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Brain Sciences
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Advances in the Relationship Among Brain, Physical Function, and Exercise...
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Advances in the Relationship Among Brain, Physical Function, and Exercise Performance

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Sensory and Motor Neuroscience".

Deadline for manuscript submissions: 30 January 2026 | Viewed by 1136

Special Issue Editor

Dr. Luca Petrigna

E-Mail Website
Guest Editor
Department of Biomedical and Biotechnological Sciences, Section of Anatomy, Histology and Movement Science, School of Medicine, University of Catania, via S. Sofia n° 97, 95123 Catania, Italy
Interests: dual task; cognitive science; sport science; physical performance; training
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Physical exercise and sporting activity help in the development of certain areas of the brain, protecting, maintaining, and improving its functions with acute and chronic adaptations. Therefore, movement is recommended at all ages, both in people who are healthy and those that suffer from pathological issues.

Scientific literature, through both direct or indirect studies, is beginning to pay more attention to the associations between physical and sporting activity and cognitive functioning, to central well-being, and to neurodegenerative diseases, in order to identify the ideal exercise frequency, intensity, type, time, conditions, and environment. 

Original studies and literature reviews, with or without meta-analysis, will be considered for publication in this Special Issue if they mainly focus on the following topics: physical and sports exercise and cognitive performance or brain health; training environments and the role of the brain in physical performance; physical and sports exercise in neurodegenerative diseases.

Contributions from different fields of study are welcome for submission in order to help us to understand the relationships between physical and sporting activity and the health and functioning of the brain.

Dr. Luca Petrigna
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Brain Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • physical performance
  • dual task
  • cognition
  • sport
  • environment
  • cerebellum
  • movement
  • neurodegenerative disease

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

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17 pages, 1144 KiB  
Article
Probing Modulation of Attentional Correlates with Aerobic Exercise in Individuals with a History of Concussion
by Meghan A. Young and W. Richard Staines
Brain Sci. 2025, 15(8), 783; https://doi.org/10.3390/brainsci15080783 - 23 Jul 2025
Viewed by 51
Abstract
Background/Objectives: Concussions have been associated with deficits in attentional control. The current work examined whether attentional correlates could be enhanced following acute aerobic exercise in those with a history of concussion (CH). Methods: EEG was collected as participants completed a flanker task to [...] Read more.
Background/Objectives: Concussions have been associated with deficits in attentional control. The current work examined whether attentional correlates could be enhanced following acute aerobic exercise in those with a history of concussion (CH). Methods: EEG was collected as participants completed a flanker task to evoke stimulus-locked (N2, P3) and response-locked error-related (ERN, Pe) ERPs, before and after participants completed a bout of acute aerobic exercise at moderate intensity. Conflict was modulated with distance (close/far) and congruency (incongruent/congruent) of the distractors relative to the targets. Results: CH individuals had reduced accuracy in high-conflict conditions, with improvements following exercise. No differences were observed in attentional cognitive control across the four conditions (close/far congruent, close/far incongruent); however, reduced interference control was shown in far conditions, when compared to close conditions. When compared to non-concussed controls, increased accuracy with increased response time in individuals with a concussion history was likely attributed to the speed–accuracy trade-off. Close conditions highlighted a decreased Pe amplitude in CH individuals (as opposed to the active controls), suggesting CH individuals may present with challenges when evaluating an error with working memory. Conclusions: The findings demonstrated acute exercise improved accuracy among CH individuals, and performance monitoring is impacted negatively long term following a concussion. Full article
(This article belongs to the Special Issue Advances in the Relationship Among Brain, Physical Function, and Exercise Performance)
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Review

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22 pages, 780 KiB  
Review
A Standard Operating Procedure for Dual-Task Training to Improve Physical and Cognitive Function in Older Adults: A Scoping Review
by Luca Petrigna, Alessandra Amato, Alessandro Castorina and Giuseppe Musumeci
Brain Sci. 2025, 15(8), 785; https://doi.org/10.3390/brainsci15080785 - 23 Jul 2025
Viewed by 54
Abstract
Background/Objectives: Dual task (DT) training consists of practicing exercises while simultaneously performing a concurrent motor or cognitive task. This training modality seems to have beneficial effects on both domains. Various forms of DT training have been implemented for older adults in recent years, [...] Read more.
Background/Objectives: Dual task (DT) training consists of practicing exercises while simultaneously performing a concurrent motor or cognitive task. This training modality seems to have beneficial effects on both domains. Various forms of DT training have been implemented for older adults in recent years, but no official guidelines currently exist. This review sought to analyze the studies published on this topic in the last ten years and provide a standard operating procedure (SOP) for healthy older adults in this context. Methods: The review collected articles from PubMed, Web of Science, and Scopus, adopting a designated set of keywords. Selected manuscripts and relevant information were selected, extrapolated, including information related to the training frequency, intensity, time, and type, and secondary tasks adopted. The secondary tasks were grouped according to previously published studies, and the SOP was created based on the frequency of the parameters collected from the included articles. Results: A total of 44 studies were included in the review. Based on the results, the SOP recommends postural balance or resistance training as primary tasks, combined with a mental tracking task as a secondary component. Two 60-min sessions per week for at least 12 weeks are required to achieve measurable results. Conclusions: Despite heterogeneity in the literature reviewed, the findings support the proposal of a SOP to guide future research on DT training in healthy older adults. Given its feasibility and positive effects on both motor and cognitive functions, this type of training can also be implemented in everyday settings. Full article
(This article belongs to the Special Issue Advances in the Relationship Among Brain, Physical Function, and Exercise Performance)
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Other

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16 pages, 3978 KiB  
Systematic Review
Impact of Flipped Classroom Instruction on Brain-Mediated Motor Skill Performance in University Students: A Systematic Review and Meta-Analysis
by Kerui Liu, Zikang Hao, Jiping Chen, Qingxu Wu, Wei Jin, Yang Pan and Xianliang Zhang
Brain Sci. 2025, 15(5), 501; https://doi.org/10.3390/brainsci15050501 - 14 May 2025
Viewed by 679
Abstract
Objective: This systematic review and meta-analysis evaluates how the flipped classroom model—considered as a neurocognitive training environment—affects cognitive–motor integration and brain-mediated motor skill performance in university students, providing scientific evidence for optimizing higher-education physical education pedagogy (a course related to physical literacy and [...] Read more.
Objective: This systematic review and meta-analysis evaluates how the flipped classroom model—considered as a neurocognitive training environment—affects cognitive–motor integration and brain-mediated motor skill performance in university students, providing scientific evidence for optimizing higher-education physical education pedagogy (a course related to physical literacy and the cultivation of physical and mental health, rather than a training program for professional physical education teachers). Methods: In order to compare the effects of flipped classroom and traditional teaching on the motor skill performance of university students, this study conducted a systematic review and meta-analysis according to PRISMA rules, whereby studies were screened according to specific inclusion criteria and data were extracted, assessed for quality, and then meta-analyzed to assess the effectiveness of the flipped classroom model in improving motor skill performance. Results: A total of 12 original randomized controlled trials (RCTs) were included in the study. The meta-analysis results indicated that the flipped classroom model significantly outperformed traditional teaching methods in improving university students’ motor skill scores (standardized mean difference (SMD) = 1.22, 95% CI = 0.64–1.79, p < 0.0001). Subgroup analysis showed significant effects in both general major students and sports science major students, with no significant difference between studies conducted in China and those conducted in non-China regions. Conclusions: The flipped classroom model demonstrates significant advantages over traditional PE teaching methods in improving motor skill performance. It enhances students’ skill acquisition and classroom engagement, showing promising potential for future implementation in university PE programs. Further research should explore the model’s applicability across different sports and student populations, as well as its long-term impact on skill retention and postgraduation sports participation. Full article
(This article belongs to the Special Issue Advances in the Relationship Among Brain, Physical Function, and Exercise Performance)
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