Video feedback (VF) as augmented feedback aimed to provide learners with information regarding errors in their skill performance is commonly recommended as an instructional strategy for use when coaching sports or teaching physical education. Several researchers have examined the impact of VF in physical activity learning environments (Boyce, Markos, Jenkins, & Loftus, 1996; Hebert, Landin, & Menickelli, 1998; Menickelli, 2004; Menickelli, Landin, Grisham, & Hebert, 2000). However, researchers specific to the field of physical education have yet to investigate whether time-delayed video feedback (TDVF) is a feasible and effective instructional technology. Therefore, the purpose of this pilot study was to investigate the effects of time-delayed video feedback (TDVF) on learner cognition and skill acquisition in children learning to catch a fly ball. Students from five intact fourth grade classes (N = 75) served as participants for the study. Students in the control group (n = 37) and in the intervention group (n = 38) received the same four lessons of instruction regarding how to catch a fly ball from the same teacher. However, students in the intervention group also received TDVF as a part of their instruction. Pre-intervention and post-intervention trials of catching a fly ball along with pre-intervention and post-intervention measures of cognitive learning specific to the critical elements of catching a fly ball were collected for all of the participants. Analyses of variance on pre-test scores confirmed that the groups were statistically similar prior to the intervention; F (1, 73) = .397, p = .531 for psychomotor performance and F (1, 73) = 2.236, p = .139 for cognitive measures. Following the intervention, descriptive statistics and analyses of variance (α = .05) were calculated. It was found that students who received TDVF in addition to teacher instruction performed better on the post-intervention trials of catching a fly ball than did their peers who did not receive TDVF in addition to instruction, F (1, 73) = 4.296, p = .042. Students who received TDVF also performed better on post-intervention cognitive tests, regarding the critical elements of catching a fly ball, than did their peers who received only teacher instruction, F (1, 73) = 6.294, p = .014. Results of this pilot study suggest that time-delayed video feedback may be an effective instructional technology that can be used within the physical education setting to provide augmented feedback. Keyword(s): motor skills, physical education PK-12, technology