The study examined the effect of information on golf teachers' ability to determine the presence or absence of selected critical aspects of the golf swing. Experienced golf teachers were randomly assigned to one of two groups, knowledge of outcome (n = 16) or no knowledge of outcome (n = 12), in which the actual outcomes of three filmed golf swings were either verbally supplied or denied, respectively. Subjects indicated the presence or absence of six critical positions or movements of the swing for each modeled response. Results indicated that subjects who received information were not significantly more accurate than those who were not given this information. Also, there was no evidence that subjects were more confident in their analyses when outcome information was provided.