Research On EEG And EMG Signals In Motor Skill Learning Based On Embodied Cognition

The traditional idea holds that the brain is the core of cognition,which means the brain is the conductor,and the body is the executor.However,as a new research orientation in the field of cognitive neuroscience,the embodied cognition theory advocates The essence of cognition is a physical experience,and the body is important for cognition,emphasizing the significance of body in cognitive activities.This shows that responses of body movement and behaviors also play an important role in motor skills learning and cognition.Over the years,although many schools'PE workers have achieved a lot in PE teaching,which have positive effects on school physical education,however,they have not solved the fundamental problem of physical education--the low efficiency of PE classroom teaching.The emergence of embodied cognition theory provides us with a new perspective,that is,only by changing the concept of education can PE teachers have a clear understanding of the formation process of motor skills and find the most suitable teaching strategies.The most appropriate teaching methods should be applied to improve students' initiative in learning.Therefore,using the experimental analysis method as the research method,24 participants learn the process of "Yoga-Virabhadrasana ?" as the research process.To validate the embodied cognition theory that The body plays an important role in motor cognition,and the commands given by the brain are also influenced by physical dominance,this study,through posture,EMG and EEG and other related indicators gained from generalization,differentiation,consolidation and automation stages of yoga warrior styles,based on the methods of sample entropy,non negative matrix factorization,Grainger causality analysis,cross correlation and consistency analysis,reveals the relationship and information interaction between the brain and the body during the learning of motor skills,from the aspects of the limb angle,muscle complexity and muscle coupling characteristics,brain dynamic energy,brain network,and synchronous coupling between brain and muscles.this study examines the sports and health curriculum teaching from the perspective of embodied cognition,and explains the important role of the body in motor skills acquisition,in the hope of making the PE teachers focus on students' feelings and experience during the teaching process,highlighting the dominant position of students,updating the teaching and learning modes,creating a harmonious learning environment for students,and cultivating students'ability of self construction of knowledge and skills,thus developing students' interest in sports learning and exercise and the sense of lifelong sport,as well as,cooperating with the promotion and implementation of Outline of 'Healthy China 2030' effectively,and fostering methods and abilities of health management and promotion,while helping students master one or two sports skills.The main results are as follows:The time to reach the movement balance tends to decrease and to maintain the balance tends to increase as the action is skilled across the first three stages.The standard deviations of the joint angle during maintaing the balance gradually decrease as the action is skilled,which indicates that the performed task tends to the standard.The average values of the sample entropy gradually increased as the action skill learning is mastered,and the coupling between related muscles also has an increasing trend.All these changes present that the single muscle plays an important role at the beginning of the movement learning,and the synergy among multiple muscles does work as the action action proceeds.Brain dynamic energy changes show that the excitation at generalization stage is mainly located in the encephalic areas in charge of cognition and visual,such as parafrontalia area,frontal area,temporal area,bitamporal area and occipital area,etc.,with the movement proceeds,the area centralis related to movement is activated,and the activation levels of brain regions are significantly decreased at automation stage;secondly,the brain network analysis also shows that the functional connectivity is mainly in the parafrontalia area,frontal area,posterior temporal area,parietal area and occipital area,and as motor skills are studied,the connections in each brain area are reduced.The synchronous coupling analysis between brain and muscle suggests that the delay of interaction between brain and muscle is positive at the stage of generalization and differentiation at the stages of generalization and differentiation,that is the body is mainly controlled by the brain,and the coupling between the brain and muscle,which is mainly reflected in the gamma frequency band,is weak;while at the consolidation stage,except for the area centralis,time delays in other brain areas are negative;at the automation stage,the time delay is mainly negative,that is,the effects of limb sensations and movements on the brain are prominent,at this moment,the number of channels between the brain and the muscles is significantly increased,which is mainly reflected in the beta frequency band.Conclusions:1)The nature of the learning process is dependent on the body.Body Posture Index:The changes of average time required for balance,the three axis angle of major muscles,and the main joint angles at various stages indicate that the body plays an important role in the learning process of motor skills,which is in line with the embodied cognition theory.The effect is reflected in the explicit behaviors and the relevant indexes of EEG and EMG of the subjects during motor skill learning.2)Action skills in the learning process,the body is not only an objective body,but also cognitive body.The complex characteristics of EMG signals and synergistic coupling relationship indicate that motor cognition is physically based,and the body plays a major role.Action skills During the learning process,the brain and the body's special sensory motor system plays a vital role.including the brain.Time delay and frequency domain coupling strength show that there are differences in information transfer and information interaction between neural and muscle systems at each stage of the motor skill learning process.3)Cognition is the perception of the body,including the brain.Action skills During the learning process,the brain and the body's special sensory motor system plays a vital role.including the brain.Time delay and frequency domain coupling strength show that there are differences in information transfer and information interaction between neural and muscle systems at each stage of the motor skill learning process.All of these suggest that the completion of motor skills is the result of tacit coordination between the brain and the body,among them,the brain exerts its rational thinking and other abilities,while the body plays its main role,and the movement cognition is constructed in the bodily movement and the experience.This is consistent with the theory of embodied cognition.Therefore,the intervention of the embodied cognition theory will bring a new perspective for the study of physical education,especially physical education and training.This study is only a preliminary attempt to introduce the cognitive theory of the body to the teaching of physical education,and provides the theoretical and physiological basis for physical education through experiments.It provides the theoretical and practical guidance for the further study of physical cognition theory in physical education and sports training.