Stefanie Hüttermann

Fixation Strategy Influences the Ability to Focus Attention on Two Spatially Separate Objects

The ability to devote attention simultaneously to multiple visual objects plays an important role in domains ranging from everyday activities to the workplace. Yet, no studies have systematically explored the fixation strategies that optimize attention to two spatially distinct objects. Assuming the two objects require attention nearly simultaneously, subjects either could fixate one object or they could fixate between the objects. Studies measuring the breadth of attention have focused almost exclusively on the former strategy, by having subjects simultaneously perform one attention-demanding task at fixation and another in the periphery. We compared performance when one object was at fixation and the other was in the periphery to a condition in which both objects were in the periphery and subjects fixated between them. Performance was better with two peripheral stimuli than with one central and one peripheral stimulus, meaning that a strategy of fixating between stimuli permitted greater attention breadth. Consistent with the idea that both measures tap attention breadth, sport experts consistently outperformed novices with both fixation strategies. Our findings suggest a way to improve performance when observers must pay attention to multiple objects across spatial regions. We discuss possible explanations for this performance advantage.

Top 10 Research Questions Related to Teaching Games for Understanding

In this article, we elaborate on 10 current research questions related to the “teaching games for understanding” (TGfU) approach with the objective of both developing the model itself and fostering game understanding, tactical decision making, and game-playing ability in invasion and net/wall games: (1) How can existing scientific approaches from different disciplines be used to enhance game play for beginners and proficient players? (2) How can state-of-the-art technology be integrated to game-play evaluations of beginners and proficient players by employing corresponding assessments? (4) How can complexity thinking be utilized to shape day-to-day physical education (PE) and coaching practices? (5) How can game making/designing be helpfully utilized for emergent learning? (6) How could purposeful game design create constraints that enable tactical understanding and skill development through adaptive learning and distributed cognition? (7) How can teacher/coach development programs benefit from game-centered approaches? (8) How can TGfU-related approaches be implemented in teacher or coach education with the goal of facilitating preservice and in-service teachers/coaches’ learning to teach and thereby foster their professional development from novices to experienced practitioners? (9) Can the TGfU approach be considered a helpful model across different cultures? (10) Can physical/psychomotor, cognitive, affective/social, and cultural development be fostered via TGfU approaches? The answers to these questions are critical not only for the advancement of teaching and coaching in PE and sport-based clubs, but also for an in-depth discussion on new scientific avenues and technological tools.

The Attention Window: A Narrative Review of Limitations and Opportunities Influencing the Focus of Attention

ABSTRACT Purpose: Visual attention is essential in many areas ranging from everyday life situations to the workplace. Different circumstances such as driving in traffic or participating in sports require immediate adaptation to constantly changing situations and frequently the conscious perception of 2 objects or scenes at the same time. Method: The attention window task, a measure of attentional breadth, in which people must attend to 2 equally attention-demanding stimuli simultaneously, was introduced. This article provides a narrative review of studies using this task and outlines different factors that might influence the attention window. Results: Differences in the spatial distribution of attention result, for example, from effects of age or physical activities as well as from emotional processes and those affected by current motivation, while gender does not have any influence. The window is represented as an ellipse with greater attentional breadth along the horizontal axis than the vertical axis, and it is about 5 to 6 times smaller than the human visual field. Conclusion: Not only everyday occurrences but also situations in sport games—for example, having an overview of the opponent, teammates, and the ball—require the ability to pay visual attention to 2 peripheral objects and continuously changing situations. Therefore, the application or avoidance of different strategies and factors is discussed to improve and adjust behavior in those situations.

Finding the Happy Medium: An Analysis of Gaze Behavior Strategies in a Representative Task Design of Soccer Penalties

In a field study, we conducted a soccer penalty experiment in which players had to detect the goalkeepers movement during the run-up. We tested subjects under two conditions: the center-looking (perceiving both stimuli peripherally) and the free gaze strategy (foveal gaze on either the ball or the goalkeeper, or saccades). The center-looking strategy was superior when it came to detecting goalkeeper movements; with respect to the number of scored goals, no difference could be detected. Future research should investigate whether appropriate training in the use of the center-looking strategy might lead to a higher number of scored goals.

Evaluating erroneous offside calls in soccer

The ability to simultaneously attend to multiple objects declines with increases in the visual angle separating distant objects. We explored whether these laboratory-measured limits on visual attentional spread generalize to a real life context: offside calls by soccer assistant referees. We coded all offside calls from a full year of first division German soccer matches. By determining the x-y coordinates of the relevant players and assistant referee on the soccer field we were able to calculate how far assistant referees had to spread their visual attention to perform well. Counterintuitively, assistant referees made fewer errors when they were farther away from the action due to an advantageous (smaller) visual angle on the game action. The pattern held even when we accounted for individual differences in a laboratory-based attentional spread measure of ten of the assistant referees. Our finding that errors are linked to smaller visual angles may explain the complaints of fans in some situations: Those seated directly behind the assistant referee, further from the players, might actually have it easier to make the right call because the relevant players would form a smaller visual angle.

Does Visual Attention Impact on Decision Making in Complex Dynamic Events

In recent years, several publications examined the underlying mechanisms that might have an impact on decision-making processes under time pressure. This study investigated how individual differences in attentional capability relate to decision making in complex dynamic offside events. A total of 24 professional football assistant referees (ARs) performed an offside decision-making task and an attention-demanding task. ARs with higher attentional capability along the horizontal meridian of their attentional focus made fewer mistakes when judging offside situations in football than ARs with lower capability. This implies that being able to rely on high-attentional capabilities in situations requiring conscious perception of multiple processes is likely to be beneficial for the ultimate decision-making performance.

Can Driving-Simulator Training Enhance Visual Attention, Cognition, and Physical Functioning in Older Adults?

Virtual reality offers a good possibility for the implementation of real-life tasks in a laboratory-based training or testing scenario. Thus, a computerized training in a driving simulator offers an ecological valid training approach. Visual attention had an influence on driving performance, so we used the reverse approach to test the influence of a driving training on visual attention and executive functions. Thirty-seven healthy older participants (mean age: 71.46 ± 4.09; gender: 17 men and 20 women) took part in our controlled experimental study. We examined transfer effects from a four-week driving training (three times per week) on visual attention, executive function, and motor skill. Effects were analyzed using an analysis of variance with repeated measurements. Therefore, main factors were group and time to show training-related benefits of our intervention. Results revealed improvements for the intervention group in divided visual attention; however, there were benefits neither in the other cognitive domains nor in the additional motor task. Thus, there are no broad training-induced transfer effects from such an ecologically valid training regime. This lack of findings could be addressed to insufficient training intensities or a participant-induced bias following the cancelled randomization process.

Using task effort and pupil size to track covert shifts of visual attention independently of a pupillary light reflex

We tested the link between pupil size and the task effort involved in covert shifts of visual attention. The goal of this study was to establish pupil size as a marker of attentional shifting in the absence of luminance manipulations. In three experiments, participants evaluated two stimuli that were presented peripherally, appearing equidistant from and on opposite sides of eye fixation. The angle between eye fixation and the peripherally presented target stimuli varied from 12.5° to 42.5°. The evaluation of more distant stimuli led to poorer performance than did the evaluation of more proximal stimuli throughout our study, confirming that the former required more effort than the latter. In addition, in Experiment 1 we found that pupil size increased with increasing angle and that this effect could not be reduced to the operation of low-level visual processes in the task. In Experiment 2 the pupil dilated more strongly overall when participants evaluated the target stimuli, which required shifts of attention, than when they merely reported on the target’s presence versus absence. Both conditions yielded larger pupils for more distant than for more proximal stimuli, however. In Experiment 3, we manipulated task difficulty more directly, by changing the contrast at which the target stimuli were presented. We replicated the results from Experiment 1 only with the high-contrast stimuli. With stimuli of low contrast, ceiling effects in pupil size were observed. Our data show that the link between task effort and pupil size can be used to track the degree to which an observer covertly shifts attention to or detects stimuli in peripheral vision.