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Thomas F. Collura, Ph.D., P.E., BCN
July 18, 2003
Introduction
This report describes some basic considerations and
operational details for using a series of
neurofeedback techniques in the pursuit of personal
improvement in golf or related sports. Generally,
the neurofeedback will be used in order to acquaint
trainees with desirable mental states, and to help
them to learn to achieve and recognize these states.
Our approach to training these states is based
upon the concepts of flexibility and
appropriateness, and does not appeal to the notion
of good vs. bad brainwaves or brain states. No
particular brain state is good or bad, in its own
context. What matters is being able to achieve an
appropriate state at the appropriate time, and to be
able to recognize it. Indeed, if we try to
specifically enhance or inhibit any particular
brainwaves in general, we will surely lose some of
the capacity for change and flexibility that is at
the very essence of being able to be a peak
performer.
This report is intended to provide information for
the neurotherapist, the coach, and the trainee. It
does not provide details on how to organize a
training program, or exactly how or when to
administer neurofeedback treatments. Rather, it
provides a brief description of the basic protocols
and techniques, with a short explanation of the
manner of use, and the anticipated benefits. The
neurotherapist, coach, and trainee should be able to
work together to provide a simple sequence of
trainings, progressing from simple to more complex,
and to suit the needs at hand. At a minimum,
trainees will likely do simple alpha training, HEG,
and a basic type of “squash” protocol. There is
sufficient flexibility and expandability in the
available neurofeedback systems to accommodate a
growing and advancing personal plan, that can easily
extend to many months, and years, as training
progresses and the trainee learns more depth and
sophistication.
What are the mental tasks associated with good golf?
There are many. There is the need to take in the
overall layout of the course, and to plan the shots
to be used. There is the need to calibrate oneself
to each shot, and to relate the distance and
direction to one’s personal position at the outset.
Then, there is the need to stand before the ball and
be still, and prepare for a brief moment of highly
precise action. But this action must be undertaken
in a relaxed, automatic fashion, free of the
encumbrances of overt thought. The mind cannot
process a golf swing as it happens, it must be
automatic, practiced, and sure. Finally, after each
shot, the individual must again relax, process the
activity, and prepare for the next. The golfer must
be able to carry out repeated, precise, difficult
maneuvers without tiring or becoming frustrated or
angry. The successful and satisfying completion of
this complex series of tasks is facilitated by being
able to achieve the relevant brain state at the
relevant time, and being able to move gracefully and
freely from state to state. This is at the core of
golf, or of any sport or activity, for that matter.
As a result, what we describe here are basic
techniques, tools, for personal fitness, awareness,
and improvement. In the context of golf, this
becomes neurofeedback for peak performance. But what
we are really teaching here is neurofeedback for
better living. Golf is simply a phase of life that
presents its own unique challenges, measures, and
rewards. But in the sense that, as an activity, it
asks us to be relaxed, focused, directed, composed,
and efficient, it is merely a special case of
regular life, and nothing more. In other words, get
better at mental fitness, and you become better at
golf. Become better at golf, and you (might) become
better at life.
Rather than providing a prescription or plan for
golf improvement, this report shall present a
compendium of techniques, their characteristics, and
their possible use. From this collection, the
trainer and trainee can pick and choose those that
seem most appropriate, and incorporate them into the
program. It is expected that training plans will
evolve and grow along with the experiences of the
trainers and trainees who use them, and that
continued progress will lead to a variety of
approaches and plans, designed to suit individuals
and groups at all stages along the various roads to
personal progress and improvement.
Basic Considerations
It is important to understand that the brain is a
dynamic entity, much like the body, and that it has
a variety of tasks and ways to achieve them, and it
needs to be able to shift quickly and effectively
between particular states, in the interest of good
performance, satisfaction, health, and
sustainability. So we will not try to identify
certain frequencies as “good” and others as “bad”,
or try to eliminate some and enhance others for this
type of reasoning. We will look to train the
flexibility to enter and leave identifiable brain
states at appropriate times, and to be able to
recognize when this happens.
We do not, for example, train a basketball player to
run around the court with an arm in the air at all
times, just because the basket is up there. We must
train the player to have the arm in the appropriate
place at the appropriate time, and to be ready to
move it there quickly. We need to train flexibility
and appropriateness, not a fixed set of brain
frequencies.
Previous work (Chartier et. Al. 1997) has identified
effective neurofeedback training of elite golfers,
as well as helping them to achieve what is called an
“Iceberg Profile” on the Profile of Mood States (POMS).
In this report, 14 out of 15 participants reported
significant improvement in their game as measured by
pre- and post-training scores. Improvements were
also reported in the Sympton Checklist 90,
particularly in the obsessive-compulsive scale. This
demonstrated the value of neurofeedback training in
a peak-performance context, when used in a golfing
situation.
What follows is a series of brief descriptions of
specific protocols and methods, with an indication
of how these could be applied as part of a
comprensive sports improvement plan. This is
intended to be a “shopping list”, or a starting
point for the discussion and planning of a specific
program or programs for golf improvement. It is
hoped that trainers and administrators will be able
to extract from these descriptions sufficient
information to create the basic plan for training,
and to begin to explore neurofeedback training and
its benefits, as part of a comprehensive plan of
performance improvement.
Note that all neurofeedback training is, at its
heart, relaxation training. Whatever the location
and the frequencies trained, there is an element of
relaxation, in that cortical brain cells produce
measurable voltages only when they act in unison,
and in order to act in synchrony, they must relax,
allowing postsynaptic potential to build up. By
allowing the brain to relax and produce endogenous
rhythms in various combinations, it is possible to
train specific changes in brain state in particular
locations, and in particular ways. But what is
always happening is that the brain is finding its
own way. Neurofeedback never forces anything to
happen. It shows the brain when the desired state
is present. Training mostly consists of relaxing,
letting go, and allowing the equipment and the brain
to work together. In this way, there is a
naturalness to the learning, and what is thus
learned is generally retained. Having learned to
relax and achieve particular states, the trainee is
thus prepared to undertake golf (or any task) with a
sense of confidence, automaticity, and simplicity.
It is truly learning, in the best meaning of the
term.
One of the lessons of golf is that it is not
supposed to be hard. We learn to think and act
smartly, not harder. Neurofeedback complements this
concept, by providing additional mental and brain
tools, allowing the player to proceed in a more
natural, effortless manner, toward performance that
has fewer errors, fewer distractions, and more
productivity.
Alpha Relaxation
This is the basic soothing, 1-channel or 2-channel
alpha feedback (8-12 Hz) using relaxing MIDI sounds
with real-time amplitude feedback. Eyes-closed. This
will be done with theta inhibition, using the
standard “relax” protocol. The trainee closes eyes,
relaxes, and allows the tones to come. Voices may be
flutes, cello, viola, seashore, “spacey” sounds,
etc. This will achieve a state of general
relaxation, while avoiding the lower frequencies and
theta activity associated with deeper, inner
connectedness. Generally, O1/O2, P3/P4, or C3/C4
will be used. 2 or 3 minute segments, optionally
separated by a pause.
This protocol will allow trainees to learn to relax
in general, and achieve a state that is generally
healthy. For example, when walking the course, when
planning shots, when working with scoring, it is
generally a good thing to be relaxed, yet alert.
Achieving and maintaining this state is helpful for
generally reducing stress and its associated
effects, and will also help to minimize the effects
of any anxieties, anger, disappointment, or other
negative emotions that may arise in the course of
play.
Alpha Coherence
This is a more specific type of alpha training,
achieving a coherent state between the left and
right hemispheres, in the alpha (8-12 Hz) band.
Eyes-closed. Uses “peak” protocol. Generally,
O1/O2, P3/P4, or C3/C4 can be used. Trainee should
uptrain coherence in 1 or 2 minute segments,
optionally separated by a pause.
This coherent alpha state is a state of well-poised
readiness, and deep relaxation It is associated with
improved creativity, sense of well-being, and
ability to perform effectively. It has been seen in
zen monks and similar meditative and contemplative
individuals, particularly among the most experienced
and recognized leaders.
14 Hz (“SMR”)
Uses “focus” protocol. This will provide enhancement
training of the 12-15 Hz (“Lobeta”) range, from C4
(single channel) Eyes-open. Includes theta
inhibition. May precede this training with
Low-Frequency Inhibition (“Squash”) simply by
setting the Lobeta threshold to zero (or set target
percent to 100%) so that the theta inhibit becomes
the primary task. Then can raise Lobeta threshold,
to introduce the element of concentration, hence
achieving a focused, relaxed state of concentration.
Usually, a simple “click” or “ding” sound (“morse”
is good) is used as a reward. The trainee relaxes,
again “allowing the sounds to come”, and gains a
little learning and appreciation with each point.
Typically, 600 to 800 points are achieved in a 20
minute session.
Overall, this is a good “relaxed, focused
concentration” protocol. It is used extensively (Lubar,
Sterman, etc) in work with those with difficulty
paying attention, and those who are hyperactive.
Specifically, the centrally generated SMR (sensorimotor
rhythm) has been shown to be associated with the
brain’s “intent to remain still”. It can be trained
in cats and other mammals, and is a basic relaxation
rhythm of the motor system. For example, it is
extinguished when a contralateral limb is moved,
shaking, etc. Training this rhythm teaches a deep
relaxation of the sensorimotor system, and thus
involves stillness of the body. This typically
leaves the trainee in a relaxed and still, yet
focused, alert, and ready state. This is one
example of a state that may be regarded as “the
zone”. When the trainee is able to achieve and
sustain good performance in this task, they may
experience a sense of “cruising” or “getting into
it” which is automatic, yet responds to the
direction of the trainee’s will, to find and hold
it.
Associated as it is with stillness, plus having
theta reduction, this training protocol is often
associated with training to help people function in
a structured, academic, or attention-demanding
environment. For example, it is commonly used with
school children, businesspeople, etc. In a sports
application, it helps to achieve a still, focused
state for appropriate times. For example, in any
seminar or workshop setting, when discussing
concepts, or when studying specific shots, planning
and reasoning, this state of relaxed yet alert,
focused concentration enhances the ability to think,
reason, and reach good conclusions.
Low Frequency Inhibition (“Squash”)
Focuses on learning the task of reducing the low
frequency EEG in the theta (4-7 Hz) band, as the
primary task. Eyes-open. Trainees experience the
feel of moments of low theta, observing a bar graph
and hearing a sound when this is sustained. Can be
done with “focus” protocol by setting the Lobeta
threshold to zero. Reducing theta is associated
with decreased distractibility, and the ability to
focus on one thing at a time.
At any time that a trainee is faced with the need to
limit concentration to a single item, this training
is helpful. It is associated with a decrease in
distractability, less tendency for the mind to run
in all directions, and with an increase in the
ability to have a single thing in mind, and to keep
it there without changing. It is also associated
with stillness and rest, because the theta wave also
serves to detect eye movements, head movements, and
other types of activity. Thus, theta inhibition
encourages the head, neck, eyes, etc. to be still
and quiet, while the brain also settles down and
stops shifting around
This protocol is generally used with simple discrete
sounds (clicks, etc) and is done eyes open. The
trainee should try to experience the “body feel” of
when the theta is reduced. It is an indescribable,
yet pleasant and still feeling. It may be
associated with focusing of thought, and a sense of
distractions fading away. May be thought of as a
“pushup” for the brain (actually a push-down), and
should be practiced for a minute or two, with brief
pauses if desired.
Broadband “Squash”
This extends the low-frequency squash technique to a
broader band (4-20 Hz). This can be done with the
“sharp” protocol. This helps trainees to achieve a
state of overall EEG quietude, which is
physiologically associated with a neuronal state of
readiness, acuity of response, and being poised for
action. Can be done anywhere, particularly
centrally, or frontally. Skilled archers and
pilots, for example, have been shown to have a state
of overall EEG quieting, (and a shift to beta
frequencies) during the moments before well-executed
skilled actions. This training emphasizes entering
that state of optimal readiness for a difficult
task, such as a golf swing, and learning to maintain
that state, in preparation for the execution of
skilled actions.
This is best viewed as a special task, to be done
for a brief (30 second or 1 minute) trial, followed
by a pause. It is a form of “bench pressing” for the
mind. During the pause, the brain may produce alpha,
and this is in fact beneficial. The brain will learn
to focus and squash when asked, then to relax and
produce alpha (a form of “post-reward
synchronization) in the relaxation phase. The
important point is to learn the
concentration/relaxation cycle, not to achieve a
permanent state of low EEG.
When a performer learns to achieve the
concentration/relaxation cycle in an automatic and
habitual manner, they become capable of executing
difficult tasks with much more confidence,
repeatability, and stamina. (This was shown by
Sterman in extensive EEG studies of Air Force
Pilots).
Alpha/Theta Training
This will only be done in particular situations,
under specific supervision of a clinician managing
the trainee. Uses “deep” or “deep2” protocol. Eyes
closed, extended times (30 or more minutes)
Feedback sounds are deep, soothing instruments using
unusual voices such as “echo drops” or “bowed glass”
to enhance the ethereal aspect of the experience.
This may be in conjunction with psychotheraputic,
experiential, or related work involving the access
to deeper, inner states, subsequent processing, and
changes in awareness, etc. Should be used with
caution, and with attention to possible abreaction.
Alpha/Theta training will be used in cases where a
trainee desired to pursue specific issues, which may
center around internal thoughts, feelings, memories,
or other issues. This experience continues the
basic relaxation achieved in alpha training, and
allows the brain to slow down in frequency, and to
produce diffuse theta waves. Normally associated
with distractability, daydreaming, and creativity,
when theta waves are trained for a continued period,
the trainee achieves internal connectedness that may
also be associated with feelings of dreamlike
states, imagery, free association, and intuitive
thoughts. Alpha/theta training is generally followed
by a period of re-activation, discussion,
experiential work, or other processes that
incorporate the new information into the trainee’s
continued processing, allowing the benefits of the
new awareness to be achieved. Possible abreaction
may include a sense of disconnectedness, anxiety, or
similar negative affect. Drowsiness may persist
after the training, if sufficient re-activation is
not achieved afterward.
General-purpose Photic Stimulators (“mind
machines”)
Any type of photic or auditory stimulator (“mind
machine”) may be considered for use, as a augment to
the neurofeedback training. This may have a desired
“entrainment” effect on the EEG, although such
effects may be temporary. These are probably most
useful to acquaint the brain with particular types
of states, and to provide a brain “massage” which
may be stimulating or relaxing. However, after some
time, the effects tend to go away, since no true
learning (operant conditioning) is occurring. For
more effective photic-assisted neurofeedback
training and for more lasting learning, and
EEG-controlled system should be considered.
Basically, these function as a type of (“brain gym”)
and provide temporary stimulation or relaxation, and
should be used under the supervision of an
experienced trainer. They may include built-in
“protocols” that control the timing and frequency of
the flashing. These should be used according to the
manufacturer’s recommendations, with attention to
outcomes.
MIDI-Stim Photic Stimulator
The MIDI-Stim is a more sophisticated type of photic
stimulator, designed for use in EEG neurofeedback
protocols. It is capable of delivering controlled
photic stimulation, under EEG control. In the use
for theta reduction, the glasses can be programmed
to flash at an appropriate rate (12-15 Hz,
typically) when the theta activity exceeds
threshold. This has an automatic effect of reducing
theta in the trainee, and helping them to learn to
enter and recognize the state of reduced theta. It
is an assist that helps the trainee to enter the
state, by a “nonvolitional” method, hence
independent of the trainee’s effort or volition.
After a short period of such training, one of the
conventional neurofeedback protocols can be used to
reinforce the learning, and allow the training to
progress from the assisted state, into further
learned states.
This approach provides special clues for enhancing
or inhibiting rhythms, and adds a direct
manipulation of the EEG, in what is closer to
“classical conditioning” than “operant
conditioning”. Thus, as a very basic reward or
inhibit mechanism, the brain can be coaxed into
particular states without the trainee’s conscious
effort, providing a rapid and efficient way to
either start training (“training wheels”), or to
accelerate the progress of training (“personal
coach”).
Note: These types of devices are for investigational
use only. Photic stimulators should not be used by
persons with epilepsy or any seizure disorder. Use
should be discontinued if headaches, nausea, or
other discomfort are experienced.
HEG
HEG (Hemoencephalography) is a biofeedback method
that uses a photo-optical measurement of the amount
of blood in the trainee’s brain. This is generally
done with a headband and measuring the frontal lobe.
This training responds directly to level of mental
effort, and motivation. This is typically done in
short trials (1-2 minutes), separated by pauses.
Whenever the trainee exerts sufficient effort to
increase the cerebral blood flow by about 0.1%, the
system provides positive feedback auditory and
visual.
It is anticipated that trainees will use HEG
somewhat especially in the early phases of
training. It is a simple and direct form of
biofeedback that is less complex to administer,
learn, and understand than the more involved EEG
methods. It provides an excellent introduction to
biofeedback, and brain biofeedback, while
emphasizing the basic attributes of motivation and
effort. It further rewards improvements in
efficiency of concentration and effort, and the
ability to “rally” the brain to get to work, upon
demand and with a minimum of energy expended.
This is used with a melodic, percussive feedback
sound (xylophone, piano, etc) and can be enhanced
with the TrendView display, or the AVI animations.
Animations typically advance slowly, and respond to
the effort of the trainee. Thus, animations such as
growing plants, spreading roots, or other “emerging”
displays are well suited to this use.
This type of training will enhance the trainee’s
sense of being in control, and being able to sustain
the will to win. Responding as it does to volition,
it can help to foster the “killer instinct” that
comes when the individual combines strong desire
with confidence, and has the sense that “nothing can
stop me now.”
“Interactor” Vibrotactile Cushion
This auxiliary feedback device will operate with all
of the above protocols and techniques. It provides
a kinesthetic feedback, delivered with a strong
vibrotactile stimulator. Feedback is felt, not seen
or heard, and can be delivered to the hand, arm,
leg, back, or any other suitable body surface. It
provides feedback which is pleasant and easy to
sense, and also does not depend on the brain’s
auditory or visual processing system, in order to
process the information. In other words, it provides
direct body feedback, so that the body participates
more fully in the feedback learning process.
Any continuous or discrete tone feedback can be used
with the Interactor. The sound may be faintly
heard, but it will be primarily felt. In addition,
with expansion software, it is possible to make the
cushion respond to its own protocol. For example,
during typical 14 Hz training, it is possible to
have the cushion vibrate to encourage alpha (8-12)
Hz. This “out of band” signaling, provides the body
with its own relaxation training based on alpha, in
addition to the simultaneous SMR-based
focus/concentration training for the brain.
It is important to recognize that this type of
feedback provides the opportunity for the trainee to
work with eyes closed, and in an essentially silent
environment. The mind is truly stilled, and the
visual and auditory senses are not active. This
provides a very peaceful, focused type of training,
and allows the trainee to focus on inner awareness,
without the distractions of having to view, listen
to, or process some sensory input. This is a direct
“brain to body” link, and has qualities and benefits
all its own.
We also look at this type of feedback as a “pat on
the back.” The trainee obtains a rapid, pleasant,
and re-inforcing feedback that directly appeals the
physical sense of having done the right thing. Very
little (or no) instruction is necessary, as everyone
knows the inner reward sense that is achieved with
reassuring and well-deserved tactile feedback,
especially when it is so closely coupled to the task
being reinforced. Depending on the protocol and
type of feedback used, the trainee may given a “pat”
whether they focus and reduce theta, achieve a state
of bodily stillness and relaxation, succeed in
achieving a state of coherence, or whatever the
protocol is doing. There is also a natural
continuity with physical guidance, coaching, and
reinforcement that may be given by the coach
themselves, in which the body is an essential
element in the learning.
References
Chartier, D., Collins, L., and Koons, D. (1997) Peak
Performance EEG Training and The Game of Golf,
presented at the 5th Annual Conference on Brain
Function/EEG, Palm Springs, CA.
Collura, T. (2002) Application of Repetitive Visual
Stimulation to EEG Neurofeedback Protocols, Journal
of Neurotherapy Vol. 6(2) 47-70.
Robbins, J. (2001) The Mental Edge, Outside
Magazine, April 2001, Vol. XXVI No. 4, p. 131-134.
© 2003, 2004, 2005 Thomas F. Collura all rights
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