Brain Activity during Different Throwing Games: EEG Exploratory Study

Abstract

The purpose of this study is to explore the differences in brain activity in various types of throwing games by making encephalographic records. Three conditions of throwing games were compared looking for significant differences (simple throwing, throwing to a goal, and simultaneous throwing with another player). After signal processing, power spectral densities were compared through variance analysis (p ≤ 0.001). Significant differences were found especially in high-beta oscillations (22–30 Hz). “Goal” and “Simultaneous” throwing conditions show significantly higher values than those shown for throws without opponent. This can be explained by the higher demand for motor control and the higher arousal in competition situations. On the other hand, the high-beta records of the “Goal” condition are significantly higher than those of the “Simultaneous” throwing, which could be understood from the association of the beta waves with decision-making processes. These results support the difference in brain activity during similar games. This has several implications: opening up a path to study the effects of each specific game on brain activity and calling into question the transfer of research findings on animal play to all types of human play.

Psychophysiological Responses of Adults According to Cognitive Demand Levels for Horticultural Activities

“…According to previous studies, an increase in beta bands is associated with improvements in cognitive functions such as memory function, language function, and attention [55]. An increase in the beta bands may help improve or maintain cognitive function [46]. Therefore, the increased RLB index indicates increased attention and concentration of the participants in this study [56].…”

“…By measuring the electrical activity of the brain, EEG can associate different frequencies with different types of brain activities [46]. In general, these are divided into delta, theta, alpha, beta, and gamma according to the frequency band and reflect different functional roles [47].…”

Distribución cortical de la potencia absoluta de la actividad Beta 12Hz-25 Hz en niños varones con trastorno por déficit de atención e hiperactividad combinado

“…Sin embargo, se tiene coincidencia parcial con lo reportado por otros autores que analizan bandas fijas de Beta (11,21,24,25) La hipótesis secundaria 2 se contestó positivamente, ya que en los niños con TDAH-C hubo diferencia entre PA disminuida e incrementada en función de las frecuencias Beta aisladas y su localización cortical: el mayor número de PA disminuida ocurrió en las frecuencias Beta más altas, de 20 a 25 Hz en Centro-témporo-occipital y Frontal; mientras que el mayor número de derivaciones con PA incrementada ocurrió en las frecuencias Beta aisladas más bajas, de 12 Hz y 13 Hz en tParietal y Centro-témporo-occipital. La explicación probablemente sea el diferente origen en la generación de las frecuencias Beta de 12 Hz y de 25 Hz (13,39); o debido a las funciones diferentes asociadas a las frecuencias Beta menores de 20 Hz y mayores de 20 Hz (40,42). Así las frecuencias Beta aisladas de 20 Hz a 25 Hz con disminución y de 12 Hz y 13 Hz con incremento, pueden ser consideradas marcadores biológicos en los niños con TDAH-C. Contestando positivamente la hipóotesis secundaria 3.…”

“…El análisis del ritmo Beta total puede enmascarar fenómenos subyacentes (38), porque el ritmo Beta no es unitario en cuanto a los generadores identificados (subcorticales, corticales e intracorticales) (39); tampoco por la subdivisión que se le ha dado: ritmo menor de 15 Hz, potencialmente "inhibitorio" y funcionalmente similar al alfa ( 40); menor a 20 Hz y mayor a 20 Hz (40) o Beta 1, Beta 2, Beta 3 y Beta alta (41). Tampoco es unitario por la vinculación que tiene con la frecuencia delta, alfa, o con la gamma; ni por los diferentes procesos cognitivos con los que se le ha asociado (42).…”

Neuroeducation, Motivation, and Physical Activity in Students of Physical Education

“…The results showed how non-athletic adolescent girls showed more disturbed eating behaviors and thoughts than adolescent girls in aesthetic sports. The eleventh investigation, by García-Monge et al [ 11 ], analyzed differences in brain activity in various types of throwing games by making encephalographic recordings. Three conditions of throwing games were compared, looking for significant differences (single throw, throw to goal, and simultaneous throw with another player).…”