The purpose of this study is to determine the impact of the immediate and delayed feedback on learning the layup basketball skill by the physical education students at An-Najah National University. Thirty eight students were selected intentionally for this purpose, and they were divided into four groups: control group (10) students, instant verbal group (9) students, vision delayed group (10) students, and instant verbal plus vision delayed group (9) students. The results revealed significant differences in the effect between pre and posttest in favor of posttest for the four groups. Furthermore, the results revealed significant differences in the post test in layup skill in favor of the third and the forth group. Moreover, instant verbal plus vision delayed feedback group showed significant improvement compared to the other groups. It was recommended that further studies should be carried out in the same field, and teachers should vary their styles of feedback while they are teaching basketball skills.

The purpose of this study is to determine the impact of the immediate and delayed feedback on learning the layup basketball skill by the physical education students at An-Najah National University. Thirty eight students were selected intentionally for this purpose, and they were divided into four groups: control group (10) students, instant verbal group (9) students, vision delayed group (10) students, and instant verbal plus vision delayed group (9) students. The results revealed significant differences in the effect between pre and posttest in favor of posttest for the four groups. Furthermore, the results revealed significant differences in the post test in layup skill in favor of the third and the forth group. Moreover, instant verbal plus vision delayed feedback group showed significant improvement compared to the other groups. It was recommended that further studies should be carried out in the same field, and teachers should vary their styles of feedback while they are teaching basketball skills.