A dual-task paradigm is a procedure commonly used
in behavioral research that requires a participant to perform
two tasks simultaneously, typically labeled the
primary and secondary tasks. For example, attempting
to sink a golf putt (primary task) while repeating words
presented during the putting stroke (secondary task).
The priority the participant gives to these two concurrent
tasks may be altered through the use of different
instructions (e.g., being asked to “give priority to the
primary task” vs “performing both tasks to the best of
their ability”). Typically performance in the dual-task
paradigm is directly compared to performance in a condition
in which the participant is only performing the
primary task.
The interpretation of results from a dual-task paradigm
is based on the assumption that our perceptual-cognitive
processing resources (e.g., attention, working
memory) are capacity limited in some way (the specifics
of which vary for different theories). For example,
consider a case where performance on the secondary
task is poor (e.g., high error rate and/or slow response
times) while performance on the primary task is comparable
to when the primary task is performed alone. This
result is generally taken as being indicative of high processing
demands for the primary task and consequently
low residual processing capacity available to perform
the secondary task. Conversely, if performance on both
the primary and secondary tasks is good, it is taken as
evidence that the primary task has low processing
demands, resulting in a large number of ‘free’ resources to devote to the secondary task. Consistent with traditional
theories of skill acquisition, these two patterns of
results are what is typically found for novice and expert
performers, respectively. Therefore, dual-task paradigms
can be an effective tool for assessing and comparing
athletes of different skill levels.
Dual-tasks paradigms can also be used to investigate
situations in which skilled performers are thought to
shift their attention inward toward skill execution and
their own body movements (e.g., choking under pressure).
This involves using a secondary task which
requires a performer to make a judgement about some
aspect of the primary task (e.g., the club head angle
during a putting stroke). It is typically found that these
type of skill-focused secondary tasks result in worse
performance of the primary task as compared to when
the primary task is performed alone.
Finally, dual-task paradigms have been uses to
encourage implicit learning of sports skills. By having
a learner perform a secondary task while acquiring the
ability to perform the primary task it is possible to
reduce their explicit awareness of the steps involved in
skill execution.
