TABLE 1.
Dual-task intervention program protocol.
| Sessions | Stimulus | Cognitive tasks simultaneous to exercise | Exercise |
| 1 | Speech | The group was encouraged to speak out loudly the days of the week, months of the year, and the alphabet in direct and reverse order. | Functional Circuit + Walking |
| Long-term memory | Participants were asked to remember pre-selected words and sing songs with the vocabulary included. | Resistance training | |
| 2 | Short-term memory | At functional physical exercise circuit beginning, researcher reads a word sequence (places, animals, and objects), which were requested to be reproduced by the participant at the circuit endpoint. | Functional Circuit + Walking |
| Mathematical thinking | Simple calculations (arithmetic). | Resistance training | |
| 3 | Motor learning | Learning a new choreography | Dance |
| Semantic and phonological fluency | The group was encouraged to remember and to speak out loud words from a certain category or phoneme. | Resistance training | |
| 4 | Mathematical thinking | Simple calculations (arithmetic). | Functional Circuit + Walking |
| Reasoning | The participants were encouraged to deduce a hidden word on the board. Researchers provided clues. | Resistance training | |
| 5 | Long-term memory and Motor learning | Remember the previous choreography | Dance |
| Speech | Participants were asked to do storytelling and, collaboratively, create a new story. | Resistance training | |
| 6 | Attention, Decision-making and Short-term memory | Specific sound stimulus (one whistle, two whistles, and applause) were associated with a specific sequence of motor tasks to be performed. | Functional Circuit + Walking |
| Short-term memory and Attention | One of the participants started a sequence of grocery store shopping list saying: “I went to the grocery and bought an…” (e.g., apple). The closest participant was asked to repeat the previous statement and add a new item to the shopping list. The process was continuous and items cumulative until everyone in the group had contributed. | Resistance training | |
| 7 | Motor learning | Learning a new choreography | Dance |
| Reasoning | The participants were encouraged to deduce a hidden word on the board. Randomly selected participant provided clues. | Resistance training | |
| 8 | Attention, decision-making, and inhibition | At the sound of a whistle, participants should perform a sequence of pre-learned motor tasks. At the sound of two whistles, they should perform the movement illustrated among other equal distractors from a projected image. | Functional Circuit + Walking |
| Inhibition and Processing speed | Stroop Test | Resistance training | |
| 9 | Long-term memory and motor learning | Remember the previous choreography | Dance |
| Long-term memory and autobiographical | Old singers’ photos and songs were placed, and the group was asked to identify the singer, named the song, and asked to share personal experiences evoked by the music. | Resistance training | |
| 10 | Attention, decision-making, and short-term memory | Specific sound stimulus (one whistle, two whistles, and applause) were associated with a specific sequence of motor tasks to be performed. | Functional Circuit + Walking |
| Speech | The group was encouraged to speak out loudly the days of the week, months of the year and the alphabet in direct and reverse order. | Resistance training | |
| 11 | Motor learning | Learning a new choreography | Dance |
| Mathematical reasoning | Simple mathematical problems | Resistance training | |
| 12 | Short-term memory | At functional physical exercise circuit beginning, researcher reads a word sequence (places, animals, and objects), which were requested to be reproduced by the participant at the circuit endpoint. | Functional Circuit + Walking |
| Speech | Participants were asked to do storytelling and, collaboratively, create a new story. | Resistance | |
| 13 | Long-term memory and motor learning | Remember the previous choreography | Dance |
| Inhibition and processing speed | Stroop Test | Resistance training | |
| 14 | Long-term memory and short-term memory | At functional physical exercise circuit beginning, specific sequence of olfactory stimuli were presented. Later, the identification and the sequence of the odors presented were requested. | Functional Circuit + Walking |
| Short-term memory and attention | One of the participants started a sequence of grocery store shopping list saying: “I went to the grocery and bought an …” (e.g., apple). The closest participant was asked to repeat the previous statement and add a new item to the shopping list. The process was continuous and items cumulative until everyone in the group had contributed. | Resistance training | |
| 15 | Motor learning | Learning a new choreography | Dance |
| Attention and short-term memory | The researcher reads news and proceeds a group discussion about the information read. | Resistance training | |
| 16 | Attention and long-term memory | A song was played during the exercise, and then suddenly interrupted. Participants were encouraged to continue to sing, completing the song. | Functional Circuit + Walking |
| Inhibition and processing speed | Stroop Test | Resistance training | |
| 17 | Long-term memory and motor learning | Remember the previous choreography | Dance |
| Attention and short-term memory | A music was played and after that the group was asked to identify among projected images, the objects mentioned by the music. Confounders images were used. | Resistance training | |
| 18 | Long-term memory and short-term memory | Commemorative dates were said at the beginning of the functional circuit and requested to be mentioned at the end. | Functional Circuit + Walking |
| Emotional prosody | Identification of emotions on the images displayed. | Resistance | |
| 19 | Motor learning | Learning a new choreography | Dance |
| Attention and reasoning | One word was given for a random participant, who had to describe characteristics of his word so the others could try to guess it. | Resistance training | |
| 20 | Long-term memory and short-term memory | At functional physical exercise circuit beginning, Specific sequence of olfactory stimuli were presented. Later, the identification and the sequence of the odors presented were requested. | Functional Circuit + Walking |
| Short-term memory | Visual memory game with increased degree of difficulty. | Resistance | |
| 21 | Long-term memory and motor learning | Remember the previous choreography | Dance |
| Long-term memory and autobiographical | Old singers’ photos and songs were placed, and the group was asked to identify the singer, named the song, and asked to share personal experiences evoked by the music. | Resistance training | |
| 22 | Sustained attention and decision-making | At a specific sound, the group should change the motor task. There were confounding sounds. | Functional Circuit + Walking |
| Long-term memory and reasoning | Questions about general knowledge issues. | Resistance training | |
| 23 | Motor learning | Learning a new choreography | Dance |
| Emotional prosody | Identification of emotions on the images displayed. | Resistance | |
| 24 | Long-term memory and Motor learning | Remember the previous choreography | Dance |
| Semantic and phonological fluency | The group was encouraged to remember and to speak out loud words from a certain category or phoneme. | Resistance training |