The Psychophysiology of Action: A Multidisciplinary Endeavor for Integrating Action and Cognition

Hoffmann, Sven; Bröker, Laura; Laborde, Sylvain; Liepelt, Roman; Lobinger, Babett; Löffler, Jonna; Musculus, Lisa; Raab, Markus

doi:10.3389/fpsyg.2018.01423

Cited by 18 publications

(15 citation statements)

References 74 publications

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“…Manipulating the autonomic nervous system is often the target of sport psychological techniques [86,87], with either activating or relaxing purposes, through methods such as power posing [88] and hypnosis [13]. Within the autonomic nervous system, CVA is a particularly desirable target for athletes, given its role in self-regulation [10][11][12][14][15][16].…”

Section: Discussionmentioning

confidence: 99%

Slow-Paced Breathing: Influence of Inhalation/Exhalation Ratio and of Respiratory Pauses on Cardiac Vagal Activity

et al. 2021

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Slow-paced breathing has been shown to enhance the self-regulation abilities of athletes via its influence on cardiac vagal activity. However, the role of certain respiratory parameters (i.e., inhalation/exhalation ratio and presence of a respiratory pause between respiratory phases) still needs to be clarified. The aim of this experiment was to investigate the influence of these respiratory parameters on the effects of slow-paced breathing on cardiac vagal activity. A total of 64 athletes (27 female; Mage = 22, age range = 18–30 years old) participated in a within-subject experimental design. Participants performed six breathing conditions within one session, with a 5 min washout period between each condition. Each condition lasted 5 min, with 30 respiratory cycles, and each respiratory cycle lasted 10 s (six cycles per minute), with inhalation/exhalation ratios of 0.8, 1.0, 1.2; and with or without respiratory pauses (0.4 s) between respiratory phases. Results indicated that the root mean square of successive differences (RMSSD), a marker of cardiac vagal activity, was higher when exhalation was longer than inhalation. The presence of a brief (0.4 s) post-inhalation and post-exhalation respiratory pause did not further influence RMSSD. Athletes practicing slow-paced breathing are recommended to use an inhalation/exhalation ratio in which the exhalation phase is longer than the inhalation phase.

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Section: Discussionmentioning

confidence: 99%

Slow-Paced Breathing: Influence of Inhalation/Exhalation Ratio and of Respiratory Pauses on Cardiac Vagal Activity

et al. 2021

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“…A vast amount of literature (e.g., concerning the idea of embodied cognition or multisensory integration) assumes strong interactions between action and cognition and postulates that they should not be developed, in education, independently of each other [1,2]. From the perspective of psychophysiology and neuroscience, this is explained, for example, by the fact that the neurophysiological mechanisms of movement are at the core of cognition, and the areas of the brain related to planning movements are closely linked to those associated with cognitive processes [3][4][5]. Therefore, in primary school, it is becoming more and more common to integrate physical education (PE) with core academic subjects.…”

Section: Introductionmentioning

confidence: 99%

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

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Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.

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“…Psychological aspects have played a very important role throughout history in the sporting context [ 10 ], but it was not until about twenty years ago that they began to gain great relevance. It is currently inconceivable that a sports club would not count on a psychology specialist in order to maximize performance in training and competition [ 11 ]. Motivational processes and mental aspects such as anxiety and emotional intelligence (EI) have been studied under the lens of sport psychology in order to understand how they relate to sport performance [ 12 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

Relationships between Anxiety, Emotional Intelligence, and Motivational Climate among Adolescent Football Players

Castro-Sánchez

Zurita-Ortega

Ubago-Jiménez

et al. 2019

Sports

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Background: Emotional and motivational factors are fundamental in the context of sport, as they directly relate to sports performance and anxiety. Methods: The present study aimed to analyze the relationships between motivational climate (MC), emotional intelligence (EI), and anxiety within a sample of footballers playing at a low level. The sample was composed of 282 registered football players aged between 16 and 18 years old (16.96 ± 0.77), playing in the lower tier in the province of Jaen (Spain). Data were self-reported, with participants responding to the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), the Schutte Self-Report Inventory (SSRI), and the State Trait Anxiety Inventory (STAI). Results: The results showed that footballers who reported higher levels of state anxiety and trait anxiety also demonstrated lower EI and more negatively perceived and regulated their emotions. Moreover, an ego-oriented climate was associated with higher levels of anxiety, while a task-oriented climate was related to lower levels of anxiety and higher levels of EI. No relationship was identified between the emotional aspects of young footballers and holding a motivational orientation toward an ego climate. Conclusions: Football players who more greatly perceived a task-oriented climate had higher EI and usually reported lower levels of anxiety related to sport performance. It is therefore important to promote intrinsic motivations and develop the capacity of footballers to regulate their own emotions.

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The Psychophysiology of Action: A Multidisciplinary Endeavor for Integrating Action and Cognition

Cited by 18 publications

References 74 publications

Slow-Paced Breathing: Influence of Inhalation/Exhalation Ratio and of Respiratory Pauses on Cardiac Vagal Activity

Slow-Paced Breathing: Influence of Inhalation/Exhalation Ratio and of Respiratory Pauses on Cardiac Vagal Activity

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Relationships between Anxiety, Emotional Intelligence, and Motivational Climate among Adolescent Football Players

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