Scientists who have examined the gaze strategies employed by athletes have determined that longer quiet eye (QE) durations (QED) are characteristic of skilled compared to less-skilled performers. However, the cognitive mechanisms of the QE and, specifically, how the QED affects performance are not yet fully understood. We review research that has examined the functional mechanism underlying QE and discuss the neural networks that may be involved. We also highlight the limitations surrounding QE measurement and its definition and propose future research directions to address these shortcomings. Investigations into the behavioural and neural mechanisms of QE will aid the understanding of the perceptual and cognitive processes underlying expert performance and the factors that change as expertise develops.

Skilled performers exhibit more efficient gaze patterns than less-skilled counterparts do and they look more frequently at task-relevant regions than at superfluous ones. We examine whether we may guide novices’ gaze towards relevant regions during action observation in order to facilitate their learning of a complex motor skill. In a Pre-test-Post-test examination of changes in their execution of the full golf swing, 21 novices viewed one of three videos at intervention: i) a skilled golfer performing 10 swings (Free Viewing, FV); ii) the same video with transient colour cues superimposed to highlight key features of the setup (Visual Guidance; VG); iii) or a History of Golf video (Control). Participants in the visual guidance group spent significantly more time looking at cued areas than did the other two groups, a phenomenon that persisted after the cues had been removed. Moreover, the visual guidance group improved their swing execution at Post-test and on a Retention test one week later. Our results suggest that visual guidance to cued areas during observational learning of complex motor skills may accelerate acquisition of the skill.

When we observe others performing an action, visual input to our mirror neuron system is reflected in the facilitation of primary motor cortex (M1), a phenomenon known as 'motor resonance'. However, it is unclear whether this motor resonance is contingent upon our point-of-gaze. In order to address this issue, we collected gaze data from participants as they viewed an intransitive action - thumb abduction/adduction - under four conditions: with natural gaze behaviour (free viewing) and with their gaze fixated on each of three predetermined loci at various distances from the prime mover. In a control condition, participants viewed little finger movements, also with a fixated gaze. Transcranial magnetic stimulation (TMS) was delivered to M1 and motor evoked potentials (MEPs) were recorded from the right abductor pollicis brevis (APB) and right abductor digiti minimi (ADM). Results showed that, relative to a free viewing condition, a fixated point-of-gaze which maximized transfoveal motion facilitated MEPs in APB. Moreover, during free viewing, saccade amplitudes and APB MEP amplitudes were negatively correlated. These findings indicate that motor resonance is contingent on the observer's gaze behaviour and that, for simple movements, action observation effects may be enhanced by employing a fixed point-of-gaze.

The ‘quiet eye’ (QE)—a period of extended gaze fixation on a target—has been reported in many tasks that require accurate aiming. Longer quiet eye durations (QEDs) are reported in experts compared to non-experts and on successful versus less successful trials. The QE has been extensively studied in the field; however, the cognitive mechanisms underlying the QE are not yet fully understood. We investigated the QEDs of ten expert and ten novice archers in the field and in the laboratory using a computer-based archery task. The computer task consisted of shooting archery targets using a joystick. Random ‘noise’ (visual motion perturbation) was introduced at high and low levels to allow for the controlled examination of the effects of task complexity and processing demands. In this computer task, we also tested an additional group of ten non-archers as controls. In both field and computer tasks, eye movements were measured using electro-oculography. The expert archers exhibited longer QED compared to the novice archers in the field task. In the computer task, the archers again exhibited longer QEDs and were more accurate compared to non-archers. Furthermore, expert archers showed earlier QE onsets and longer QEDs during high noise conditions compared to the novices and non-archers. Our findings show skill-based effects on QED in field conditions and in a novel computer-based archery task, in which online (visual) perturbations modulated experts’ QEDs. These longer QEDs in experts may be used for more efficient programming in which accurate predictions are facilitated by attention control.

We investigated the role of the human right Supra-Marginal Gyrus (SMG) in the generation of learned eye movement sequences. Using MRI-guided transcranial magnetic stimulation (TMS) we disrupted neural activity in the SMG whilst human observers performed saccadic eye movements to multiple presentations of either predictable or random target sequences. For the predictable sequences we observed shorter saccadic latencies from the second presentation of the sequence. However, these anticipatory improvements in performance were significantly reduced when TMS was delivered to the right SMG during the inter-trial retention periods. No deficits were induced when TMS was delivered concurrently with the onset of the target visual stimuli. For the random version of the task, neither delivery of TMS to the SMG during the inter-trial period nor during the presentation of the target visual stimuli produced any deficit in performance that was significantly different from the no-TMS or control conditions. These findings demonstrate that neural activity within the right SMG is causally linked to the ability to perform short latency predictive saccades resulting from sequence learning. We conclude that neural activity in rSMG constitutes an instruction set with spatial and temporal directives that are retained and subsequently released for predictive motor planning and responses.3