A growing body of research has emphasized the role of facial structures in affecting human social behavior. In particular, the facial width-to-height ratio (fWHR) was found to predict aggressive behavior, most notably in men of low social status. The current study aimed at broadening the insights into the role of fWHR in sports regarding the indicators of aggressive behavior and performance. We questioned the impact of fWHR in association football by analyzing fouls committed by players, their (yellow and red) cards received, and their goals scored and assists in the German (n = 278) and Austrian (n = 194) first division in the 2016–2017 season (306/180 matches). The market values of players were used as a measure of social status. Generalized estimating equation models taking negative binomial distribution into account did not reveal any significant impact of fWHR on fouls committed, yellow and red cards received, or assists and goals scored. Even the consideration of players’ field positions, players’ body mass index (BMI), their market value, and the interactional term of players’ fWHR and players’ market value did not affect the results. The analyses refuted any impact of fWHR in association football both on parameters of aggressive behavior (fouls and cards received) and performance (goals and assists). Merely, players’ market value was found to predict players’ goals and assists. The current study adds to the empirical evidence encouraging a critical assessment and discussion of fWHR research in sports.
Background: There are only few guidelines on how instructional videos should be designed to optimize learning. Recently, the effects of social cues on attention allocation and learning in instructional videos have been investigated. Due to inconsistent results, it has been suggested that the visual complexity of a video influences the effect of social cues on learning.Objectives: Therefore, this study compared the effects of social cues (i.e., gaze & gesture) in low and high visual complexity videos on attention, perceived cognitive load, and learning outcomes.
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