Effects of Teaching Experience, Knowledge of Performer Competence, and Knowledge of Performance Outcome on Performance Error Identification

Visual Recognition of a Gymnastics Skill by Experienced and Inexperienced Instructors

“…Specialists' performance on the task (54% accuracy) was not, by most standards, distinguished, nor was the margin of accuracy between them and the less experienced groups (47% accuracy for Generalists and 46% for Novices). Interestingly, previous studies have found the same margin of accuracy between subjects trained to identify errors and untrained controls (Hoffman & Armstrong, 1975), and between experienced and inexperienced tennis teachers (Armstrong & Hoffman, 1979). Although relatively small, the differences were statistically significant.…”

“…The expert-novice paradigm also has been used to identify differences between experienced and novice skills teachers in the performance of various movement inspection tasks. In several investigations subjects have been required to identify errors illustrated in films of motor skill performances (Armstrong & Hoffman, 1975;Gordon & Osborne, 1972;Hoffman & Armstrong, 1979). One study revealed that experienced tennis teachers were better able to identify errors in forehand performances than undergraduate physical education students, but differences between RESEARCH the groups in error detection rate (7.5%) were not of the magnitude originally anticipated (Armstrong & Hoffman, 1979).…”

Validity and Reliability of Visual Ratings of the Vertical Jump

“…Several studies have observed small differences ( < 10%) in visual rating scores between experienced professionals and college majors (Armstrong & Hoffman, 1979;Imwold & Hoffman, 1983;Beveridge & Gangstead, 1988). Sixty percent of the students were effective in rating range of motion compared to only 20% of the highly experienced professors.…”

What and How Preservice Physical Education Teachers Observe during an Early Field Experience

“…First, researchers have examined the relation between amount of experience with a criterion skill and the ability to observe that skill. Experts, those more experienced with the criterion skill, have been found to be significantly more accurate in detecting errors than novices (those less experienced) in skills such as the tennis forehand (Armstrong & Hoffman, 1979) and softball batting (Hoffman & Sembiante, 1975). It has also been shown that experts focus their attention differently from novices when observing balance beam routines (Bard, Fleury, Carriere, & Halle, 1980) and floor exercise movements (N eumaier, 1982).…”