The purpose of this study was to determine if experienced tennis teachers could be differentiated from inexperienced tennis teachers on the basis of their ability to identify common performance errors in films depicting the performance of the tennis forehand. The study also sought to determine if the differences in error detection proficiency between the two groups would be greater when subjects were provided with preresponse information concerning the performer's level of competence in the skill (PCI) and postresponse information concerning the outcome produced by the response (POI). The error detection proficiency of 40 experienced tennis teachers and 40 undergraduate physical education students was assessed under conditions of PCI and POI present, PCI present and POI absent, PCI absent and POI present, and PCI and POI absent. Results indicated that the experienced teachers, although significantly more accurate in detecting errors than the novice teachers, were only marginally so. No positive effects on error detection accuracy were observed for PCI and the facilitative effects for POI tended to be small and generalized to both experienced and inexperienced subjects rather than being specifically helpful to the experienced teachers. The differences between experienced and inexperienced teachers appeared to be due to fewer false alarms committed by the experienced teachers.
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Armstrong et al. (1979) studied this question.