The Effects of EEG Neurofeedback Training on the Behavioral
Complaints of Soccer Athletes
A Case Study
Erick Conde
1
, Alberto Filgueiras
2
, Adriana Lacerda
3
, Paulo Ribeiro
3,4
and Tiago Arruda Sanchez
5
1
Universidade Federal de Pernambuco, Programa de Pós-graduação em Psicologia, Pernambuco, Brazil
2
Universidade Estadual do Rio de Janeiro, Departamento de Fundamentos em Psicologia, Rio de Janeiro, Brazil
3
Universidade Veiga de Almeida, Departamento de Psicologia, Rio de Janeiro, Brazil
4
Consultoria, Estudo e Pesquisa em Psicologia do Esporte (CEPPE), São Paulo, Brazil
5
Universidade Federal do Rio de Janeiro, Faculdade de Medicina, Rio de Janeiro, Brazil
Keyword: Neurofeedback, Sport Psychology, Soccer, Behavior, Sensorimotor Rythm.
Abstract: Several studies supports that neurofeedback training enhances human skills to control the predominance of
cerebral activity by specific frequencies. This training modality was related to efficient applications in
clinical use, education, businesses and sports. Behavioral changes were found after the neurofeedback
training in various circumstances, eliciting more functionality and accuracy, but no studies were found
considering the effects of the neurofeedback at the behavioral and psychological complaints of young soccer
athletes. The aim of this work was to evaluate the effects of a sensorimotor rhythm training program and its
applicability for the sport psychology practice. Five soccer athletes referred to the Sport Psychology
department were systematically trained to increase the sensorimotor rhythm amplitude and then, were
interdisciplinary monitored by coaches, physical trainers, medical and psychological services. As results, 4
from 5 athletes were considered remitted from the initial dysfunctional complaints. These changes were
found such in technical, tactical, physical and psychological aspects, and they varied between athletes and
personal demands. As conclusions, the present work pointed evidences that the neurofeedback training
program can be an important technology to support the practices of the sport psychology, as to enhance
functional behaviors and to promote mental health for developing soccer athletes.
1 INTRODUCTION
The neurofeedback is a training technique based on
the feedback of the physiological signal to the brain,
which enables people to alter and control their brain
waves and exercise the own self-regulatory
mechanisms (Larsen and Sherlin, 2013). Acting as a
kind of operant conditioning, the neurofeedback
applications emerged in health promotion, education
and in centers of human performance, as the sports
clubs (Sterman, 2000).
The neurofeedback has been traditionally made
by the electroencephalographic (EEG) or
hemoencephalographic (HEG) signals (Hammond,
2011), although some researchers has proved that
the functional magnetic resonance imaging (fMRI)
can also used as an efficient neurofeedback modality
(Weiskopf et al., 2004). Focusing on the EEG
Neurofeedback, also named EEG Biofeedback, it
has been already proved as a safe and efficient
method for training the brain to regulate mental
states and related behaviors, with utilities in peak
performance and in clinical demands (Larsen and
Sherlin, 2013). There is a broad range of beneficial
effects of EEG neurofeedback training on athlete’s
performance proved in several studies and different
modalities (Hammond, 2007; Dupee and Werthner,
2011; Wilson and Peper, 2011; Perry et al., 2011;
Wilson, Peper and Moss, 2006; Nan et al., 2014).
Regarding soccer modality, Wilson and
colleagues (2006) reported a case study with the
Italian players during the 2006 World cup. They use
a space referred as the “Mind Room”, which
biofeedback modalities comprised the feedback of
such brainwaves (neurofeedback), cardiovascular
and electrodermal responses, while the soccer
players viewed short video clips of successful and
unsuccessful performances. The main purpose of
132
Conde, E., Filgueiras, A., Lacerda, A., Ribeiro, P. and Sanchez, T..
The Effects of EEG Neurofeedback Training on the Behavioral Complaints of Soccer Athletes - A Case Study.
In Proceedings of the 3rd International Congress on Sport Sciences Research and Technology Support (icSPORTS 2015), pages 132-138
ISBN: 978-989-758-159-5
Copyright
c
2015 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
this study was training psychological skills to help
them to relax and control physiological reactions
under pressure situations. The success of the "Mind
Room" program may have reflected in the Italian
world title.
Unfortunately, although the EEG biofeedback
has gained prominence in the international sports
centers, it has little attention in Brazilian sport
science over the last decades. The emotional
dysfunction of Brazilian soccer players during 2014
World Cup and also 2015 American Cup may reflect
the negligence or a old-fashioned and poorly
psychological assistance. The fact is that
Zaichkowsky (2012) pointed some limits to
introduce this kind of assistance, as the fact that the
hardware and technology were expensive, and that
the sport practitioners and managers do not know the
theory and application of this technology. Although
the Brazilian difficulties, this case study reports a
positive experience with young Brazilians soccer
players, referred to the Sport Psychology
department.
Among diverse EEG Neurofeedback training
protocols, the Sensorimotor Rhythm (SMR) can be
done enhancing of 12–15 Hz band while inhibiting
outer lying bands in the EEG spectrum (Vernon et
al., 2003). The SMR training has been related to
several cognitive gains (Vernon et al., 2003; Nabavi
et al., 2014; Doppelmayr and Weber, 2011). These
beneficial effects were found in several studies,
showing improvements on reaction times (Nabavi et
al., 2014), affective processes (Gruzelier, 2014a),
visuospatial abilities and creativity (Doppelmayr and
Weber, 2011). Also, SMR learning indices are
positively associated with the reduction in
commission errors in sustained attention tasks
(Egner and Gruzelier, 2001) and with memory
consolidation (Schabus et al., 2014). In Sports, this
training protocol was also proved as an effective
method (Del Percio et al., 2009; Brown et al., 2012;
Perry, Shaw and Zaichkowsky, 2011).
Looking to these SMR related effects on mood,
behavior and cognition, the present study analyze
the effects of SMR training on the complaints of 5
soccer athletes and its applicability in soccer
demands. The aim of this work is to evaluate
behavioral changes after a sensorimotor rhythm
training program (enhancing 12-15 Hz) and its
applicability in soccer demands.
2 METHODS
The research can be considered as a case study, with
exploratory and descriptive methods. This
methodology approach comprehends analysis under
the epistemological view of subjectivism
interpretative and phenomenological and was not
designed to consider potential placebo effects,
neither to promote widespread conclusions (García-
Celay and León, 2007; Yin, 2013). However, the
case study methods are quite relevant for
development the sport and health sciences, enabling
the sharing of personal experiences and contributing
for the dissemination of knowledge, debates and
reviews of strategies, diagnoses, interventions and
learning. In psychology, this method can be
considered relevant and a very useful investigative
tool (Hardy et al., 2001; García-Celay and León,
2007; Yin, 2013).
2.1 Participants
The study involved 5 young soccer athletes (15-19
years old), affiliated in a traditional and professional
soccer club at Rio de Janeiro, Brazil. All of them
were referred to the Sport Psychology Department
with behavioral and psychological complaints. To
ensure their privacy, participants will be referenced
with representative numbers. The respective tactical
functions were: athlete 1, center defender; athlete 2,
midfield; athlete 3, a center forward; athlete 4,
goalkeeper; athlete 5, midfield. Involved either five
institutional sectors linked to the soccer department:
physical therapy (2 professionals), psychology (3
professionals), physical education (3 professionals)
and the coach areas (2 professionals).
2.2 Apparatus and Procedure
The EEG biofeedback training of the sensorimotor
rhythm was conducted according Vernon and
colleagues (2003) periodicity: over a period of 4
weeks, with each participant receiving two training
sessions per-week. Each session contained four 5-
min periods. The training program was administered
using the ProComp system (Thought Technology
Ltd) and the Biograph Plus 2.1 software. Signal was
acquired at 160 Hz, converted and band filtered to
extract delta (0–4 Hz), theta (4–8 Hz), alpha (8–12
Hz), SMR (12–15 Hz) and beta (18–22 Hz)
components. The active electrode was recorded from
CZ for all training session, with reference placed on
the left and ground electrode on the right earlobes
respectively. Impedance levels were monitored by
visual inspection and the artifact rejection thresholds
were set individually, suspending feedback when
eye-movements or other muscle activity caused
The Effects of EEG Neurofeedback Training on the Behavioral Complaints of Soccer Athletes - A Case Study
133
Figure 1: Operating dynamics of the neurofeedback sessions: signals were collected from Cz, amplified and a real-time
feedback was displayed on the computer.
gross EEG fluctuations.
The SMR (12–15 Hz) were fed back using an
audio–visual online feedback loop in the form of a
bar, with the amplitude of the SMR frequency
varying in the size of the bar. The participants’ task
was to increase the size of the training frequency bar
and, on meeting this goal, a clown performed
juggling with music (figure 1). For training, the
athletes remained seated and with his hands resting
on his legs, they were instructed to suppress any
thought and to focusing in the game.
2.3 Analysis
Analysis were made considering the reports of the
five institutional sectors. The single variable
investigated was the multidisciplinary concordance
about the initial dysfunctions, considering the
incidence of behavioral complaints such as physical
symptoms, technical questions and tactical
execution. The analysis also considered the methods
and techniques used by each sector because they are
content of the institutional reports. Psychological
assessments were made using a combination of
techniques, which comprised behavioral
observations (during trainings and matches),
individual interviews and multidisciplinary
meetings. The Interviews investigated recent life
experiences at psychosocial, emotional, cognitive
and behavioral spheres. The physical assessment
was made through clinical interviews made by
doctors and physical therapists asking about physical
state, injuries and complaints related to the athletes.
The technical and tactical assessments were made
through extensive and systematic daily training
observations for the coach and physical trainers. The
training sessions observed varied according the day
of the week, and may comprise soccer game
trainings, technical or physical sessions. In addition,
some external events were also considered as non-
institutional indicators of behavioral changes and
were described in results.
The criteria for concluding if the initial
complaints changed or not, required unanimous
concordance about the absence of dysfunctional
states. The analysis considered reports made before,
and after 4 months to the end of the 4-week
neurofeedback training period.
3 RESULTS
All participants were continuously monitored by the
multidisciplinary sectors. During the neurofeedback
sessions, all of the athletes demonstrated enhancing
skills to generate, maintain and to manage the
desired SMR wave pattern.
The results of multidisciplinary evaluation are
below specified for each athlete and summarized in
table 1. The analysis of this case study showed that
remission of the initial complaints was attributed to
80% of the sample (4 from 5 athletes).
3.1 Athlete 1
When he started the neurofeedback practices, he was
training away for the remaining athletes. The
coaching staff and the soccer coordination did not
believe in his capacity to stay in the team, because
serious technical and tactical errors was observed,
icSPORTS 2015 - International Congress on Sport Sciences Research and Technology Support
134
Table 1: Results of initial multidisciplinary assessment, considering psychological, physical, technical and tactical aspects.
Athletes Psychological aspects Physical aspects Technical and tactical aspects
Athlete 1
Emotional instability; sadness; anxiety;
anger; nonconformity thoughts;
impairments; unfocused; slow In taking
decisions.
Low technical level; difficulties in tactical
execution;
alternate Condition;
doing separate trainings;
expectation to be sent out off the team
Athlete 2 High anxiety, recurrent insomnia
Recurrent injuries; slow
physical recovery
Titular condition; regular performance
Athlete 3
Impulsiveness; recurrent anger; inadequate
relationships with technical committee;
indiscipline episodes
Alternate condition; difficulties In Tactical
Execution
Athlete 4
Inadequate interpersonal relationships;
psychological resistance; recurrent delays,
indiscipline, recurrent anger episodes
Performance Instability
Athlete 5 Anxiety, impulsivity and restlessness Motor restlessness
Diverse Fouls And Misconduct; Constant
Punishments With Yellow And Red Cards.
detected during the interdisciplinary observation
during soccer trainings and official matches. When
asked about his performance, the athlete reported
perceptions of uncertainty and oscillations. It was
also observed that the temporal judgment was
affected, because sometimes his timing accuracy
failed, anticipating movements or slowing
reactions. He was characterized as a player with
low technical level and with difficult performing of
tactical instructions when requested by the team
coach. After two weeks (four training sessions with
neurofeedback), he was integrated into the group
again, and selected to participate in Switzerland on
a sub-20 international competition supported by
the Fédération Internationale de Football
Association (FIFA). After more two weeks, during
the period when the team remained outside of the
country, the ATHLETE 1 demonstrated technical
improvements from the point of view of the team's
coach. As an external indicator, the full recovery of
the initial performance complaints were proven by
a prize awarded at the FIFA competition, being
considered one of the best players of the event.
3.2 Athlete 2
He self-reported the remission of insomnia crises
and less anxiety levels. The physiotherapy section
detected less physical complaints. The psychology
sector identified that the trainer praised his
performance more times. As external indicators, he
was considered his convocation to Brazilian sub-20
soccer selection, two months after the end of the
Neurofeedback program.
3.3 Athlete 3
Before the neurofeedback practices, the athlete 3
was dissatisfied with the coach and with the
reserve situation. For the Psychology sector, the
athlete' dissatisfaction influenced his behavior
during several soccer training sessions, giving
inappropriate tactical conducts and influencing the
quality of your relationship with some members of
the coaching staff and with the institution itself. He
was referred to the Psychology sector by the coach
after demonstrate persistent indiscipline in relation
to the coaching staff and other employees of the
institution. His rebel behavior was behaviorally
manifested on the pitch in the refusal to obey
simple tactical instructions requested by the coach.
Initial behavioral changes were found after few
weeks of completing the neurofeedback program.
As change indicators, the absolute starter can be
considered and also the more flexible relations
with coaches’ instructions and the enhancement of
converted goals. During the follow-up period were
not recorded indiscipline complaints nor
relationship problems. Two external indicators of
changes in the initial complaints must be
considered: the artillery of the principal soccer
tournament to the category and also, the
convocation for Brazilian Sub-17 soccer selection
by the Brazilian Football Confederation.
3.4 Athlete 4
Although being in technical progress, even before
beginning the neurofeedback training, the coaching
staff increasingly praises to this goalkeeper. The
only changes recorded after the start of activities
with neurofeedback was the improvement in the
relationship with the psychology service (after a
history of resistence) and also with the goalkeeping
coach. Were also identified delays reductions for
the training sessions, which were common before
the Neurofeedback program.
The Effects of EEG Neurofeedback Training on the Behavioral Complaints of Soccer Athletes - A Case Study
135
Table 2: Results of the multidisciplinary assessment after the SMR Neurofeedback training and the respective qualitative
condition of the initial complaints.
Athlete Overall post SMR assessment Qualitative condition of the initial complaints
Athlete 1
Satisfactory performance; emotional stability; greater
accuracy and decision making; more ability to
focusing; titular condition; won a prize at a
international competition sponsored by FIFA
Remission of the initial complaints. The
athlete's overall condition was qualitatively
different after the neurofeedback program
Athlete 2
Insomnia remission; lower levels of anxiety; injuries
decreases; more coach's praises; convocation for
Brazilian Sub-17 team
Remission of the initial complaints. The
athlete's overall condition was qualitatively
different after the neurofeedback program
Athlete 3
Higher emotional control; more functional behaviors;
titular condition; Artillery in the state championship;
convocation for Brazilian Sub-17 team; none
indiscipline episode was reported
Remission of the initial complaints. The
athlete's overall condition was qualitatively
different after the neurofeedback program
Athlete 4
Good relationship with the team work; lower
psychological resistance; reducing delays; none
indiscipline episode was reported
Remission of the initial complaints. The
athlete's overall condition was qualitatively
different after the neurofeedback program
Athlete 5
Anxiety; restlessness; impatience; no red cards were
attributed but still received some yellow cards
No changes were found for the initial
complaints. The athlete's overall condition was
not qualitatively different
3.5 Athlete 5
For the athlete 5, the main complaint was the
excessive number of expulsions and of yellow cards
obtained during championship. Analyzing the
reasons for the dangerous faults, it was identified
that the athlete not expected the best time to steal the
ball from the opponent, he was impulsive and
anticipated his movement with unnecessary faulty
entries. In addition, during psychological sessions,
psychomotor agitation were found and others
evidences about anxiety. After the neurofeedback
program, the staff doesn’t found significant
behavioral changes, he continued to make
unnecessary fouls and earned many yellow cards,
even without being outcasted after neurofeedback
program ended.
On a general view, the initial complaints varied
between athletes, but we can summarize the
presented questions as dysfunctional behaviors,
emotional instability and with some performance
problems (technical and/or tactical aspects).
The results for each athlete, pre and post
neurofeedback training program were below
summarized and discriminated in table 2. In
common, the athletes enhanced cognitive skills,
emotional control and the soccer performance (in
tactical and/or technical aspects), excepting the
athlete 5.
4 DISCUSSION
The purpose of this paper was to disclose the
neuroscientific contributions for high performance
sports and also during the athlete development. The
neurofeedback training can be an important tool to
assist the other professional fields in a
multidisciplinary way. Herein, ours results showed
how this technology led to important qualitative
changes in 4 from 5 soccer athletes referred to the
Sport Psychology department.
Several indicators of the neurofeedback
efficiency in high performance athletes were guided
on quantitative analyzes which considered the
subject's ability to maintain and generate the specific
trained brain wave allied to behavioral measures in
specific cognitive tests (Hammond, 2007; Dupee and
Werthner, 2011; Wilson and Peper, 2011). However,
critical issues considered that such scalp changes
and quantitative cognitive perspectives might not
reflect substantial changes in one's life (Vernon,
2005). According Maanen (1979), to verify the
quality of a phenomenon is not necessary to consider
implicit and accurate data related to such
manifestation. In this way, the combination of
systematic multidisciplinary assessments attested
important changes for these athletes' professional
and personal spheres, proving the relevance of the
neurefoeedback technological support.
Although Vernon and colleagues (2003) reported
advances after 8 training sessions with SMR
protocol, the behavioral changes in some of the
athletes of this study, surprised coaches, researchers
and the sport psychology team. According to Wilson
and Peper (2011), the neurofeedback training with
high level athletes have important differences when
compared to the clinical use. One of them is the
icSPORTS 2015 - International Congress on Sport Sciences Research and Technology Support
136
athlete's learning ability: they would be able to
conduct a more intensive transfer of learned skills to
a real demand, which would be responsible to faster
results when compared to clinical patients.
Our results were found in different spheres, with
technical, tactical and psychological benefits
reported. These results may be explained by the
literature that proves a diverse range of SMR
neurofeedback efficiency. The SMR neurofeedback
training was already be related to beneficial effects
in different cognitive functions (Vernon et al., 2003;
Nabavi et al., 2014; Doppelmayr and Weber, 2011),
emotion (Gruzelier, 2014a), accuracy (Egner and
Gruzelier, 2001) and performance (Gruzelier, 2014b;
Del Percio et al., 2009; Brown et al., 2012; Perry et
al., 2011).
5 CONCLUSIONS
Using systematic and qualitative methods to analyze
behavioral changes, the work clearly identified that
behavioral patterns were changed after the SMR
neurofeedback training, when compared to the initial
complaints. As an applied study, this work helped to
recover athletes who would be wasted or underused.
Therefore, the data also reinforce that the
neurofeedback is an important technology to support
the soccer players formation, ensuring better results
for the institution's main role. As conclusions, we
suggest that the control of SMR frequency can be an
interesting psychological training strategy for soccer
athletes' development, being related to mental health
and functional behavioral skills.
ACKNOWLEDGEMENTS
We thanks the Clube de Regatas do Flamengo
(CRF) for the support and permission to realize the
applied study with the soccer players; also, we
would like to thanks Bianca Kalil, Rogério
Lourenço, Diogo Linhares, Rivelino Serpa Espinosa
and the CRF's medical department, for all the
assistance; finally, to the athletes due to their
confidence and involvement with the proposed
activities.
REFERENCES
Brown, T., Jamieson, G., Cooper, N., 2012. Sensori-motor
rhythm neurofeedback increases fine motor skills in
elite racket sport athletes. In ACNS-2012 Australasian
Cognitive Neuroscience Conference, Brisbane,
Australia.
Del Percio, C., Babiloni, C., Bertollo, et al., 2009. Visuo-
attentional and sensorimotor alpha rhythms are related
to visuomotor performance in athletes. Human Brain
Mapping. 30. p. 3527–3540.
Doppelmayr, M., Weber, E., 2011. Effects of SMR and
theta/beta neurofeedback on reaction times, spatial
abilities, and creativity. Journal of Neurotherapy.
15(2). p. 115-129.
Dupee, M., Werthner, P., 2011. Managing the stress
response: the use of biofeedback and neurofeedback
with olympic athletes. Biofeedback. 39(3). p. 92-94.
Egner, T., Gruzelier, J. H., 2001. Learned self-regulation
of EEG frequency components affects attention and
event-related brain potentials in humans. Neuroreport.
12(18). p. 4155-4159.
García-Celay, I. M., & León, O. G., 2007. A guide for
naming research studies in Psychology. International
Journal of clinical and Health psychology, 7(3). p.
847-862.
Gruzelier, J. H., 2014a. Differential effects on mood of
12–15 (SMR) and 15–18 (beta1) Hz neurofeedback.
International Journal of Psychophysiology. 93(1). p.
112-115.
Gruzelier, J. H., 2014b. EEG-neurofeedback for
optimising performance. I: a review of cognitive and
affective outcome in healthy participants.
Neuroscience & Biobehavioral Reviews. 44. p. 124-
141.
Hammond, D. C., 2007. Neurofeedback for the
enhancement of athletic performance and physical
balance. The Journal of the American Board of Sport
Psychology. 1. p. 1-9.
Hammond, D. C., 2011. What is neurofeedback: An
update. Journal of Neurotherapy. 15(4). p. 305-336.
Hardy, J., Gammage, K., & Hall, C., 2001. A descriptive
study of athlete self-talk. Sport Psychologist, 15(3). p.
306-318.
Larsen, S., Sherlin, L., 2013. Neurofeedback: an emerging
technology for treating central nervous system
dysregulation. Psychiatric Clinics of North America.
36(1). p. 163-168.
Maanen, J.V. (1979). Reclaiming qualitative methods for
organization research: a preface. Administrative
Science Quarterly, 24 (4): 539-550.
Nabavi Aleagha, F., Naderi, F., Heidarei, A., Nazari, M.,
Nicksirat, A., Avakh, F., 2014. The effect of
neurofeedback (SMR training) on performance and
reaction time of individuals who undertake difficult
tasks. EBNESINA. 15(4). p. 36-41.
Nan, W., Migotina, D., Wan, F., Lou, C. I., et al., 2014.
Dynamic peripheral visual performance relates to
alpha activity in soccer players. Frontiers in human
neuroscience. 8. p. 1-8.
Perry, F. D., Shaw, L., Zaichkowsky, L., 2011.
Biofeedback and neurofeedback in sports.
Biofeedback
. 39(3). p. 95-100.
Schabus, M., Heib, D. P., Lechinger, J., et al., 2014.
The Effects of EEG Neurofeedback Training on the Behavioral Complaints of Soccer Athletes - A Case Study
137
Enhancing sleep quality and memory in insomnia
using instrumental sensorimotor rhythm conditioning.
Biological Psychology. 95. p. 126-134.
Sterman, M. B., 2000. Basic concepts and clinical findings
in the treatment of seizure disorders with EEG operant
conditioning. Clinical Electroencephalography. 31
(1). p. 45–55.
Vernon, D., 2005. Can neurofeedback training enhance
performance? An evaluation of the evidence with
implications for future research. Applied
Psychophysiology and Biofeedback. 30(4). p. 347-364.
Vernon, D., Egner, T., Cooper, N., Compton, T., Neilands,
C., Sheri, A., et al., 2003. The effect of training
distinct neurofeedback protocols on aspects of
cognitive performance. International Journal of
Psychophysiology. 47(1). p. 75-85.
Weiskopf, N., Scharnowski, F., Veit, R., Goebel, R.,
Birbaumer, N., Mathiak, K., 2004. Self-regulation of
local brain activity using real-time functional magnetic
resonance imaging (fMRI). Journal of Physiology-
Paris. 98 (4). p. 357-373.
Weiskopf, N., Scharnowski, F., Veit, R., Goebel, R.,
Birbaumer, N., Mathiak, K., 2004. Self-regulation of
local brain activity using real-time functional magnetic
resonance imaging (fMRI). Journal of Physiology-
Paris. 98(4). p. 357-373.
Wilson, V. E., Peper, E., Moss, D., 2006. The “Mind
Room" in Italian Soccer Training: The Use of
Biofeedback and Neurofeedback for Optimum
Performance. Biofeedback, 34 (3).
Wilson, V., Peper, E., 2011. Athletes are different: factors
that differentiate biofeedback/neurofeedback for sport
versus clinical practice. Biofeedback, 39 (1), 27-30.
Yin, R. K., 2013. Case study research: Design and
methods. Sage publications.
Zaichkowsky, L., 2012. Psychophysiology and
neuroscience in sport: introduction to the special issue.
Journal of Clinical Sport Psychology, 6(1), 1.
icSPORTS 2015 - International Congress on Sport Sciences Research and Technology Support
138