This study was designed to examine the effects of three types of augmented feedback on the acquisition and retention of a stationary kicking skill. Participants (N=81) consisted of third grade elementary students from two different schools in Western Massachusetts and were randomly assigned to one of the three augmented feedback groups: descriptive; prescriptive; and combined (descriptive + prescriptive) with an equal number of boys (n=16) and girls (n=11) in each group. The task of this study involved performing an instep kick with the dominant foot toward a target. A pilot study was conducted prior to the beginning of the study to determine the size of the target, the kicking distance, and the number of trials needed for the acquisition of the kicking skill. A pretest involving 20 trials of kicking performance without KR was given to all participants. Following the pretest, participants in each group were asked to observe a skillful demonstration of the kick and then to perform 25 trials of the kicking task under their respective feedback condition. In the acquisition phase, participants in the descriptive feedback group received information regarding the errors made on the previous attempt whereas those in the prescriptive feedback group were given information about changes needed to be made for the next trial of performance during the KR-delay interval. Participants in the combined feedback group, however, were provided information about errors made and changes needed during the same time interval. A retention test was conducted 48 hr after the completion of the acquisition trials with the procedures similar to those used on the pretest. A 3 x 2 (Groups x Tests) ANOVA with repeated measures on the last factor was used to determine group differences in kicking accuracy scores on both the pretest and the retention test. In addition, a 3 x 5 (Groups x Trial Blocks) ANOVA with repeated measures on the last factor was employed to examine group differences in kicking accuracy scores on the acquisition trials. Participants in both the prescriptive and the combined feedback groups were found to have significantly (p<.05) higher performance accuracy over the acquisition trial blocks than those in the descriptive feedback group. Such superiority in performance accuracy, however, was eliminated on the retention test given 48 hr later. These findings suggest that prescriptive feedback enhances skill acquisition whereas descriptive feedback appears to be more beneficial to retention performance. Keyword(s): coaching, elementary education, research