Effect of Attos on Active Participants And Viewers

1. A specially designed Pen Stimulator (PS) called Attos Stick based on Pen Operating Technology (POT) that was operated on an elevated plain board having target object at each ends along its length.

2. Number of days is summed up in 2 parts where part 1 is for 13 days and part 2 is for 32 days. Each day a session of activity was conducted for about 2 hours. On few days 2 sessions were conducted.

3. Total 41 players were enrolled in Second Term including the 8 players from the first term.

4. The Specifications of accessories structures included in the activity are:

1. Attos Stick - Specifications:
Weight: 20-30 gm
Height: 6”
Width(Head): 3.5”
Length: 2.5”
Stick Cross-section: Hexagon of side 3.5mm
Base Plane Area (Leg Area): 7.5 cm X 4.5 cm
Base Plane Thickness: 1 mm
Materials: Wood, Laminate plane and Cotton Cloth


1. Attos Board(Rectangular Shape) - Specifications:
Height: 2.5'
Width: 7'
Length: 16'
Surface Plane Thickness: 0.75"(19 cm)
Surface Type: . 1.9 cm Plywood covered with 0.5 mm synthetic flex

3. Balls – Specifications:
Weight: 2.7 gm
Diameter: 40 mm
Material: Celluloid polymer (Thermoplastic)

Bounce Back Height on the Board Surface with a vertical drop:
Height Dropped : Height Reached = 12 inches : 9 inches
Colours of balls used in the project: Orange and Deep Green

4. Short Training Board (Circular Shape) – Height: 2’; Diameter:3’.

5. Players were subjected to evaluation on the several parameters:
1. Number of bounces can be made across a specified distance.
2. Ability to catch the roller and the bouncer within a specified area.
3. Bounce the Roller towards a specified location.
4. Monitor the movement of the 2 balls simultaneously within pass limits.
5. Ball racing between the 2 balls across the board.
6. Ease of handling the multipurpose stick within time and space limits.


Participants Participants, aged between 14 to 21 years, were selected on the basis of operating the balls (Bouncer and Roller) with the Attos-stick. Each team has 4 participants where the total number of teams was 11 with a total of 52 players in the pool. The participants from two different teams were made to stand alternatively along the length of the board with G1 and G1 as the two goals on the ends as shown in the figure below representing the top view.


Procedure
Each team was made to participate in the Attos activity published and described in the book: Attos An Introduction To It’s Accessories The Game Rules And The Match. In brief, the participants were instructed to hold the stick similar to that of a pen where the two balls were passed and a typical ball racing was conducted on the 2.5 feet high activity board with an rectangular activity area of dimension 15 feet X 6 feet (overall 16’X7’). The small Base Plane Area (Leg Area) of approx 33 sq cm plays a good role towards improvement of Focus and Sharpness. Specific events were introduced after a thorough observations and implementations.
Specific Events:
1. Event: Bounce and Catch in a restricted area.
Method: Players were given a circular table of 3’ diameter and 2 feet height.
Goal: To stimulate focus on the balls.

2. Event: Bounce the balls towards a specified location.
Method: A participant was asked to pass the Bouncer to a specific receiver across the board.
Goal: To accomplish linear and specific motion of the ball.

3. Event: Catch the rolling or bouncing ball and roll or bounce it to another player.
Method: Players were directed to pass roller and bouncer across their team while bouncer follows the roller towards opponent’s facing players.
Goal: To establish gripping and flexibility of hand and stick.

4. Event: Bounce count after a successful ball racing round.
Method: One ball runs while other follows in a specified path pattern where the roller bounces towards the goals with score awarded as the number of bounces it made.
Goal: To reach a unique score count on every round.


Viewers
The viewers were made to sit on a stair shaped space along both the end of the length of the board to:
1. Observe the 2 balls race from a still screen.
2. Get the best analytical view from different positions around the board.



Observations
1. Players held the Attos-stick similar to the way they would hold a pen for writing. So, new players were asked to hold the pen in similar pattern.
2. Rolling and bouncing the ball was easier than catching the balls, in other words, catching the bouncing ball appeared tougher than catching the rolling ball.
3. Rolling ball moved faster than the bouncing ball, so the bouncing ball was made to follow the rolling ball.
5. The number of bounce made is dependent on force and angle of bounce, the proportionality is explained in table 12.
4. The bouncer loses its bouncing motion even after a small gap or obstacle comes along its path on the board.
5. The location gap distance of the two ball increases with time which makes the leading ball to perform the action of goal attempt.
6. Participants requested for a break after duration of 30-45 minutes of activities as Attos activities caused physical tiredness.


Implementations after observations:
1. Catch and roll of the rolling ball was included as it makes the roller slower to establish longer ball racing.
2. Bounce count was introduced during goal to:
1. Get a unique score count on every round.
2. Establish various hand patterns for attaining maximum bounce in a specified distance.
3. Pass count of the roller was introduced to set the limit that makes the ball racing faster with time.
4. Instant Blocking and Catch & Block were analyzed to give less and more time respectively to the rolling team.
5. Rolling and Bouncing concept was introduced to establish the ball racing in the activity.

Analysis: Hand pattern for attaining maximum bounces in a specified distance.
It was observed that equal goals can be made from different locations on the board. This also means that more goals can be made in shorter distance available. This encouraged the participants to establish ways to reach maximum goals in variable distances. The ball is bounced at an angle with the board’s surface (horizontally aligned) called Angle of Bounce. The distance to the goal from the point of goal attempt or bounce is termed as Goal Distance. The minimum Goal Distance from the nearest compound on a 16 feet board is 2 feet while the maximum distance is 16 feet.
The number of bounces is directly proportional to:
1. Goal Distance [GD]
2. Angle of Bounce [AB]
3. Applied Force [F]
The Angle of Bounce and Applied Force is in the control of the participant. Goal distance is dynamic, depends on the location the player catches the ball and the location selected for hitting a goal. The minimum distance to the goal from the nearest compound is about 2 feet while the maximum distance from the farthest compound is about 16 feet.
Let us consider the angle at which the ball is tossed towards the goal as Θ as shown in the figure below. The ball bounces and reaches a height H making a bounce distance of B on its landing.



Let B1,B2,B3… Bn be the distance the ball covers reaching a height of H1,H2,H3…. Hn with a bounce angle of Θ1,Θ2,Θ3... Θn after 1st, 2nd,3rd …. and Nth bounce respectively the ball bounces again and finally covers the total distance D.


On every bounce towards the goal, the ball is tossed up and makes several small bounces before it hits the Goal. A study conducted on the bounces made to analyze the impact on hand pattern stimulation. It was observed that on every bounce the Goal Distance GD, Height, Bounce Distance and Angle of Bounce decreases. In other words:

B1>B2>B3>…> Bn,
H1>H2>H3>….> Hn
Θ1>Θ2>Θ3>....> Θn
For a bounce to be valid
Bn > 0
Hn > 0
Θn > 0
At the moment when the ball starts rolling
Bn = Hn = Θn = 0

Same number of bounces for Goal Distance of 2 feet and 14 feet The Height and the bounce angle of the proceeding bounces is lesser than the previous, also only the first angle and height of each bounce completes our observation for hand pattern analysis, thus we are considering accordingly the required valued from the observations.

The figure above shows bouncing pattern for 2 feet


The figure above shows bouncing pattern for 14 feet

The number of bounces in both cases is 4 as it strikes the goal wall. To attain the same number of bounces for different Goal Distances the angle of bounce has to be adjusted and this is where the hand pattern plays the role. In the 2 feet Goal Distance the bounce angle is 75 degrees while in the 14 feet its 50 degrees. In other words for a shorter distance the ball has to be shot higher with minimum first landing(B1) to make maximum bounces.

Maximum Bounce – Width Rate – Maximum Width
A participant finds a different Goal Distance every time the Roller is caught. The aim is to make maximum number of bounces to the goal. Thus Applied Force, Hand Grip and Hand Patterns play an important role in achieving the desired number of bounces. Also while catching the Bouncer, as it bounces through the Roller’s facing compound, different Hand Pattern and Hand Grip with consistency in focus is required. The angle the ball makes on the first bounce of every attempt is termed as Service Angle. So, the B1 of every bounce is the Service Angle and this is the angle at which the ball was bounced initially.
Number of bounces along the minimum, mid and maximum distance to the target:
From the board of dimension 16’ x 7’ the different distances were recorded.
Number of Bounce = Bno
Distance to Target = To
Average Minimum Distance to Target (T1) = 2’
Average Maximum Distance to Target (T2) = 16’
Average Mid-Distance to Target (T3) => (T1 + T2) /2 = (2+16)/2 = 9’
Width Rate is average displacement per bounce (To/Bno).

Number of bounce recorded:
A). Average Minimum Distance to Target (T1)
Maximum Bounce Recorded: 4
Width rate: 0.5’
Maximum Bounce width: 0.75’
Service Angle (degrees): 73
B). Average Maximum Distance to Target (T2)
Maximum Bounce Recorded: 10
Width rate: 1.6’
Maximum Bounce width: 5’
Service Angle (degrees): 60
C). Average Mid-Distance to Target (T3)
Maximum Bounce Recorded: 6
Width rate: 1.5’
Maximum Bounce width: 3.5’
Service Angle (degrees): 63


Relative Applied Force (RAF)
The ratio of the force applied on a shorter GD to a longer GD.
The following table briefs the observations based on various target distance, width rate, maximum bounce, relative applied force and angle of bounce.
T= Distance to Target
Bounces = Number of Bounces made till the Target
WR = Width Rate
Max Width = Maximum bounce distance observed
RAF = Relative Applied Force
θ Service Angle or Initial angle of bounce.


Observation from the table:
The horizontal component of the Applied Force increases with increase in the Goal Distance. This means the ball is tossed more towards upward direction in shorter distance to score same number of goals as compared to the longer distance. The player needs to toss the stick at different angles and direction to achieve the desired number of goals from different distances, hence hand pattern plays an important role in achieving the desired goal attempts.


Graphs showing results of Pressure on Attos and Study with time.
This theory explains the possible reasons for students developing their focus and effectiveness at study. It relates to the hormonal release the Attos activities stimulate due to a similar receptor behavior. The stick which behaves like a pen in hand, as it has multiple similarities, stimulates a hand pattern on Pen Operating Technology (POT).

The concept deals with the understanding of reactions the participants encounter in a specified time. The moment on which the participant achieves the goal in Attos Activities is called Event Achieve Point whereas if there is a miss on that moment its called Event Miss Point. On achieving a desired result (Event Achieve Point) the participants’ happiness level increases where as the happiness level decreases if the desired results are not met (Event Miss Point). Overall, beside all the benefits to direct and indirect participants, Attos can also be categorized under fun activity. It’s like a sweet with medicinal property without any side effects.

The graph below shows the comparison in variation of pressure in Attos and Study with time. Considering the case of a student studying on a normal day at home, the various factors like home comfort, relaxed posture, calmness, silence, ease to focus and no time limits, where all such factors are absent in Attos that keeps the player in an uncomforted zone until Event Achieve Point(EAP) occurs. Once EAP the players are in a mood of celebration and thus the happiness level appears on the higher level as compared to Study.

Hence Attos helps the participants to undergo higher Pressure levels all while the player is on a recreational phase, this can assist in enduring more stress at studies for longer duration.


Event & Task Points
The graph below represents the variation in Happiness levels in Attos and Study. The study conducted shows the student favoring the benefits, so Task Complete Point is studies in the graphs below. Taking in consideration the Task Complete Point in Attos and ruling out the Task Incomplete Point as the later will have negative Happiness Levels which the participant would rarely opt for, as normally, we all prepare ourselves for success. So in case of Task Incomplete Point where due to the unaccomplishment, the participant, in a state of unrest or irritation, wouldn’t prefer any respective action. Therefore, negative happiness level of Task Incomplete Point is not taken in our consideration. The graph can be categorized in Event Achieve and Event Miss Points in Attos where both events relate to Task Achieve point for Study. The Happiness level reaches its maximum on Event Achieve Point in Attos. When the participant is studying the Task Completion Point gives the maximum satisfaction, relaxation or let’s term it as happiness. Since Event points in Attos are of shorter duration, the Event Achieve Point is also of shorter duration. Hence T1 < T2.

The activities in Attos includes pressure by group, instant opponent moves, viewers stare and score board numbers. We have also analyzed the higher pressure developed in the previous graph, so more the pressure released more is the relief, thus more is the happiness. So we can assign H1 > H2.

The graph below accounts to the variation in Happiness Levels on Event Miss point with Task Accomplished Point.



The effectiveness in study as stimulated by Attos due to its similar receptor behavior and hand pattern will always have positive and high Happiness Level on Task Accomplished Point.

Thus this theory explains how attos-stick activities can cultivate a likeness towards studies in the students. It’s like when one has a habit of climbing 20 storey building through the stairs, he can effectively climb a 5 storey building.


Vision Areas Covered
The stick operations while ball handling maintains a multi directional focus and sharp observations by the active participants. The average duration of the observation of the focus areas rests around the vision area a student covers while studying. The frequency is higher on the areas closer to the participants’ body.

The participants distribution on the corner and mid section of the board is shown in the figure below where 4 players, 2 from each team, takes up the corner position on the board while the remaining 4 players from the two teams takes up the mid section.

Basically 2 Area Cover Distributions (ACD) for vision are established. The figure below shows 2 participants from each team occupies the corner position in the first ACD while two participants from each team occupy the mid position in the second ACD.

In the left figure above, the participants C1, C2, C3 and C4 are at the corner position where C1 and C3 are from one team while C2 and C4 are from the other. Similarly in the right figure above, the participants M1, M2, M3 and M4 are at the the mid position where M1 and M3 are from one team while M2 and M4 are from the other. VA is the vision area represented in the form of a triangle where categorized as VA1 to VA5 for all possible vision area on the activity board. V1 and V4 are directed towards the 2 goals; V2 and V3 are towards the participants on the other side of the board while V5 is horizontally towards the participants on the same side.

The figure below on the left represents the ACD of participants at C4 having VA1, VA2, VA3, VA4 and VA5 as the vision areas. The ACD of C2 corresponds to the ACD of C4 while ACD of C3 forms a mirror image of ACD of C4. Finally the ACD of C1 corresponds to the ACD of C3. Similarly, the figure below on the right represents the ACD of Participant at M4 having VA1, VA2, VA3, VA4 and VA5 as the vision areas. The ACD of M2 corresponds to the ACD of M4 while ACD of M3 forms the mirror image of ACD of M4. Finally the ACD of M1 corresponds to the ACD of M3. In short, the 2 general ACD formed are shown in the figures below represents all possible ACD on the board while passing the 2 balls.
The Area Cover Distributions of the corner participants are same while participants at the mid position have same ACD.


Hand Areas Cover with Attos Activities and Pen Operation
While operating the attos-stick, the hand pattern from different views like top, side and front are plotted on the graphical form. The area so formed gives a detail about the pattern the hand creates as compared to the area formed while using a pen. It is observed area covered by a pen is a subset of the area covered by the Attos-stick. The different operations of the stick require the different pattern of the hand.
Let’s consider the following terms:
1). SA = Area that hand covers while writing, drawing, painting and sketching.
2). MA = Area that hand covers during the Attos Stick Activities.
3). BA = Area that hand covers during Attos and Special Stick Activities.
The above three areas covered are plotted on a graph to compare the respective cover:

Hand Areas Cover Front View


Hand Areas Cover Side View


Hand Areas Cover Top View

The activities done with the stick stresses various impacts on the participants mind and body. The different activities in Attos are detailed below:
Catching: To counter and stop the rolling or bouncing ball using the leg area of the stick.
Bouncing: To toss the ball with the head of the stick for making bounces as it moves forward.
Rolling: To apply horizontal force on the ball using the leg area of the stick to induce rolling in the ball.
Swing: To roll the ball from one cell to another usually after the catch and before the roll.
Hitting: Striking the ball against its motion, towards another player without a catch, using the leg area of the stick.
Angling: Pushing the ball back or sideways with leg area to change its direction of motion and destination.
Knocking: Hitting the ball with the eyes (side of head) of the stick.
Head On: Rolling the ball with upper head while keeping the leg area upwards (Inverted Stick).
Holding: Pressing and keeping the ball static.

Bouncing areas, Rolling and Swing Areas are same that regulates the passing of the balls to the target player where the area covered by the hand on all 3 different views (Top, Front and Side) are the same. The activities in Attos are categorized in:

Proceeding Activities: Bouncing, Rolling and Head On
Responsive Activities: Catching, Hitting, Angling and Holding
Sorting Activities: Swing and Knocking

The ball operation requires a sharp focus and alertness over the area span on the activity board. Let’s categorize the focus and alertness into:
1). Short Areas => 3 feet X 3 feet = 9 sqft
2). Mid Areas => 4 feet X 4 feet = 16 sqft
3). Large Areas >= 5 feet X 5 feet => >= 25 sqft

In general the vision areas covered in different activities are illustrated in the table below:



An observation was recorded on the above 3 areas for a duration of 10 minutes to determine the respective frequency occurrence.







Actions and body involvements noted during the sport
All the above activities required specific body movements. The major involvement of the body parts occurred in ball handling. There were noticeable body bends, on sides and front, before and after ball handling events. Several more body movements noted while hitting the ball towards goals. The different body parts movements during specific actions is illustrated in the table below:



Fingers, Hand and Brain Co-ordination
Attos stick gives some exercise to the hand while the participant operates it. The stick presses the same points that are pressed while using a pen. It behaves like a pen in hand due to its design, weight, grip, inclination and structure similar to that of a pen. The force exerted on the finger points works like a acupressure with unique benefits on each finger pressed. The activities provide the similar hand pattern to writing as the stick works as a pen stimulator which finally strengthens the fingers, hand and brain co-ordination.


After a session of activities, the participants who have completed the period of 20 to 45 days were evaluated on the observance of handwriting. It was observed that the handwriting improvement was proportional to the stick handling skills. The following was noted:
The handwriting skill was directly proportional to:
1. Performance Level
2. Optimum Age Group
3. Course Days Enrolled


Performance Level
The performance level of players generally depends on his natural talent, focus and practice. The more efforts he puts in the better his chances are to develop his skills. Based on the performance level the participants were graded as Very Good, Good, Average and Below Average in the activity evaluation sheet.

Optimum Age Group
The overall effective age group for hand-brain coordination towards handwriting benefits is 8 to 24 years. However, the participants whose age fell between 12 to 18 years were more beneficial during a 45 days duration. This age group of 12 to 18 years is termed as Good Age Group (GAG).

Course Days Enrolled
The effect of Attos such as focus, sharpness, multitasking and hand-brain co-ordination were observed after 27 days enrollment of activities. The total duration of activities assigned to participants was 45 days. It was concluded that the participants with more number of duration on activities would be more beneficial. The effect of the acquired benefits in two phase is probably few years asserted based on the participants report about the benefits.


The participants were awarded score based on the markings from the above proportionality of performance, age and days enrolled. For example, a participant of age 14 with 45 days of Attos Enrollment will have better performance level and will also have the better chances of benefits as compared to participant of 28 years with 25 days of enrollment. The scoring is illustrated in the table below.

Proportionality	Score
Performance Level[P]
Very Good	5
Good	4
Above Average	2
Average	1
Below Average	0
Age Group[G]
14-16	5
16-18	3
18-20	2
20-22	1
Days Enrolled[D]
25-30	0
30-35	2
35-40	4
40-45	5

An analysis on handwriting was done on participants of 14 to 20 years with 28 to 45 days of enrollment. It was observed through the hand written review that the handwriting of the participants graded as very good or good were good and clearly readable as compared to the average or below average participants. It was also observed that beside improving focus and alertness the benefits of quality writing was most visible in participants between below the age of 16. A notable decline in the effects was observed in the participants around 20 years. However, the data collected was upto 45 days and it was concluded that the effect would be more for higher Course Days Enrolled. The data analysis on the information collected based on effect of attos on handwriting is shown in the image below. The column for 8 to 12 and 22 to 26 is projection of the graph on the reciprocal values.


The evaluation on Attos linked with finger, hand and brain co-ordination was reviewed from the accessible participants based on several parameters:

1. Age
2. Days Enrolled
3. Status/Level
4. Focus Impact
5. Handwriting

On the study of the data collected for analysis, it was observed that the impact on handwriting from activities was more on participants between age group of 14 to 20 years. Impact on Focus and sharpness was on all age groups. The table below demonstrates the observation on the above 5 parameters:

Participants	Age G	Days D	Status P	Focus Impact	Handwriting			Scoring	Total
					Readable	Neat	Quality
Vasanth	15	28	Good	Yes	Yes	Yes	Good	5+0+4	9
Adarsh	17	28	Good	Yes	Yes	Yes	Good	3+0+4	7
Hemanth	17	31	Below Average	Yes	No	No	Low	3+2+0	5
Melwin	14	45	Good	Yes	Yes	Yes	V Good	5+5+4	14
Satya	14	31	Good	Yes	Yes	Yes	V Good	5+2+4	11
Jeeva	17	31	Good	Yes	Yes	Yes	V Good	4+2+4	10
Hari	21	45	V Good	Yes	Yes	OK	Avg	1+5+5	10
Karthik	15	45	V Good	Yes	Yes	Yes	Good	5+5+5	15
Lokesh	17	28	Good	Yes	Yes	Yes	Good	3+0+4	7
Rishpu	18	37	Good	Yes	Yes	Yes	V Good	3+4+4	11

With lower age and optimum session if the level of the participant is Good or above there is possibility of a significant notable benefits.

Players enrolled for upto 45 days joined during First Term Project while for upto 31 days joined during Second Term Project. The age at the time of joining was recorded.


Time Taken to Learn Attos
There has been a good effort to record the time taken by an individual who was completely new to Attos and was unaware about the actions involved in operating the two balls. Few moves were learnt in matter of seconds while few took upto 10 minutes of continuous practice. Learning the skills was a great experience and players found in easy to handle the Attostick. However, acquiring skills to target a ball accurately in the sport came much with practice for over several days. Skills like rolling and bouncing were easier as compared to making goals and catching the ball. The table below shows the different skills and time required to learn:






Impact On The Viewers

By watching Attoball you are actually going through two ball movements simultaneously, that is you are taking care of two balls at the same time. This simple activity gives the brain a stimulation to co-ordinate more than one activity effectively.

The viewers are researched to finalise a place that observes the ball for maximum duration. The stick operations, handling and balls movement are best viewed from the ends of the board along its length (Goal ends) also represented as Direct Still Positioning(DSP). The viewers find the board as a still screen.As the sport continues, the viewers follow the ball that is easier to observe or that is more interesting, i.e. has acquired the viewers’ interest for several reasons like ball operated by favoring team, dedicated player etc. A viewer can evaluate the focus, sharpness and multi-tasking skills on the occurrence of an event.




The constant balls movement makes them feel like two focus points on the still screen. Each ball has its own unique events as the activity continues. The events on both the balls can occur at about same time at two different spots on the board.With consistancy and perserverance the viewers develop the required skill to figure out the events on the two balls simultaneously. The brain gets involement in sevral typical functions that constitute a simple but effective exercise. This exercise can help the viewers to develop focus, sharpness and multitasking skills. On abundant exposure to the dual ball focus and follow exercise, the skills can be mapped to the sub-conscious level, and the viewer can feel the skills calibrating great benefits in his/her life.

In the above figure the two events (E1 & E2) on the two balls occur at a time difference of 0.5 second. (Represented as viewed along the goal end.)


Reaction Time
Each of the the two balls maintain an unique motion pattern and observation time difference of fraction of a second. This helps the brain to reduce the reaction, in other words, the brain executes tasks at a lesser time.




Speed of Balls
The ball is levelled at a change in speed uniformly when passed across the players. On average observation, every two player would pass or hit the balls at nealy same application of force. When operated, the balls switch the direction of motion and the speed is gradually decreasing with time. This varaition in speed gives the viewers the adaptation to continued fucus and quick thinking abilities.


The above image shows the graphical representation of roller's movement when passed from player A to player B and then to player C, assuming both, player A and player B, applied nearly same force. The speed projection for bouncer is same as that of a bouncer. The gap between the two trapezium is the reaction time taken by the player B, the ball is assumed to be static.


Projection of Motions
The movement of ball behaves as straight lines and curves when projected on the 3 diemnsional X, Y and Z axis. During the record the viewers alignment on planes XY,YZ and ZX were observed. The viewers perception of the ball projection on any plane as a dot or circle was observer for very small duration and hence projection of ball movement as a dot or circle is ignored for evaluation.

Motion of balls on planes
The path of the brouncer(bouncing ball) is projected on the 3 planes and observed that it represent a line on the horizontal and vertival planes and a curve on the the vertcal plane.

The above image shows the movement of a bouncer



The above image shows the movement of a roller

Plane	Tracing	Balls
XY	Curve	Bouncer
XY	Line	Roller
YZ	Line	Both
ZX	Line	Both

The mind focus on the two balls as a dot or circle beside the tracing curves and lines. Overall these activities gives a compulsive rise in the abilities to stay intune with the balls that change their positions both constantly and acclerated form. The viewers thereby develop a notable mark in focus, sharpness and multi tasking abilities!

Brain Health
The mind gets an average of about 15 activities every minute. These activities are ball handling, rolling, bouncing, racing, hand movements, goal counters, two ball positions and event occurances. Due to a high number of activities in one minutes, it requires high focus and fast decision making capabalities of the viewers and participants mind. The interactions give high posibilities to a good mental health conditions.

Brain Activation
The consequent events and ball movement forms an exercise where the brain gets active. Attoball gives a brain activation exercise even to one who is just watching the activities. The viewers/participants has to be alerted and stay sharp to get what exactly happening while the balls moves across the board.

Quick Thinker
During the initial observation, frequent trials were referred to the digital evaluation of the events perfectly. It was noted for an accurate decision making process. The events recorded were having a time difference of upto aobut, one third of a second or even lesser, maintained through digital recordings. However, viewers were able to match the results of digital verification within few days of observation through Direct Still Positioning.


Result

Participants:
1. The stick, while operating, presses the same areas on hand while using a pen for writing.
2. Different number of bounces for same distance requires different angles of bounce.
3. Motion of a roller has the shortest projection as a point while Motion of a roller has shortest projection as a line (Plane viewed from the target player.).
4. More time and focus requires to catch the bouncer than the roller.
5. Service Angle is proportional to the number of bounce for a fixed Target Distance.
6. Catching, Swing and Angling require the highest focus and alertness to operate the ball.


Viewers:
1. Two balls focus and follow is observed from both goal ends.
2. The viewers gets a still screen as the activities continues with a sharp observation on the balls.
3. Exact event notation on two balls required multiple participants.
4. The simultaneous 2 balls movement with event on different parts of the board is recorded throughout the activities.


Conclusion
The stick can help in improving focus, sharpness, handwriting and effectiveness at studies to the active participants while the viewers get improvement in their focus, sharpness and multi tasking skills.


Note:
1. The benefits can be at least one or all depending on several factors like age, abilities and number of days enrolled for the activities.
2. The benefits also depend on the skills involved in the activities.
3. The active participant has to operate the stick with same hand that is used for pen to get the benefits effectively.
4. The participants in the two term enrollments were not informed about the research project after the events because their natural response was opted for the reading requirements on analysis.
5. The multi-tasking on a set of completely new tasks is not accounted as a benefit to viewers watching attos. Multi-tasking is to be applied on a set of well-known tasks where the viewer has good grip on the execution of tasks. Attos can stimulate the skill of multi-tasking due to its dual ball focus and follow concept.
Disclaimer:
The science behind Attoball and its stick(Fannle) activities is true to its functionality, it will work in general but the benefit may vary from one individual to another. Some may benefit to a larger scale while other may benefit on lesser scale or not at all. Its purely depends on the skills. It’s like a book where one has to get the benefits through personal sincere efforts and consistency. If one buys any gaming accessories or device or equipment it doesn’t guarantee the qualification in the game or sport. This has been acknowledged as a person even being benefitted can state otherwise and no machine can detect this with 100% accuracy. Participants personal review has to be co-related. Attoball is effective, works on simple laws of science. Overall, the stick and its activities stimulate all the benefits to the participants and the viewers as stated above.