This study compared the multiple object tracking (MOT) performance of athletes vs. non-athletes and expert athletes vs. novice athletes by systematically reviewing and meta-analyzing the literature. A systematic literature search was conducted using five databases for articles published until July 2024. Healthy people were included, specifically classified as athletes and non-athletes, or experts and novices. Potential sources of heterogeneity were selected using a random-effects model. Moderator analyses were also performed. A total of 23 studies were included in this review. Regarding the overall effect, athletes were significantly better at MOT tasks than non-athletes, and experts performed better than novices. Subgroup analyses showed that expert athletes had a significantly larger effect than novices, and that the type of sport significantly moderated the difference in MOT performance between the two groups. Meta-regression revealed that the number of targets and duration of tracking moderated the differences in performance between experts and novices, but did not affect the differences between athletes and non-athletes. This meta-analysis provides evidence of performance advantages for athletes compared with nonathletes, and experts compared with novices in MOT tasks. Moreover, the two effects were moderated by different factors; therefore, future studies should classify participants more specifically according to sports levels.

Coach–athlete relationships are key to athletes’ well-being, development, training, and sports performance. The present study explored the effect of an evaluative conditioning (EC) intervention on the improvement of coach–athlete relationships. We applied a 6-week EC intervention to the athletes in a volleyball team with two of their coaches involved in the EC while the third coach taken as control. In the EC, we repeatedly presented the coaches’ facial images (i.e., conditioned stimuli) together with positively valenced pictures and words (i.e., unconditioned stimuli) to the athletes. The results showed that the EC intervention led the athletes to recognize their coaches’ neutral faces as showing more happiness, respond faster to coach-positive associations in the implicit association test (IAT), and give higher ratings to the coaches in the Coach–Athlete Relationship Questionnaire (CART-Q). The present study suggests that EC may be adopted as an effective intervention for coach–athlete relationships, altering athletes’ affective associations with their coaches to be more positive and improving their explicitly evaluation of the relationship.

Situational awareness (SA) refers to “knowing what is going on” in a situation. As an essential concept originating in aviation literature approximately 40 years ago, SA has demonstrated significant potential and has since been extended across various fields, leading to a growing body of research. With its expanding application in diverse fields, SA literature has become increasingly fragmented. This study systematically reviews previous empirical studies to provide a structured categorization and comprehensive analysis of SA applications, contributing to the advancement of SA research. Our search identified 2860 empirical studies on SA published between 1975 and 2024, spanning 11 major fields, including aviation, driving, power systems, traffic and transportation, health care and medicine, emergency management, military, training, sport, system autonomy, and network information and communication. We examined the specific characteristics of SA in these fields and, by integrating the characteristics with human factors/ergonomics principles, developed a comprehensive framework. Based on this framework, we categorized the SA research into three groups: the ergonomics‐centered group (e.g., aviation), the human‐centered group (e.g., sports), and the machine‐centered group (e.g., system autonomy). Our findings have the potential to foster collaboration among researchers across diverse fields, facilitating the expansion and integration of SA research through cross‐referencing theories, models, and methodologies.