Stress and performance research
The following recent article
extracts (presented in date order from 2009-2000) are from
peer-reviewed
scientific research journals:
Vernon,
Dempster, Bazanova, Rutterford, Pasqualini & Andersen (2009): “Alpha Neurofeedback Training for Performance
Enhancement: Reviewing the Methodology”.
Considerable interest has
been, and still is, generated by the potential performance enhancing
benefits
of alpha neurofeedback training (NFT) for healthy participants. A
plausible
rationale for such training, with an aim to improve mood and/or enhance
cognition, can be made based upon what is already known of the links
between
alpha EEG activity and behavior. The article provides a number of
suggestions
and possible directions for future research.
[NB Authors Rutterford and
Andersen are directors of PeakMind]
Ros et al
(2009): “Optimizing microsurgical
skills with EEG neurofeedback”.
The data set provides
encouraging evidence of optimised learning of a complex medical
specialty via
neurofeedback training.
Angelakis
et al (2007): “EEG
Neurofeedback: A Brief Overview and an Example of Peak Alpha Frequency
Training
for Cognitive Enhancement in the Elderly”.
EEG peak alpha frequency (PAF)
has been shown to correlate positively with cognitive performance. The
results
suggested that PAF neurofeedback improved cognitive processing speed
and
executive function.
Vernon
(2005): “Can neurofeedback training
enhance performance? An evaluation of the evidence with implications
for future
research”.
This review provides an
examination of the literature revealed that neurofeedback training has
been
utilised to enhance performance from three main areas; sport, cognitive
and
artistic performance.
Hanslmayr
et al (2005):
“Increasing Individual Upper Alpha Power by Neurofeedback Improves
Cognitive
Performance in Human Subjects”.
Training success (extent of
NFT-induced increase in upper alpha power) was positively correlated
with the
improvement in cognitive performance.
Hanslmayr
(2004): “Increasing individual upper
alpha power by neurofeedback improves cognitive performance”.
This study investigated the
hypothesis whether an increased absolute alpha power or a decreased
absolute
theta power is capable of increasing cognitive performance. This study
shows
that neurofeedback training can be used to increase cognitive
performance.
Vernon et
al (2003): “The effect of training
distinct neurofeedback protocols on aspects of cognitive performance”.
This study suggests that
normal healthy individuals can learn to increase a specific component
of their
EEG activity, and that such enhanced activity may facilitate semantic
processing in a working memory task and to a lesser extent focused
attention.
Egner
& Gruzelier (2003): “Ecological validity of neurofeedback: Modulation of
slow wave EEG
enhances musical performance”.
The study documented
improvements in musical performance in a student group that received
training
on attention and relaxation related neurofeedback protocols.
Delong
(2002): “The effects of EEG
neurofeedback and neuro-cognitive processing in the educational
environment of
an arts-based private elementary/middle school”. [Dissertation Abstract]
The students using the EEG
neurofeedback and neuro-cognitive therapy made improvement in overall
academic
areas and the behavioral aspects of attention problems.
Harmon-Jones (2001): "Manipulation of frontal EEG asymmetry
through
biofeedback alters self-reported emotional responses and facial EMG".
The study taught participant to alter the hemispheric asymmetry of
frontal
brain activity. Participants who succesfully shifted the asymmetry more
to a
left frontal activation reported more positive emotions compared to
baseline
during film viewing.
Boynton
(2000): “The effects of EEG
biofeedback on hypnagogia, creativity, and well-being”. [Dissertation
Abstract]
Participants reported
increased personal creativity, stress reduction, heightened
self-awareness,
emotional equanimity, and improved work performance, as a result of
their
participation in this study.
Further
Reading – Peak Performance
Norris
& Currieri (1999): “Performance enhancement training through
neurofeedback.” In Evans &
Abarbanel (Eds) Introduction to quantitative EEG and neurofeedback. San
Diego,
CA, US: Academic Press.
This chapter discusses the
employment of performance enhancement training (PET) through
neurofeedback for
the optimization of personal potential in which EEG neurofeedback, as a
form of
operant conditioning, and how it is used to reinforce voluntary control
over
EEG patterns. Research related to peak performance is examined. The
essentials
of peak performance, factors in EEG modification as related to
consciousness
and motivation, brain wave states, and the capacity to shift in peak
performance training preparation and performance are elaborated upon.
Sime
(2003): “Sport psychology applications
of biofeedback and neurofeedback”. In Schwartz & Andrasik (Eds)
Biofeedback: A practitioner's guide (3rd ed.). New York, NY, US:
Guilford
Press.
Sport psychologists commonly
use a variety of stress-reducing and/or confidence-building techniques
(e.g., relaxation,
visualization, goal setting, team building, etc.) or traditional
clinical
approaches (cognitive-behavioral strategies, visuomotor behavior
rehearsal,
hypnosis, etc.) without the benefit of psychophysiological
instrumentation. It
is the goal of this chapter to show that biofeedback and neurofeedback
can be
valuable additions to this array of techniques, both with individual
athletes
and (under certain circumstances) with teams or groups.
Further
Reading - Stress
Thompson
& Thompson (2007): “Neurofeedback for stress management”. In Lehrer,
Woolfolk & Sime
(Eds) Principles and practice of stress management (3rd ed.). New York,
NY, US:
Guilford Press.
This chapter looks at the
history of neurofeedback and stress management, theoretical
foundations,
assessment, and side effects of intervention.
Raymond
(2006): The effects of alpha/theta
training on personality and mood".
The study performed a
particular form of deep-state training, by rewarding the crossover of
brainwaves from alpha to theta and back again. Participants who
received
real-feedback reported after 9 sessions feelingmore energetic,
composed,
agreeable, elevated and confident than participants in the mock
conditions whom
received shamfeedback. The latter group reported feeling more tired.
Hammond
(2005): “Neurofeedback treatment of
depression and anxiety”.
This paper reviews the
neurofeedback literature with these problems, finding particularly
positive
research support for the treatment of anxiety disorders.
Harmon-Jones (2001): "Manipulation of frontal EEG asymmetry through
biofeedback alters self-reported emotional responses and facial EMG".
The study taught participant
to alter the hemispheric asymmetry of frontal brain activity.
Participants who
succesfully shifted the asymmetry more to a left frontal activation
reported
more positive emotions compared to baseline during film viewing.