Effects of Integrated Sports Vision Training Batteries on Time- and Accuracy-Dependent Outcomes in Sport-Specific Tasks: A Systematic Review and Meta-Analysis

Objectives This systematic review and meta-analysis sought to quantify the effects of integrated sports vision training (SVT) batteries on time- and accuracy-dependent outcomes assessed during sport-specific tasks and to examine methodological quality and sources of heterogeneity across studies. Methods Following PRISMA 2020 guidelines, PubMed, Embase, Scopus and Web of Science were searched from inception to October 21, 2025. Eligible studies investigated multicomponent visual—cognitive or perceptual—motor training batteries in healthy athletes and reported sport-relevant performance outcomes. Random-effects meta-analyses were conducted separately for time-dependent and accuracy-dependent measures using standardised mean differences (SMDs). Methodological quality was assessed using a modified Downs and Black checklist. Results Seventeen studies were included in the systematic review, with 14 contributing to the meta-analysis. Integrated SVT batteries produced large and statistically significant improvements in response time (SMD = −2.67, 95% CI [−3.82, −1.52]) and response accuracy (SMD = −1.18, 95% CI [−1.85, −0.51]) compared with control conditions. Substantial heterogeneity was observed, particularly for time-dependent outcomes ( I ² = 92%). However, sensitivity analyses confirmed the robustness of the pooled effects, with consistent direction and statistical significance across models. Conclusions Integrated SVT batteries improve time- and accuracy-dependent outcomes during sport-specific tasks, suggesting potential transfer to sport performance. These findings extend prior work on isolated visual or perceptual–cognitive training by demonstrating that multicomponent, ecologically valid interventions are more likely to promote far transfer to sport performance. Future research should focus on optimising training design, examining long-term retention and identifying moderators of training responsiveness to inform evidence-based practice further.