes of P. F. Lesgaft University.1 (2025): 34-41. DOI: https://doi.org/10.5930/1994-4683-2026-1-34-41.

APA

Mironov I. S., Pravdov M. A., Kuligin O. V. (2025). Dual tasks in student physical education: the impact of balance complexity on cognitive functions. Scientific notes of P. F. Lesgaft University(1), 34-41. https://doi.org/10.5930/1994-4683-2026-1-34-41

Chicago

Il'ya Mironov, Pravdov M. A., Kuligin O. V.. "Dual tasks in student physical education: the impact of balance complexity on cognitive functions." Scientific notes of P. F. Lesgaft University, no. 1 (2025): 34-41. https://doi.org/10.5930/1994-4683-2026-1-34-41.

WIKI

{{cite journal | author = Mironov I. S., Pravdov M. A., Kuligin O. V. | title = Dual tasks in student physical education: the impact of balance complexity on cognitive functions | journal = Scientific notes of P. F. Lesgaft University | year = 2025 | issue = 1 | pages = 34-41 | doi = 10.5930/1994-4683-2026-1-34-41 }}

Copy

Export: BibTeX EndNote RefMan RusMARC

DUAL TASKS IN STUDENT PHYSICAL EDUCATION: THE IMPACT OF BALANCE COMPLEXITY ON COGNITIVE FUNCTIONS Dual tasks in student physical education: the impact of balance complexity on cognitive functions

Confirmation