The purpose of this study was to determine the effectiveness of point-light display for use in observational learning. A video display of a model has been widely used as an observational learning tool, yet the use of point-light techniques that can highlight key features of motion has been seldom used or studied. Scully and Newell (1985) posited that point-light display can emphasize important relative motions of various body parts that specify the coordinated action accurately. Twenty-two novice golf players were randomly assigned to three demonstration groups: video, point-light, and control. Each player performed 100 golf pitch shots during acquisition, and 20 shots 24 hrs later (retention). After each 10 shots during acquisition, players observed a recorded model perform 10 shots either in traditional video or point-light, or waited for a brief time period (control). Players did not observe the model during retention. The goal was to hit each shot 14 m to a 10.8 cm diameter target, attempting to stop the ball as close to the target as possible while trying to replicate the model’s swing. A 2-dimension kinematic analysis was performed on 1, 11, 51, 91, first retention, and last retention trials of each player. Relative motion plots were performed between shoulder and upper arm angle and between forearm and club angle. Cross-correlation of recognition coefficient between the relative motion plots of beginner and model was computed to determine the degree of similarity. Two-way 3 x 6 (Group x Block) repeated ANOVAs were performed on cross-correlation coefficients, ball impact velocity, ball projection angle, back swing and forward swing time, and maximum shoulder, upper arm, and club angle. Significant block effects were found for shoulder and upper arm coefficient, F(5, 90) = 10.15, p < .001, and for forearm and club coefficient, F(5, 90) = 3.63, p < .01. Significant block effects were also found for ball release angle, forward swing time, and maximum shoulder and upper arm angle, ps < .05. However, none of the tested parameters showed significant group effect or interaction, F < 1. The players in the point-light group did not mimic the swing any closer to the model than the players in the video or the control group. Even without a demonstration, players in the control group may have acquired the correct movement pattern through practice and intrinsic KR.Keyword(s): athletics/sports, performance