The influences of individual musical practice and the same practice supplemented with biofeedback using electrophysiological markers for optimum music-performing activity were studied in 39 music students. Traditional technical practice produced increases in integral EMG power and decreases in alpha activity in most of the students with initially low maximum alpha activity peak frequencies. Similar practice but combined with individual sessions of alpha-EEG/EMG biofeedback were accompanied by increases in the frequency, bandwidth, and activation responses of EEG alpha rhythms in all subjects, along with decreases in EEG integral power. The efficacy of training with biofeedback and the ability to experience psychomotor learning depended on the initial individual characteristics of EEG alpha activity.

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