Influence of combined physical and cognitive training on cognition: a systematic review.
Influence of combined physical and cognitive training on cognition: a systematic review.
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DOI：
10.1186/s12877-016-0315-1
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发表时间：
2016-07-18
期刊：
影响因子：
4.1
通讯作者：
Teichmann B
中科院分区：
文献类型：
--
作者：
Lauenroth A;Ioannidis AE;Teichmann B
许多日常活动需要同时应用运动和认知技能（双任务）。对于老年人和患有（神经）退行性疾病的人来说，执行这些任务特别困难。身体和认知能力的训练有助于预防或减缓与年龄相关的认知能力下降。本综述的目的是总结和评估的作用相结合的物理和认知训练的特点，在提高认知性能，并提出一个有效的训练方案的框架内，一个合适的实验设计。在选定的数据库中进行了系统的电子文献检索。以下标准是强制纳入本研究的标准：1.（随机）对照试验（RCT或CT）设计; 2.同时（双重任务）或随后进行身体和认知训练的组合-每周至少一小时，持续四周或更长时间; 3.认知结果作为研究的终点。20篇文章符合纳入标准。与单一的身体或认知锻炼相比，同时或随后结合的身体和认知训练似乎更成功。训练的特点，如长度，频率，持续时间，强度和任务的难度水平似乎决定了认知性能。然而，这些文章表明，认知能力的提高似乎仍然局限于训练的认知功能，而不是推广到其他认知或日常生活技能。由于研究方法的异质性，结果需要谨慎对待。我们批判性地讨论了培训特点的作用，并提出了一个潜在的有效的培训干预适当的实验设计。
Numerous daily activities require simultaneous application of motor and cognitive skills (dual-tasking). The execution of such tasks is especially difficult for the elderly and for people with (neuro-) degenerative disorders. Training of physical and cognitive abilities helps prevent or slow down the age-related decline of cognition. The aim of this review is to summarise and assess the role of combined physical-and-cognitive-training characteristics in improving cognitive performance and to propose an effective training scheme within the frame of a suitable experimental design. A systematic electronic literature search was conducted in selected databases. The following criteria were compulsory for inclusion in the study: 1. A (Randomized) Controlled Trial (RCT or CT) design; 2. Implementation of combined physical and cognitive training, either simultaneously (dual task) or subsequently - at least one hour per weekly over four weeks or more; 3. Cognitive outcomes as a study’s endpoint. Twenty articles met the inclusion criteria. It appears that either simultaneous or subsequently combined physical and cognitive training is more successful compared to single physical or single cognitive exercise. Training characteristics like length, frequency, duration, intensity and level of task difficulty seem to determine cognitive performance. However, the articles show that cognitive improvement seems to remain somewhat confined to trained cognitive functions rather than generalising to other cognitive or daily-living skills. Due to methodological heterogeneity among studies, results need to be treated with caution. We critically discuss the role of training characteristics and propose a potentially effective training intervention within an appropriate experimental design.