To say that soccer is played with your feet, it's like thinking that chess is played with your hands. The player must be in optimal condition to compete and to perform at their best level during matches. To achieve the perfection of the game models, the coaches tend to crumble the game with principles, subprinciples, more subprinciples... that allow us to explain how our team plays, and this often causes our workouts to be lost in improving isolated technical factors, that we think are the ones that make players err. Applying the benefits of neuroscience, the indicators and stimuli that we use in the training tasks will be the own of soccer, so that there is a greater transfer. There is a very strong educational trend entrenched in these concepts and every day is reflected in the teaching of sports. But, this trend, if not interpreted well, can lead to errors and not achieve the intended results. The goal is that the training of our brain is related to soccer, and that the skills or advances that are achieved, have a direct impact on during the game. Reacting by pressing when the coach's whistle blows, seeing the red color on a paper or when the number of a mathematical operation is even, from the perspective of how he learns our brains, will not get the same benefits for the soccerer as pressing after losing the ball, after bad control of the opponent or after the opponent's arrival in a danger zone.

To say that soccer is played with your feet, it's like thinking that chess is played with your hands. The player must be in optimal condition to compete and to perform at their best level during matches. To achieve the perfection of the game models, the coaches tend to crumble the game with principles, subprinciples, more subprinciples... that allow us to explain how our team plays, and this often causes our workouts to be lost in improving isolated technical factors, that we think are the ones that make players err. Applying the benefits of neuroscience, the indicators and stimuli that we use in the training tasks will be the own of soccer, so that there is a greater transfer. There is a very strong educational trend entrenched in these concepts and every day is reflected in the teaching of sports. But, this trend, if not interpreted well, can lead to errors and not achieve the intended results. The goal is that the training of our brain is related to soccer, and that the skills or advances that are achieved, have a direct impact on during the game. Reacting by pressing when the coach's whistle blows, seeing the red color on a paper or when the number of a mathematical operation is even, from the perspective of how he learns our brains, will not get the same benefits for the soccerer as pressing after losing the ball, after bad control of the opponent or after the opponent's arrival in a danger zone.

To say that soccer is played with your feet, it's like thinking that chess is played with your hands. The player must be in optimal condition to compete and to perform at their best level during matches. To achieve the perfection of the game models, the coaches tend to crumble the game with principles, subprinciples, more subprinciples... that allow us to explain how our team plays, and this often causes our workouts to be lost in improving isolated technical factors, that we think are the ones that make players err. Applying the benefits of neuroscience, the indicators and stimuli that we use in the training tasks will be the own of soccer, so that there is a greater transfer. There is a very strong educational trend entrenched in these concepts and every day is reflected in the teaching of sports. But, this trend, if not interpreted well, can lead to errors and not achieve the intended results. The goal is that the training of our brain is related to soccer, and that the skills or advances that are achieved, have a direct impact on during the game. Reacting by pressing when the coach's whistle blows, seeing the red color on a paper or when the number of a mathematical operation is even, from the perspective of how he learns our brains, will not get the same benefits for the soccerer as pressing after losing the ball, after bad control of the opponent or after the opponent's arrival in a danger zone.

Neuroscience is a multidisciplinary research area that evaluates the structural and organizational function of the nervous system. Advancing research and applications in this field can assist in successfully furthering advancements in various other fields. Applications of Neuroscience: Breakthroughs in Research and Practice is a comprehensive reference source for the latest scholarly material on trends, techniques, and various uses of neuroscience, and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics, such as cognitive processes, neuroeconomics, and neural signal processing, this publication is ideally designed for researchers, academics, professionals, graduate-level students, and practitioners interested in emerging applications of neuroscience.

Neuroscience contributes to the basic understanding of the neural mechanisms underlying human development and learning. Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. It is an emerging multidisciplinary field where the aim is to link basic research in neuroscience, psychology, and cognitive science, with educational technology. Educational neuroscience is often associated with the ‘science’ of learning and encompasses a broad range of scientific disciplines, from basic neuroscience to cognitive psychology to computer science to social theory. It is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. Neuroscience research usually focuses only on learning, but there is a developing subfield within neuroscience called “Mind, Brain and Education” (MBE) that attempts to link research with teaching. MBE researchers consider how to take advantage of the natural human attention span, how to use studies about memory systems to inform lesson planning, and how to use research on the role of emotions in learning. In neuroscience research, progress has been extraordinary, including advances in both understanding and technology. Scientists from a wide range of disciplines are being attracted to the challenge of understanding the brain. In spite of discoveries regarding the structure of the brain, we still do not understand how the nervous system allows us to see, hear, learn, remember, and plan certain actions. Educators and schools around the globe are increasingly relying on the knowledge, techniques, and programs developed based on a new understanding of how our brains work. This knowledge is being applied to the classroom. A growing amount of attention is being paid to neuroscience and how the results of empirical research may be used to help individuals learn more effectively. In this Research Topic, academic scientists, researchers, and scholars will share their experiences and research results on all aspects of brain-based learning and educational neuroscience. Furthermore, it provides a premier interdisciplinary platform for researchers, practitioners, and educators to present the latest developments, trends, and concerns. In addition, it discusses practical challenges encountered and solutions adopted in the field of Educational Neuroscience. The focus of this Research Topic is to bring together academic scientists, researchers, and scholars to exchange and share their experiences and research findings related to brain-based learning and educational neuroscience. Researchers, practitioners, and educators will also be able to present and discuss the newest innovations, trends, and concerns. This will include practical challenges encountered and solutions adopted in Educational Neuroscience as well as in related fields. All original and unpublished papers describing conceptual, constructive, empirical, experimental, or theoretical work in any area of Brain Based Learning and Educational Neuroscience or studies that explore the intersections between neuroscience, psychology, and education are highly encouraged. Aspects, topics, and critical issues of interest include, but are not limited to: neuroscience applications in enhanced-learning, how students learn mathematics and language, personal motivation, social and emotional learning, motivation, the biology of learning, brain functions and information processing, and many others.

Innovation Leadership in Practice provides a unique source of new insights on the role of innovation leadership and effective practices through conceptual models, empirical case studies, development interventions, and tools.