There are many instructional strategies promoted in the physical education literature to enhance motor skill learning. Two prominently used teaching strategies are modeling and cue words. It has been shown that providing students with verbal cues improves the form or quality of performance (Roach & Burwitz, 1986), and is particularly useful to young children when coupled with a model in acquiring a new movement pattern (McCullagh, Stiehl, & Weiss, 1990). While the use of cue words in instructional settings has received attention in the past, actually quantifying the influence of cue words and modeling on motor skill performance has not been addressed. The purpose of this project is to investigate the influence of cue words and modeling on kindergarten children’s execution of two motor skills. Specifically, to determine how biomechanical parameters are altered by the presence of cue words and modeled skill execution of the underhand roll and the horizontal jump. Thirty-four kindergarten children participated in this study. The participants were randomly assigned to a skill order (i.e., the underhand roll first and the horizontal jump second, or vice versa) and randomly assigned to one of three treatment groups: verbal cue only group (G1), silent model only group (G2) or the model and cue group (G3). The participants were individually tested, in a school setting, and were videotaped at 30 Hz. To determine the influence of cue words on the physical movements involved in the execution of a skill, kinematic parameters coincidental to the cue words for both skills were assessed. Specifically, shoulder extension coinciding with the cue “arms way back” that is common to both skills was used to determine from the videotaped skill execution. Data were analyzed using a 3 x 2 x 2 (group x skill x angle) MANOVA to determine if a difference existed in these measures across the different conditions. The results indicate that all conditions effect this kinematic measure, with the cue condition having a more dramatic effect than the silent model condition. Further, this effect seems to persist in the model and cue condition with the cue participants having a greater shoulder extension angle. These data would suggest that while both model and cues are valuable teaching strategies, the cues seem to be most beneficial.Keyword(s): elementary education, interdisciplinary, research