[[abstract]]Abstract The purpose of this study was to compare feedback behavior, thought and effect differents between the physical education expert and novice teacher. One elementary school physical education expert and novice teacher, and 71 five-grade students in they physical education classes (expert-37students, novice-34students) as subjects in this study. Instruction took place during six basic table tennis class sessions. Data were collected by videotaping and audiotaping, transcripts of audiotapes were made for coding teacher feedback categories, verbal feedback content and analysis practice success of students, and analysis unit plan of teaching using content analysis, patterns in cue perception employed by teachers during feedback interaction were assessed using a stimulated recall interview and concept mapping teachniques. Student subjects were pre-test before receiving instruction, post-test and retention test with 4-weeks on two table tennis skill were administered , independent and dependent specimen t –test to determine differences in students’ achievement. Results indicated that some differences in feedback categories between expert and novice teacher. The expert teacher more than novice in number of feedback occurrences and the intervention rate, and components of the motor skill performance. The expertplan for instruction using strategies more different, perceptual map was more complex and hierarchical than novice. The expert’s students were also better than novice’s in both achievement and practice Success.