New Computer-Based Technology to Teach Peak Performance in Musicians

Olga Bazanova, Ph.D. (1), Anna Kondratenko Prof. (2), Oleg Kondratenko Prof. (2),Eugenia Mernaya Prof. (3), Egor Zhimulev, Ph.D. (1)

1- State Research Institute of Molecular Biology & Biophysics, Siberian Branch ofAcademy of Medical Sciences, Timakova, 2, 630117, Novosibirsk, Russia, Phone: +7 383

3335340 Fax:+7 383 3321256 E-mail bazanova@soramn.ru, oda_stk@mail.ru2- Macedonian Musical Academy, Skopje, R. Macedonia Petar Pop Arsov,

19/3/11,1000, Skopje, R. Macedonia TF: +38923245014 E-mail: anyutika@yahoo.comolegkondratenko@hotmail.com

3 - Novosibirsk State Musical College, Yadrintsevskaya, 46, 630099, Novosibirsk,Russia,TF: +7 383 3331237, Fax: :+7 383 3321256 E-mail: emm05@mail.ru

Abstract. The most notable innovationrelated Biofeedback computer software is thatthey can provide effective training withoutteacher supervision. Comparison the impact ofusual practice and practice combined withbiofeedback technology (BFB) in 51 students-musicians were investigated. Usual practiceenhances the psychometric indices of tension,increased integrated EMG power (IEMG) anddecreased individual EEG alpha-activity in moststudents. The self estimations for psychomotorskill performance did not change or decreasedafter usual practice. On contrary, practicecombined with Alpha increasing and EMGdecreasing biofeedback (Alpha EEG/EMG BFB),in all examinees was accompanied by decreasein anxiety, increase in individual alpha bandindices and decrease in IEMG. The musicalperformances score improved. The efficiency ofAlpha EEG/EMG BFB and psychomotor trainingdepends on the initial values of individual alphaEEG-spectral indices. Results revealed thatBiofeedback computer software is effectivetechnology for improving psychomotorperformance in musicians.

Keywords. EEG, EMG, computer-assistedBiofeedback program, individual alpha peakfrequency, individual alpha band width,individual amount of alpha suppression.

1. Introduction

Few investigations [16, 15, 2, 17], showedthat professional high skilled musicians have anincreased EEG alpha activity and decreasedEMG amplitude of the non-participating muscles

in a certain movement, compared to non-musicians. Thus, it is reasonable to believe thatapplying simultaneous Alpha EEG increasingand EMG decreasing BFB could help improvingpsychomotor performance in musicians.Enhanced somatosensory and auditory feedbackduring musical performance facilitates the onlinemodification of movements [21] Applications ofAlexander technique or progressive relaxationfor sensomotor coupling [1] are somehowincomplete, because of insufficient self-controltraining, due to not using feedback from signalsof own psycho-physiological processes. In astudy on the applicability of neurofeedbacktraining on enhancing musical performance incomparison with usual psycho-relaxingtechniques, such as Alexander technique, EgnerT. and Gruzelier J. [6] concluded that enhancingtheta - alpha ratio displayed significantimprovements in the overall quality, musicalunderstanding, stylistic accuracy andinterpretative imagination.

The use of computer-assisted programs inthe training of sensomotor coupling is not new.Previous studies have shown the benefits of suchcognitive training for treating learningdisabilities [14], psychosomatic disorders [20].Both randomized controlled studies and casereports have documented the success ofcomputer-assisted interventions usingintermediate outcome measures (see for review[19]).

Boslab (NIIMBB SORAMN, Novosibirsk,Russia [8]) software makes psychomotor trainingeasier and faster. The most notable innovationrelated to these programs is that they can provideeffective training without teacher supervision.

39Proceedings of the ITI 2007 29th Int. Conf. on Information Technology Interfaces, June 25-28, 2007, Cavtat, Croatia

Boslab has gain substantial recognition in thearea of improving cognitive and psychomotorperformance for individuals with sensomotorcoupling deficits. This is a language independentprogram, which makes it easier for the brain togeneralize the results. Boslab directly trains thebrain to enhance sensomotor coupling in additionto a long list of cognitive skills. Boslab wasdeveloped based on research done with EEG,EMG based technology.

During biofeedback training psycho-physiological process (signal) of an individualsuch as EEG (alpha rhythm) or EMG iscontinuously obtained using special sensors. Thisinput is converted to a computer screen or gamein real time and mirrors the actual changes of thepsycho-physiological respond of the individual.A student's EEG and EMG are recorded in realtime and control the dynamics of red and greencurves during a session. The lower EMG andhigher alpha-EEG, the lower green and higherred curves are. To reach success in the trainingone had to control his/her alpha EEG and EMGlevel higher and below certain thresholds despitethe challenge of simulated practice.

Despite of the great development of thebiofeedback technology, it has been suggestedthat some relative inefficiency of neurotherapycould be a result of not using individualizedprotocols [10, 14, 4]. Because it wasdemonstrated that cognitive and psychomotortask performance is associated with individualalpha frequency (IAF) [11, 23], it is easy tohypothesize that efficacy of the neurofeedbacktraining will depend on individual EEG alpha-activity indices.

The main objectives of the presentinvestigation was to study the use ofsimultaneous individual alpha-EEG stimulatingand EMG decreasing biofeedback (Alpha-EEG/EMG BFB) in education of musicians bycomparing responses of musicians to usualpractice and practice combined with biofeedbacktraining.

2. Methods

The sample consisted of 51 musical studentsfrom Novosibirsk State Musical Academy andcollege and Skopje Musical Academy (21 men,mean age 22.5, SD = 3.4, and 30 females, meanage 21.6, SD = 2.9). All participants were right-handed. No participant had history of physicaland mental health problems, or any prior

experience or knowledge of biofeedbacktraining. Participants were briefed before thestudy and gave their full written consent.

In the beginning of the experiment allparticipants performed one musical piece of theirown choice of approximately 5 minutes duration.This musical performance was assessed by threeindependent musical experts on a scale of one toten. After every play unit students assessed it byself estimation on the same scale. The scaleswere adopted from a standard set of musicperformance evaluation criteria [13]. SpielbergerState and Trait Anxiety Inventory [22] andRheinberg Self-actualization Inventory [18] wereapplied. All participants had usual practice (30minutes), followed by rest and another 30-minutes lasting practice combined with Alpha-EEG/EMG BFB.

EEG was recorded from F3, F4, C3, C4, P3,P4, O1 and O2 sites of the 10/20 system, usingthe monopolar electrode placement method withMitsar EEG System (S.-Petersburg, Russia).Frequency alpha subbands were adjustedindividually according to Individual alpha peakfrequency (IAPF) and individual alpha bandwidth (IABW). Spectral power and inter- andintra-hemispheric coherence (ICoh and IntraCoh)were calculated in individually adjusted theta,alpha and beta bands. The EMG was recorded bytwo 1.6-cm Ag/AgCl surface bipolar electrodesplaced on the m. frontalis. The EEG and EMGsignals were acquired with a 125-Hz samplingrate, amplified and filtered with 3 Hz high passand 30 Hz low pass filter, transformed into agauge line and a sound signal which was sent toa PC for data visualization and storage.

We had used sensitive analog-to-digitalsampling hardware to numerically measure auser's brainwave and muscular patterns viascalp's and skin's above the muscle groupselectrodes. These patterns were filtered by acomputer program to obtain the user’s alpha andEMG waveform, which then were processed by a decision program to determine the user’s state ofpsychomotor at the moment. This stateinformation were used to train the appropriatepsychomotor conditions required. The coredeliverables of this technology are theacquisition of alpha-wave and electromyography(EMG) data, signal processing software, and thecontrol software that will digitally set thefeedback hardware. The participants weresuggested that the aim of the BFB training was"to attain a state at which achieving high qualitymusical performance would be complimented

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with a feeling of easiness and comfort". Themulti-channel interface BOSLAB [8] was usedas biofeedback unit with a standard interface formeasurement of electrophysiological indices(IEMG and EEG) in real time, computer dataacquisition and processing. Feedback began afterbaseline IAPF and IABW assessment and tookthe form of “applause” sounds presented toparticipants. Individually adjusted alpha-2 bandand IEMG had a power threshold. Simultaneoussuprathreshold bursts of alpha andunderthreshold burst of IEMG were rewarded byan “applause” sound. Participants were explainedthe underlying principles of biofeedback andinstructed to practice by controlling soundquality in order to increase their upper alpha anddecrease frontal IEMG. They were told that,hearing the “applause” sound, they should beassociated with their own representation ofplaying in the way they most wanted to perform."Successful training" periods were defined asperiods, when individual alpha-2-rhythm powerincrease was accompanied by decrease in theIEMG power. The raw data recorded duringtraining sessions include EEG (alpha rhythm)and amplitude of EMG which are measuredduring each training session and saved on harddisk. The program comes with system softwareto plot the data collected in a graph.

Figure 1. Scheme of alpha - EEG / EMGbiofeedback procedure

Efficiency of a BFB session was calculatedas the ratio between the sum-duration of thesuccessful periods and the whole length of thesession [6].

To check up for inter subject differences inthe spectral bands power and alpha activityindices values during experimental conditionsvarying in style of practice, for each EEG andEMG variable two-way ANOVAs with factors:Condition (COND 5 BL, Pr, Post-Pr, BFB andpost-BFB), and Location (LOC 8: F3, F4, C3,C4, P3, P4, O1, O2 - for individual EEG bandspower, IAPF, IABW, IAAS and LOC 7: F3-C3,

F3- F4, F3-C4, F3-P3, F3-O1, F3-P4, F3-O2 forcoherence in individual EEG bands) werecomputed. In all the ANOVAs significantinteractions were examined through simpleeffects to locate the source of the interaction aswell as by post-hoc (Scheffe-test) and plannedcomparisons. For all the analyses, degrees offreedom were Greenhouse-Geyser correctedwhere appropriate. Significance differencesbetween putative groups in percentage valueswere calculated by using Wilcoxon matchedpairs test. Correlation analysis was performed byusing Pearson's correlation coefficient.

3. Results

All examinees were divided in two groupsaccording to their IAPF, averaged over theposterior recording sites - low IAPF group (≤10Hz) and high IAPF group (>10 Hz). It hasappeared that, students with high IAPF showedbetter results for "technique", “quality of sound”and “rhythm” in musical performance, higherlevel of motivational competence and smallerscores for State and Trait Anxiety in baselineconditions. High IAPF subjects are characterizedwith lower alpha power, deeper IAAS, higherinter-hemispheric coherence and lower IEMG inbaseline condition. The reaction for usualpractice was different in these groups too. Two-ways ANOVA revealed decrease in the powerand coherence in alpha-1 and an alpha-2 rangesIAPF, IAAS and IABW) (F (14,364) ≥ 124.5, p<0.003), increased theta and beta activity (F(14,.364) = 6.62, p<0.000) and increased IEMG(F (2,78) ≥ 4.5, p <0.003) after usual practice instudents with low IAPF. For students with highIAPF such changes of the EEG and EMGparameters did not hold true after practice (F <1)(Fig. 2-A). However, practice combined withBFB session has increased all alpha-activityindices (F (14,532) ≥ 637.62, p < 0.000) andlowered IEMG in both groups (Fig 2-B).Changes in EEG and EMG parameters,observable after the BFB session, had been moreexpressed in the high IAPF group compared tothe low IAPF group (z > 7.89; р <0.001 fordifferent parameters). The efficiency of the BFBsession was also greater in the group with highIAPF (21.1 ± 5.2% vs. 6.1 ± 4.8%, p =0.001).

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Figure 2. A - Mean change EEG and EMGindices as a reaction to usual practice(percentage to baseline value) in high andlow IAPF participants. Low IAPF participantsshow decreasing of alpha power and IAPF,narrowing of IABW and increasing of IntEMGcompared to high IAPF participants.

B - Reaction of low and high IAPF groupparticipants on single session AlphaEEG/EMG BFB. High IAPF participants showsignificant increasing of alpha power,interhemispheric coherence in alpha bandand IAAS, broadening of IABW anddecreasing of IntEMG compared to low IAPFparticipants. * - level of significance, p <0.05.

The level of self-estimations was higher afterpractice combined with alpha-EEG/EMG-BFBthan after usual practice (t ≥ 3.45; p≤0.021).Efficiency of the biofeedback session waspositive associated with the power and coherencein alpha-1 and alph-2 bands, IAPF, IAAS andIABW (r = 0.49÷0.56, p < 0.023) and for thelevel of intra- and inter-hemispheric coherence inthe alpha-2 band – (r > 0.51, p < 0.001) in allelectrode sites.

4. Discussion

In our previous investigations [2] thepositive association between alpha-activityindices and psychometric traits of skilled musicalperformance was shown. So if we are “teaching”the musical students to increase voluntary theirown alpha activity indices and decrease IEMGby using BFB it will be training of peakperformance.

The Boslab program works in two ways.First, improve brain wave activity by enhancingthe individual upper alpha power. Secondsimultaneously, Boslab trains higher executiveskills by decreasing IEMG of those muscleswhich don’t participate in execution. In addition,Boslab trains the use the brain to develop a

variety of cognitive abilities such as dividedattention, multitasking, visual/auditoryprocessing and coordination as well as higherexecutive skills. Such skills are not part of thetraditional Neurofeedback protocols. Anotheradvantage of such program is that unlikeNeurofeedback, which can be only administeredby a clinician, it can be practiced at home after avery brief training. In addition, it does notrequire specialized equipment such as EEG,making it a very cost effective alternative In thepresent work we have shown, that AlphaEEG/EMG BFB 30-minutes-lasting trainingimproves all EEG and EMG parameters ofoptimum psychomotor functioning. It isimportant to note, that the Alpha EEG/EMGBFB training was used during the practice,compared to the previously mentioned studieswhich used biofeedback training in resting (non-practice) conditions, which has the disadvantageneither taking into account the actual (“real-time”) body position, nor the actual movements,used in the musical execution. Besides this, thenovelty of this approach lays in determination ofthe individual alpha EEG spectral parameters andapplying neurofeedback protocols for optimumpsychomotor functioning based on theapplication of individual indices.

Thus, it is possible to assume, that theparameters of efficiency BFB computertechnology, as well as the individual alpha-activity indices can be used as prognostic criteriaof the psychomotor ability.

The greatest obstacle of our study wasbuilding an universally accurate statistical modelof the relationship between a human's state ofpsychomotor self-control and the alpha-EMG-wave patterns. Maintaining a comfortable (non-fluctuating) environment with sensitiveautomatic control poses another tremendouschallenge. The secondary issues included thecomplexity of hardware. Furthermore, thesoftware is easily adjusted for different users'needs.

In summary, a alpha-EEG/EMG - interfacecontroller is superior to conventional controlmethods in providing the following advantages:

1) it is noninvasive,

2) has virtually no side effects,

3) is effective over the long-term.

4) Alpha-EMG-Biofeedback informationactively engages the student in developingself regulation skills and techniques which

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are central to the successful outcome oftraining,

5) it utilizes advanced scientific instrumentsbut does not require of the instructoradvanced training in computing and thehigh technology sciences,

6) finally all biofeedback practitioners willreadily admit that biofeedback enhancesteaching outcomes improves the quality ofeducation and increases satisfaction.

7) All biofeedback practitionersacknowledge that they could not envisagetheir practices without the use ofbiofeedback technology

8) The process is usually enjoyable and gainsmade typically are maintained. theinterfacing programs with specialized

The interest in this innovative technologyhas significantly risen in the past years and isexpected to continue to draw individualsinterested in utilizing a self training approach tomusical and sports performance skills. With thenew technology, Boslab is offering students andprofessional musicians an effective option to beable to make the necessary neurological changesso that they can, perhaps for the first time in theirlives, focus and concentrate when they need itand for as long as it's needed.

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