The purpose of this study was twofold: (a) to determine if a selected instructional strategy with three different feedback types had a positive impact on skill of Volleyball Serving and (b) to ascertain the effects of self-confidence and enjoyment on performance of Volleyball Serving after 4 weeks intervention of three feedback types. Data were gathered from an introductory 4-week volleyball unit taught to sixth graders by three physical education specialists in an elementary school. Sixty-two students were randomly assigned to the three groups as KR (n=22), KP-1 (n=22) and KP-2 (n=18). All students were examined their skill of volleyball serving in the pre-test and post-test. In the post-test, all students required to finish their skill test while they completed the Self-Confidence and Feelings of Enjoyment questionnaires. The results of this study pointed out significantly higher scores in the post-test than the pre-test for each group on the skill test (m=11.24; m=6.37, p < .001). As results of Pearson Correlation Coefficient for allover group, a significantly positive relationship was found between skill test score and self-confidence (r=0.24, P< .05) after providing three different feedbacks. There was a strongly significant correlation between self-confidence and feelings of enjoyment (r=0.90, P< .05) after providing feedback. Also, the regression model was used to address how feelings of enjoyment and self-confidence affected the outcome of the skill test in post-test on overall groups. Although, a significantly positive relationship was found between skill test score and self-confidence (r=0.24, P< .05), but there was no significant effect on skill test, R2 = .06, F (0.14), p > .05. A one-way ANOVA was conducted to compare differences between KR, KP-1, and KP-2 groups on skill test in the post-test. The results of this study demonstrated no significantly different on skill test between each group in the post-test (F=0.16, p> .05). One of the clear conclusions can be drawn from skill learning research is that feedback about knowledge of results (KR) and knowledge of performance (KP) is necessary for efficient learning of complex physical. The critical question is how does these feedbacks influence the development of skill. It appears the mediating factor between the presentation of the instructions by the instructor and the performance of the skill by the student may be the cognitive process of self-confidence. To fully explain the role of self-confidence, researchers must evaluate the interpersonal context of how the instructor provides feedback to the students, how that feedback affects self-confidence, and how self-confidence enhances performance of a skill.Keyword(s): elementary education