Previous research has revealed that team experience was strongly associated with a greater portion of SK (MacMillan, Entin, & Serfaty, 2004) and a highly developed shared mental model enhanced team performance (Mathieu, Goodwin, Heffner, Salas, & Cannon-Bowers, 2000; Carley, 1997; Stout, Cannon-Bowers, Salas, & Milanovich, 1999; Wittenbaum, Vaughan, & Stasser, 1998). However, the SK-performance relationship has not yet been established in the team sport context. This study examined the effects of playing position and experience on shared knowledge (SK). An additional purpose was to examine SKís effect on performance in a sample of high school basketball players. At the end of their season, participants completed the Demographic Information, Basketball Experience, and Structured Training Questionnaire, the General Shared Knowledge Test, the Diagram Based Shared Knowledge Test, and the Video Based Shared Knowledge Test over the course of four assessment sessions. The present study anticipated that teammates that interact more often will share more knowledge (i.e. guards would share more knowledge with guards and posts would share more knowledge with posts), teammates (dyads and triads) and teams that have played together for longer periods of time will display more SK, and teams that display more SK will be more coordinated, and subsequently, will display higher performance levels than teams with less SK. A MANOVA followed by an ANOVA was employed to elicit the effect of experiential variables on SK. An RM-ANOVA followed by an ANOVA was performed to elicit the effects of SK on team performance scores. The first hypothesis, where teammates interacting more often were expected to display more SK was not supported, while the second and third hypotheses, which asserted greater experience (dyads/triads and team) was associated with greater SK, were supported. Also, these findings supported the fourth hypothesis, where teams with higher SK perform at a higher level, shown by a greater statistical performance. As teams gain experience working together (i.e., practicing and competing), their SK increases, and subsequently their operations are more coordinated (McIntyre & Salas, 1995). If teammates share knowledge, they can anticipate their teammatesí behaviors and act accordingly, thus aiding to team coordination (Stout, Cannon-Bowers, Salas, & Milanovich, 1999; Wittenbaum, Vaughan, & Stasser, 1998). The results concurred with previous research that, in basketball, as teams practice and play together team familiarity increases, offensive and defensive strategy becomes more ingrained, and each member gains knowledge of each otherís strengths, styles, habits, and preferences. The increased team SK allows teammates to better coordinate each otherís actions and adapt to the changing basketball environment. Subsequently, increased coordination results in greater team performance.