The purpose of this study was to examine the effects of self- controlled feedback on elementary school boys\' learning of the roll of vaulting horse. The subjects in this study were 48 sixth-grade boys who had never learned the forward roll of vaulting horse. Four different groups were randomly made up of 12 students each. The first group was given no feedback, and the second was provided feedback by 50 percent. The third was offered 100% feedback, and the fourth was a self-controlled feedback group. The performance of all the groups was compared in the acquisition and retention stage and by block. In the acquisition stage, they practiced the forward roll of vaulting horse for three days, 10 times a day. In the retention stage, they performed it in two blocks, three times each. As for the experimental design for the acquisition stage, 4x3 factor design was adopted by selecting the four groups and three blocks as independent variables, and two-way ANOVA was carried out. In the retention stage, 4x2 factor design was employed by selecting the four groups and two blocks as independent variables, and two-way ANOVA was utilized as well. The collected data were analyzed with SPSS/PC 12.0 program. The findings of the study were as follows: 1) In the acquisition stage of the forward roll of vaulting horse, the students performed significantly better in the final block than in the first one. 2) In the retention stage of the forward roll of vaulting horse, the self- controlled feedback group performed significantly better than the 50% feedback group. 3) In both of the acquisition and retention stages of the forward roll of vaulting horse, the self-controlled feedback group performed significantly better all the other groups. ※ Key words : self - controlled feedback, acquisition stage, retention stage