Timing Training in Female Soccer Players: Effects on Skilled Movement Performance and Brain Responses

Timing Training in Female Soccer Players: Effects on Skilled Movement Performance and Brain Responses. Frontiers in Human Neuroscience. Article link.

Marius Sommer, Charlotte K. Häger, Carl Johan Boraxbekk and Louise Rönnqvist

Abstract

Although trainers and athletes consider “good timing skills” critical for optimal sport
performance, little is known in regard to how sport-specific skills may benefit from timing training. Accordingly, this study investigated the effects of timing training on soccer skill performance and the associated changes in functional brain response in elite- and sub-elite female soccer players. Twenty-five players (mean age 19.5 years; active in the highest or second highest divisions in Sweden), were randomly assigned to either an experimental- or a control group. The experimental group (n = 12) was subjected to a 4-week program (12 sessions) of synchronized metronome training (SMT). We evaluated effects on accuracy and variability in a soccer cross-pass task. The associated brain response was captured by functional magnetic resonance imaging (fMRI) while watching videos with soccer-specific actions. SMT improved soccer cross-pass performance, with a significant increase in outcome accuracy, combined with a decrease in outcome variability. SMT further induced changes in the underlying brain response associated with observing a highly familiar soccer-specific action, denoted as decreased activation in the cerebellum post SMT. Finally, decreased cerebellar activation was associated with improved cross-pass performance and sensorimotor synchronization. These findings suggest a more efficient neural recruitment during action observation after SMT. To our knowledge, this is the first controlled study providing behavioral and neurophysiological evidence that timing training may positively influence soccer-skill, while strengthening the action-perception coupling via enhanced sensorimotor synchronization abilities, and thus influencing the underlying brain responses.

Conclusion

In summary, this is the first controlled study demonstrating that improved motor timing and multisensory integration, as an effect of SMT, also is associated with changes in functional brain response. The present study provides both behavioral and neurophysiological evidence that timing training positively influences soccer-skill, strengthens the action-perception coupling by means of enhanced sensorimotor synchronization abilities, and affect underlying brain responses. These findings are in accordance with the idea that SMT may result in increased brain communication efficiency and synchrony between brain regions (McGrew, 2013), which in the present study was evident by reduced activation within brain areas important for temporal planning, movement coordination and action recognition and understanding (cerebellum). Also, our results complement findings indicating that the cerebellum plays an important role in the action-perception coupling (Christensenetal.,2014),and confirm recent theories supporting a cognitive-perceptual role of the cerebellum (e.g., Roth et al., 2013).Probing the influence of timing training on the underlying brain activation during soccer specific action observation is an important approach as it provides a window into the brain plasticity associated with non-task specific (timing) training, and to the underlying brain activation of skilled performance. The present study suggests that the underlying brain activation during action observation, which is claimed to be important for action recognition and understanding (e.g., Rizzolatti and Craighero, 2004), may be influenced in other ways than through task-specific training (e.g., Calvo-Merino et al., 2005) or observational learning (e.g., Cross et al., 2013). Such knowledge of how SMT may alter brain activity within regions facilitating the action perception coupling is likely important for enhancing training techniques within sports, as well as for developing new rehabilitative techniques for many clinical populations.



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White matter matters: Changes in white matter tracts due to reading intervention

More research supporting “white matter matters”.




Rapid and widespread white matter plasticity during an intensive reading intervention

Nature Communications

Elizabeth Huber, Patrick M. Donnelly, Ariel Rokem & Jason D. Yeatman

ABSTRACT

White matter tissue properties are known to correlate with performance across domains ranging from reading to math, to executive function. Here, we use a longitudinal intervention design to examine experience-dependent growth in reading skills and white matter in grade school-aged, struggling readers. Diffusion MRI data were collected at regular intervals during an 8-week, intensive reading intervention. These measurements reveal large-scale changes throughout a collection of white matter tracts, in concert with growth in reading skill. Additionally, we identify tracts whose properties predict reading skill but remain fixed throughout the intervention, suggesting that some anatomical properties stably predict the ease with which a child learns to read, while others dynamically reflect the effects of experience. These results underscore the importance of considering recent experience when interpreting cross-sectional anatomy–behavior correlations. Widespread changes throughout the white matter may be a hallmark of rapid plasticity associated with an intensive learning experience.

Very interesting. The arcuate fasciculus tracts have also been implicated in higher order thinking (Gf) such as in the P-FIT model of intelligence. Also see white paper that implicates the AF in temporal processing “brain clock” timing interventions




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Interactive Metronome study: Clapping in time parallels literacy and calls upon overlapping neural mechanisms in early readers

Clapping in time parallels literacy and calls upon overlapping neural mechanisms in early readers

Annals of the New York Academy Of Science. Article link here.

Link to complete paper at IM site.

Silvia Bonacina Jennifer Krizman Travis White‐Schwoch Nina Krau

Abstract

The auditory system is extremely precise in processing the temporal information of perceptual events and using these cues to coordinate action. Synchronizing movement to a steady beat relies on this bidirectional connection between sensory and motor systems, and activates many of the auditory and cognitive processes used when reading. Here, we use Interactive Metronome, a clinical intervention technology requiring an individual to clap her hands in time with a steady beat, to investigate whether the links between literacy and synchronization skills, previously established in older children, are also evident in children who are learning to read. We tested 64 typically developing children (ages 5–7 years) on their synchronization abilities, neurophysiological responses to speech in noise, and literacy skills. We found that children who have lower variability in synchronizing have higher phase consistency, higher stability, and more accurate envelope encoding—all neurophysiological response components linked to language skills. Moreover, performing the same task with visual feedback reveals links with literacy skills, notably processing speed, phonological processing, word reading, spelling, morphology, and syntax. These results suggest that rhythm skills and literacy call on overlapping neural mechanisms, supporting the idea that rhythm training may boost literacy in part by engaging sensory‐motor systems.


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Special issue of brain-based mental timing: Current Opinion in Behavioral Sciences

All I can say is WOW!!! I stumbled across this treasure chest of diverse state-of-the art research that clearly demonstrates the rich multi-disciplinary focus of research on the human brain clock or temporal processing. Over 40 articles by many of the top notch scholars in this historically old and ever increasing area of active research.

I would be fooling myself if I said I will find time to read all of these articles..let alone just a handful. Instead, I have provided a table of contents so readers can review the various topics covered. I have stashed it away on my hard drive for ready reference when needed.

Also, given my love for good visual-graphic representation of models and processes, I have selected a handful of some of the more understandable figures from across the articles....trust me, there are MANY figures scattered across this issue and many are very complex and detailed. I have only selected those that might inform readers of some ideas via relatively "simple" figures (they belong in my "Gv hall of fame gallery").

So much to read, so little "time"

Click on images to enlarge






















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