text: Chapter 9
  cognitive performance occurs when Soldiers practice cognitive skills in ways that minimize extraneous load,
  manage intrinsic load, and maximize germane load.
  ATTENTION
  9-21. Attention is the ability to sort through irrelevant information and thoughts (for example, “I’m hungry”)
  or surroundings (for example, weapons firing in the distance) to concentrate and focus on a specific task.
  Irrelevant or distracting thoughts divide attention and lead to decreased information retention, poor
  performance, and safety violations. Attention also has a time component that can impact performance. For
  example, a Soldier’s attention may focus on a mistake made several months ago rather than focusing on the
  present task. Additionally, a Soldier’s attention may focus on a future mission, causing increased worry and
  decreased performance of the present task.
  9-22. Attention is important in both garrison and operational settings. It requires deliberate, daily practice
  for mastery. Practice can take many forms ranging from personal reflection in quiet moments to following
  directions precisely during physical training. Personal reflection allows Soldiers to understand why or how
  they react to certain triggers or feelings and to craft a response that allows improved performance. Spending
  several minutes each day reflecting on triggers, beliefs, and reactions can improve the ability to sort through
  sensory input. For example, if Sergeant James knows he fires his weapon more accurately when in a relaxed
  mental state, he can take actions to prepare his mind prior to firing. With practice, SGT James’ awareness
  and ability to relax his mind becomes a reflexive skill that transfers into operational settings, improving
  lethality.
  9-23. Leaders can use intense physical training to recreate the same physiological arousal that happens in
  high-risk situations. Application of mental performance training during intense physical training improves
  Soldiers’ abilities to pay attention and make better decisions when under physical duress. This is applied in
  familiar training events such as a stress shoot.
  9-24. Adding mental skills training does not have to be physically or resource intensive. For instance,
  combine the task of entering and clearing a building with attentional control skills using a deck of playing
  cards. Without letting Soldiers see it, set up an area (blank wall or board) with 2–3 playing cards. Instruct the
  Soldiers to identify a specific set of information on each turn. At a signal, the Soldiers enter the area, observe
  the cards for 5 seconds, and return to the starting position. Soldiers must recall the set of information for each
  card. Gradually increase the difficulty by adding information to recall (number or face, suit, or other details),
  increasing number of cards staged, and/or decreasing observation time. The outcome of this exercise
  increases mental skills in attentional control, visual scanning, self-awareness, arousal control, and situational
  awareness. Training these tactical mental skills can make large differences in success or failure during high-
  risk situations.
  9-25. When thoughts interfere with performance, a routine can help Soldiers improve their attention. For
  example, Second Lieutenant Doe is worrying about her finances and is underperforming during physical
  training. Her mental readiness routine involves loosening and retying her sneakers. When she starts that
  process, she mentally cues herself, “Once I lace up my sneakers, my only focus for the next hour needs to be
  physical readiness training.” This enables her to temporarily suppress the other thoughts affecting her
  performance.
  9-26. Additional training to assist with attention includes concentration grids (see table 9-1) and other tools.
  Using the grid below as an example, find the numbers in ascending order and note time to complete. As
  performance improves, add rows or columns to the grid or external distractors to increase the level of
  difficulty.
  EMOTIONAL CAPABILITY
  9-27. Emotional capability is influenced by abilities such as arousal control, heart rate control, stress control,
  performance imagery, motivation, and self-talk. Leaders can train these abilities to optimize normal
  physiologic and emotional responses. These abilities help Soldiers combat intensely stressful, physical, and
  complex situations. Regularly implementing strategies that improve emotional capability helps Soldiers to
  achieve optimal mental readiness.