Multimedia is a class of computer driven interactive communication systems consisted of audio, video, graphic, animation and text. Galbreath (1994) argued that interactive multimedia technology is an effective and powerful tool for improving students’ learning process. Many research showed positive effects of educational multimedia on students’ learning in Chemistry, (Kozma, 1994), English (Stumhofer, 1988), and Science education (Rezaei & Kats, 1998). However, the use of multimedia in Kinesiology is very limited. Thus, the purposes of this study were (1) to develop multimedia instructional program and (2) to evaluate the effectiveness of the instructional program in Sport Biomechanics. More specifically, for the purpose one, we developed a multimedia instructional program to help students to understand the mechanics of open kinetic chain skills (e.g., body lever system) in Sport Biomechanics. The multimedia instructional program contained reviews of terminology, animated illustrations, mathematical formulas, quizzes, quiz results, etc. The instructional program was developed using the authoring program of Multimedia ToolBook by Asymmetric Version 4.0, was guided by the designing principles recommended by Newby, Stepich, Lehman, and Russell (1996), and was recorded on a CD-ROM. Seven professors in Sports Biomechanics reviewed the instructional program and provided constructive feedback. The instructional program was then revised based on their evaluations. For the purpose two, we conducted a statistical analysis on students’ performance scores in order to investigate the effectiveness of the instructional program as a learning tool. Participants were twenty undergraduate students enrolled in an introductory Sport Biomechanics class. They had no previous experience with Sports Biomechanics and the concepts to be tested. Experimental and control group design was not used for this study since the study was conducted in the classroom environment. Instead, pre-test and post-test design was performed to determine if students’ performance score was significantly improved. The students completed both pre-test and post-test, which contained twenty questions relating to open kinetic chain skills. Post-test was administered one week after they had interacted with the instructional program. Overall, results of the t-test showed that the students scored significantly higher on the post-test. Students were also interviewed about their perceptions on learning open kinetic chain skills using the multimedia instructional program after they had completed the post-test. Analysis of interview data showed that the instructional program was effective in learning open kinetic chain skills because it provides self-paced format, immediate feedback, and self-evaluation. Recommendations about developing a high quality multimedia instructional program in Kinesiology were suggested.Keyword(s): curriculum development, technology