Anticipation skill in tennis was examined using realistic film simulations, movement-based response measures, and a portable eye movement recording system. Skilled players were faster than their less skilled counterparts in anticipating the direction of opponents' tennis strokes, with this superior performance being based, at least in part, on more effective visual search behaviors. The processes mediating superior performance were then modeled in groups of recreational tennis players using video simulation, instruction, and feedback. Players who received perceptual training improved their performance on laboratory-and field-based tests of anticipation when compared with matched placebo and control groups that did not receive any instruction regarding expert performance strategies. The approach used may have practical utility in a variety of performance contexts.

The authors examined the importance of local dynamical information when anticipating tennis shot direction. In separate experiments, they occluded the arm and racket, shoulders, hips, trunk, and legs and locally neutralized dynamical differences between shot directions, respectively. The authors examined the impact of these manipulations on resulting (display) dynamics and the ability of participants with varying perceptual skills to anticipate shot direction. The occlusion manipulation affected the display dynamics to a larger extent than did the neutralization manipulation. Although the authors observed a decrement in performance when local information from the arm and racket was occluded or neutralized and when information from the trunk and legs was neutralized, the results generally suggest that participants anticipated shot direction through a more global perceptual approach, particularly in perceptually skilled participants.

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The relative effectiveness of explicit instruction, guided discovery, and discovery learning techniques in enhancing anticipation skill in young, intermediate-level tennis players was examined. Performance was assessed pre- and postintervention, during acquisition, and under transfer conditions designed to elicit anxiety through the use of laboratory and on-court measures. The 3 intervention groups improved from pre- to posttest compared with a control group (n = 8), highlighting the benefits of perceptual-cognitive training. Participants in the explicit (n = 8) and guided discovery (n = 10) groups improved their performance during acquisition at a faster rate than did the discovery learning (n = 7) group. However, the explicit group showed a significant decrement in performance when tested under anxiety provoking conditions compared with the guided discovery and discovery learning groups. Although training facilitated anticipation skill, irrespective of the type of instruction used in this experiment, guided discovery methods are recommended for expediency in learning and resilience under pressure.