Researchers have attempted to answer questions related to the types and amount of task-relevant information needed by students to be successful in learning a new movement pattern. Questions include: a) Can one informational source be sufficient by itself or does additional information provide an advantage, b) Do students need any information beyond being presented with just the action goal of the task? Prior task communication studies report equivocal results when students receive no information or multiple sources of information. The purpose of this study was to compare the efficacy of 4 task communication strategies to facilitate learning a novel movement task. Participants were female undergraduates (N=61), nested in one of 16 different classes and randomly assigned according to a Latin Square Design (4 teachers and 4 time periods). All treatment groups were provided with a verbal description of the action goal (soccer kick up task) to propel the ball over the obstacle so that it lands in the center of the target. Once the goal of the task had been explained, instruction for the four conditions varied. Students in the CM group were shown a correct model, CM + VI received verbal instructions and a model, LM + KP saw a learning model receiving KP and the Discovery group who filled out an open-ended questionnaire asking students to reflect on their performance. Students over a two-day instructional unit completed 70 trials and performed transfer and retention tests. A 4 (group) by 7 (trial block) repeated measures ANOVA for acquisition and a 4 (group) by 2 (trial block) repeated measures ANOVA for learning tests for both outcome and form scores were completed. A significant interaction (trial block by group) revealed that the discovery group learned the task at a slower rate. For the retention and transfer tests, no group differences were evident for the outcome scores, suggesting that the discovery group performed equally well on the learning tests. For form scores, there was a group by trial block interaction during acquisition, and a group difference on learning tests, indicating that the discovery group used a different movement pattern than the groups who viewed a correct model. In sum, for a simple task, students performed similarly regardless the amount of information given by the teacher. Further, presenting verbal information provided no advantage over receiving information from a model alone. Discovery groups developed a pattern different from CM groups, but not less efficient.Keyword(s): performance, research