ABSTRACT
Situation awareness (SA) has continued to capture the attention of practitioners and academics in a wide range of fields since the late 1980s. Its role in dynamic and complex performance of teams has established SA as a key area of assessment to improve training, systems and technical design concerning teamwork (Endsley, 2000). As a consequence measurement of team SA is of considerable importance. Despite extensive research into measurement there remains a lack of consensus in the field with regards to the best approach to measure team SA (Patrick et al. 2006). This paper seeks to draw the lines from the 1990s to the present day and beyond by considering the theoretical differences which have given rise to opposing team SAmeasurement approaches. The perspectives of Shared SA (Endsley, 1995; 2000) andDistributed SA (Stanton et al. 2006); (Salmon et al. 2008) are scrutinised. These perspectives have their origin in two different schools of thought described by Stanton et al. (2010); the psychological school and the system ergonomics school. The two schools of thought and their associated models are considered in terms of their conceptualisation of team SA and the measurements which are founded on the theoretical contributions of each approach.
