Purpose: Video technology has become a viable resource for teachers and coaches as a method of providing feedback to students and athletes. Studies support the use of this strategy when applied to teaching adolescents and adults with a proficient skill base. To date little research has identified the use of video technology as a method of feedback in the skill acquisition of children at a novice level. The purpose of this study was to examine the effect of video feedback on the performance of a back handspring. Methods: A multiple-treatment reversal design within each participant with a counter balance was used. The multiple-treatment such that two subjects received verbal feedback and two subjects received video/verbal feedback as levels of the independent variable. The measure of the performance of the back handspring was determined by a scale that assigned a score based on the number of critical elements present during performance. Participants included four children enrolled at a dance studio who could perform a back handspring without the assistance of a spotter. Analysis/Results: Visual inspection of mean scores identified a positive behavior change of performance during all phases of video/verbal and verbal feedback intervention when compared to baseline performance. The results also suggested that the intervention of video/verbal feedback had no substantial effect over the intervention of verbal feedback as a preferred method of treatment. Further research is needed to examine the performance level of the subjects receiving practice once treatment has been removed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]