The aim of this study was to test the predictions of attentional control theory using the quiet eye period as an objective measure of attentional control. Ten basketball players took free throws in two counterbalanced experimental conditions designed to manipulate the anxiety they experienced. Point of gaze was measured using an ASL Mobile Eye tracker and fixations including the quiet eye were determined using frame-byframe analysis. The manipulation of anxiety resulted in significant reductions in the duration of the quiet eye period and free throw success rate, thus supporting the predictions of attentional control theory. Anxiety impaired goal-directed attentional control (quiet eye period) at the expense of stimulus-driven control (more fixations of shorter duration to various targets). The findings suggest that attentional control theory may be a useful theoretical framework for examining the relationship between anxiety and performance in visuomotor sport skills.

The current study sought to test the predictions of attentional control theory (ACT) in a sporting environment. Fourteen experienced footballers took penalty kicks under low-and high-threat counterbalanced conditions while wearing a gaze registration system. Fixations to target locations (goalkeeper and goal area) were determined using frame-by-frame analysis. When anxious, footballers made faster first fixations and fixated for significantly longer toward the goalkeeper. This disruption in gaze behavior brought about significant reductions in shooting accuracy, with shots becoming significantly centralized and within the goalkeeper's reach. These findings support the predictions of ACT, as anxious participants were more likely to focus on the "threatening" goalkeeper, owing to an increased influence of the stimulus-driven attentional control system.

When facing penalty kicks in football (soccer), goalkeepers frequently incorporate strategies that are designed to distract the kicker. However, no direct empirical evidence exists to ascertain what effect such visual distractions have on the attentional control, and performance, of footballers. Eighteen experienced footballers took five penalty kicks under counterbalanced conditions of threat (low vs. high) and goalkeeper movement (stationary vs. waving arms) while wearing eye-tracking equipment. Results suggested that participants were more distracted by a moving goalkeeper than a stationary one and struggled to disengage from a moving goalkeeper under situations of high threat. Significantly, more penalties were saved on trials when the goalkeeper was moving and shots were also generally hit closer to the goalkeeper (centrally) on these trials. The results provide partial support for the predictions of attentional control theory and implications for kickers and goalkeepers are discussed.

Purpose-The marketing concept is an idea that has been adopted in non-marketing contexts, such as the relationships between universities and their students. This paper aims to posit that marketing metaphors are inappropriate to describe the student-university relationship. Design/methodology/approach-The authors provide a conceptual discussion of the topic. Findings-The use of marketing metaphors appears sometimes to be indiscriminate and the appropriateness to use them in student-university relationships is questioned in this article. Research limitations/implications-This notion of students as customers has caused a misinterpretation of the relationship between universities and students. Practical implications-Students should not be viewed as customers of the university, but as citizens of the university community. The contention contained within this paper is that the customer metaphor is inappropriate to describe students' relationships to universities. Originality/value-The use of marketing buzzwords does not contribute to a correct description or an accurate understanding of the student-university relationship. On the contrary, misconceptions and misunderstandings flourish due to misleading terminology and contradictory vocabulary. These frameworks tend to be illusionary if used in nonmarketing contexts, such as universities.

The aim of the present review was to investigate the theoretical framework of working memory as it relates to the control of attention in sport and thereby apply cognitive psychological theory to sports, but also use the sports domain to advance cognitive theory. We first introduce dual-process theories as an overarching framework for attention-related research in sports. Then a central mechanism is highlighted how working memory is involved in the control of attention in sports by reviewing research demonstrating that the activated contents in working memory control the focus of attention. The second part of the paper reviews literature showing that working memory capacity is an important individual difference variable that is predictive of controlling attention in a goal-directed manner and avoiding distraction and interference in sports. Finally, we address the question whether differences in working memory capacity contribute to sport expertise.

Anxiety has been shown to disrupt visual attention, visuomotor control and subsequent shot location in soccer penalty kicks. However, optimal visual attention has been trained in other far aiming skills, improving performance and resistance to pressure. We therefore asked a team of ten university soccer players to follow a quiet eye (QE; Vickers 1996) training program, designed to align gaze with aiming intention to optimal scoring zones, over a 7-week period. Performance and gaze parameters were compared to a placebo group (ten players) who received no instruction, but practiced the same number of penalty kicks over the same time frame. Results from a retention test indicated that the QE-trained group had more effective visual attentional control, were significantly more accurate, and had 50% fewer shots saved by the goalkeeper than the placebo group. Both groups then competed in a penalty shootout to explore the influence of anxiety on attentional control and shooting accuracy. Under the pressure of the shootout, the QE-trained group failed to maintain their accuracy advantage, despite maintaining more distal aiming fixations of longer duration. The results therefore provide only partial support for the effectiveness of brief QE training interventions for experienced performers.

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The aim of this study was to provide a detailed account of the spatial and temporal disruptions to eye-hand coordination when using a prosthetic hand during a sequential fine motor skill. Twenty-one able-bodied participants performed 15 trials of the picking up coins task derived from the Southampton Hand Assessment Procedure with their anatomic hand and with a prosthesis simulator while wearing eye-tracking equipment. Gaze behavior results revealed that when using the prosthesis, performance detriments were accompanied by significantly greater hand-focused gaze and a significantly longer time to disengage gaze from manipulations to plan upcoming movements. The study findings highlight key metrics that distinguish disruptions to eye-hand coordination that may have implications for the training of prosthesis use.