Electroencephalography Pattern Variations During Motor Skill Acquisition

Effective utilization of attentional resources in postural control in athletes of skill-oriented sports: an event-related potential study

Objective

Postural control plays a key role in skill-oriented sports. Athletes of skill-oriented sports (hereinafter referred to as "skilled athletes") usually showed better control ability compared with non-athletes. However, research focused on the single postural task, rarely considering the actual situation in skill-oriented sports in which other processes, such as cognitive control, frequently accompany postural control. This study aims to explore how skilled athletes control their posture under the dual-task situation and use limited attentional resources.

Method

A total of 26 skilled athletes and 26 non-athletes were required to perform the postural control and N-back tasks simultaneously. Center of pressure (COP) trajectory, reaction times (RTs), and discriminability (d') of N-back tasks were recorded and evaluated, along with event-related potentials, including N1 (Oz, PO7, and PO8), P2 (Fz, FCz, Cz, and Pz) components, and the spectral power of alpha band.

Results

Skilled athletes demonstrated more postural control stability and a higher d' than non-athletes in all dual tasks. Besides, they showed enhanced N1, P2 amplitudes and reduced alpha band power during dual-tasking. Notably, in skilled athletes, a significant negative correlation between N1 amplitude and d' was observed, while significant positive correlations between alpha band power and postural control performance were also identified.

Conclusion

This study investigates the potential advantages of skilled athletes in postural control from the view of neuroscience. Compared to non-athletes, skilled athletes could decrease the consumption of attentional resources in postural control and recruit more attentional resources in stimulus discrimination and evaluation in cognitive tasks. Since the allocation of attentional resources plays a crucial part in postural control in skilled athletes, optimizing the postural control training program and the selection of skilled athletes from a dual-task perspective is important.

The simultaneous changes in motor performance and EEG patterns in beta band during learning dart throwing skill in dominant and non-dominant hand

Background: Although changes in performance during the learning of various sports skills have been studied, however, how these changes at the brain level is still unknown. The aim of this study was to investigate simultaneous changes in motor performance and EEG patterns in beta band during learning dart throwing skill in dominant and non-dominant hand. Methodology: The samples consisted of 14 non-athlete students with an average age of 23 ± 2.5, which were divided into two group dominant hand (7) and non-dominant hand (7). Repeated measures ANOVA were used to measure data at the execution level and changes in EEG activity. Results: The results of this study at the performance level showed a significant reduction in the absolute error of dart throwing and at the same time at the brain level increased EEG activity in frontal and parietal-posterior regions along with decreased central area activity in acquisition and retention stages in both groups (P<.05). Also, there was a significant difference between the activity of EEG pattern in the dominant and non-dominant hand groups except for two channels AF3 and PO4 (P<.05). Conclusion: In general, the results of this study showed that along with relatively constant changes in performance during dart skill learning, relatively constant changes in EEG activity pattern occur, so that the concept of motor learning is also visible at the brain level. Also, the results of this study supported the existence of the different motor program for dominant and non-dominant hand control in the conditions of bilateral transfer control.

Visual attention, EEG alpha power and T7-Fz connectivity are implicated in prosthetic hand control and can be optimized through gaze training

Background

Prosthetic hands impose a high cognitive burden on the user that often results in fatigue, frustration and prosthesis rejection. However, efforts to directly measure this burden are sparse and little is known about the mechanisms behind it. There is also a lack of evidence-based training interventions designed to improve prosthesis hand control and reduce the mental effort required to use them. In two experiments, we provide the first direct evaluation of this cognitive burden using measurements of EEG and eye-tracking (Experiment 1), and then explore how a novel visuomotor intervention (gaze training; GT) might alleviate it (Experiment 2).

Methods

In Experiment 1, able-bodied participants (n = 20) lifted and moved a jar, first using their anatomical hand and then using a myoelectric prosthetic hand simulator. In experiment 2, a GT group (n = 12) and a movement training (MT) group (n = 12) trained with the prosthetic hand simulator over three one hour sessions in a picking up coins task, before returning for retention, delayed retention and transfer tests. The GT group received instruction regarding how to use their eyes effectively, while the MT group received movement-related instruction typical in rehabilitation.

Results

Experiment 1 revealed that when using the prosthetic hand, participants performed worse, exhibited spatial and temporal disruptions to visual attention, and exhibited a global decrease in EEG alpha power (8-12 Hz), suggesting increased cognitive effort. Experiment 2 showed that GT was the more effective method for expediting prosthesis learning, optimising visual attention, and lowering conscious control – as indexed by reduced T7-Fz connectivity. Whilst the MT group improved performance, they did not reduce hand-focused visual attention and showed increased conscious movement control. The superior benefits of GT transferred to a more complex tea-making task.

Conclusions

These experiments quantify the visual and cortical mechanisms relating to the cognitive burden experienced during prosthetic hand control. They also evidence the efficacy of a GT intervention that alleviated this burden and promoted better learning and transfer, compared to typical rehabilitation instructions. These findings have theoretical and practical implications for prosthesis rehabilitation, the development of emerging prosthesis technologies and for the general understanding of human-tool interactions.

Electronic supplementary material

The online version of this article (10.1186/s12984-019-0524-x) contains supplementary material, which is available to authorized users.