This study examined the behavioral and neuroelectrical impacts of a coordinative exercise intervention with different exercise intensities on executive function in kindergarten children. Participants underwent the Eriksen flanker test before and after an exercise program that involved 35-min sessions twice per week for 8 weeks, with either low or moderate intensity. Our findings revealed that exercise intervention, regardless of intensity, resulted in shorter reaction times and higher response accuracy in both congruent and incongruent trials, with incongruent trials receiving a larger benefit from exercise compared with congruent trials. Additionally, neuroelectrical activation demonstrated greater P3 amplitude and shorter P3 latency following exercise in both trials. These results suggest that coordinative exercise may specifically benefit prefrontal-dependent tasks in the immature brain state of kindergarten children by increasing the allocation of attentional resources and enhancing the efficiency of neurocognitive processing.

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The meshed control theory assumes that cognitive control and automatic processes work together in the natural attention of experts for superior performance. However, the methods adopted by previous studies limit their capacity to provide in-depth information on the neuromotor processes. This experiment tested the theory with an alternative approach. Twelve skilled golfers were recruited to perform a putting task under three conditions: (1) normal condition, with no focus instruction (NC), (2) external focus of attention condition (EC), and (3) internal focus of attention condition (IC). Four blocks of 10 putts each were performed under each condition. The putting success rate and accuracy were measured and electroencephalographies (EEGs) were recorded. The behavioral results showed that the NC produced a higher putting success rate and accuracy than the EC and IC. The EEG data showed that the skilled golfers’ attentional processes in the NC initially resembled those in the EC and then moved toward those in the IC just before putting. This indicates a switch from more automatic processes to cognitive control processes while preparing to putt. The findings offer support for the meshed control theory and indicate the dynamic nature of neuromotor processes for the superior performance of athletes in challenging situations.

Background The efficacy of emotional and motivational regulation can determine athletic performance. Giving the short duration and fast changing nature of emotions experienced by athletes in competition, it is important to examine the temporal dynamics of emotional and motivational regulation. The aim of this study was to investigate emotional and motivational regulation as measured by frontal alpha asymmetry in skilled golfers during putting performance after a performance failure. Methods Twenty skilled university golfers were recruited and requested to perform 40 putts at an individualized difficulty level of 40–60% successful putting rate. Trials immediately after a failed putt were selected for analysis. Successful performances were those trials where a hole was and unsuccessful performances were those that failed. The frontal alpha asymmetry index of LnF4-LnF3 was derived for statistical analysis. Results (1) Successful performance was preceded by a larger frontal alpha asymmetry index at T2 than that of T1, and (2) a larger frontal alpha asymmetry index was observed for unsuccessful performance than for successful performance at T1. Discussion The results suggest that successful emotional and motivational regulation was characterized by a progressive increase of frontal alpha asymmetry, which led to subsequent putting success when facing an emotionally provocative putting failure. These findings shed light on the application of frontal alpha asymmetry for the understanding and enhancement of emotional and motivational regulation during sport performance.