Electrical Activity of Different Brain Regions in Explicit and Implicit Learning of a Motor Skill in Adolescent Girls with Cold Executive Functions: An Electroencephalography Study

Ilchizadeh, Nazli; Agdasi, Mohammadtagi; Fathirezaie, Zahra

doi:10.22059/jsmdl.2024.379083.1789

Electrical Activity of Different Brain Regions in Explicit and Implicit Learning of a Motor Skill in Adolescent Girls with Cold Executive Functions: An Electroencephalography Study

Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license

Authors

Nazli ilchizadeh ¹

Mohammadtagi Agdasi ²

Zahra Fathirezaie ³

¹ Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, University of Tabriz.

² Department of Motor Behavior, Faculty of Physical Education and Sports Sciences , University of Tabriz.

³ Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, University of Tabriz .

https://doi.org/10.22059/jsmdl.2024.379083.1789

Abstract

Introduction: Executive functions control, direct, and coordinate cognitive processes. This research aimed to compare the electrical activity of different brain regions during implicit and explicit learning of a motor skill in teenage girls with cold executive functions.
Methods: The research method was quasi-experimental, with a pre-test and post-test design. Twenty girls aged 12 to 14 years were selected purposefully based on their scores on CogLab tests and assigned to two Explicit Learning and Implicit Learning groups. In the pre-test phase, participants performed 15 dart throws while brain waves were recorded using an EEG device. Then, both groups participated in 60-minute training sessions for five consecutive days, based on different instructional approaches. After completing the training, a retention and a transfer test were conducted on the sixth day. The results were analyzed using MATLAB, SPSS, and Excel software at a significance level of 0.05.
Results: The results showed that the neural response in the form of brain wave activity across five brain regions—DLPFC, OFC, CF, Frontal, and All Frontal—was significant in the explicit learning group but not significant in the implicit learning group.
Conclusion: Based on the present results, it can be said that the explicit learning method causes positive changes at the level of the cerebral cortex, whereas implicit learning requires long-term strengthening. Therefore, explicit learning can be an effective short-term intervention to modulate brain activity and facilitate motor skill learning in individuals with cold executive functions.

Keywords

Executive Functions

Explicit Learning

Implicit Learning

Brain Electrical Activity

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