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The purpose of this study was to examine the learning effects of modeling and verbal feedback according to the degree of difficulty in a hoop movement of rhythmic gymnastics. The thirty subjects were selected from adults (ranging from 20 to 29 years) in Seoul, Korea. The subjects were randomly assigned to 3 different conditions groups: 1) visual modeling group, 2) verbal feedback group 3) visual+verbal modeling group. Each experimental group participated in 3 sequential movements of hoop skill tasks was carried out 3 (degree of difficulty)×3 (modeling method)×5 (block) factorial design with repeated measures on the last factor. All post hoc analyses used the Tukey's HSD. Also, rention and delayed rention stages analyzed by 3-way ANOVA. The results of this study were as follows: 1) there were significant differences between modeling and verbal feedback in the movement performance scores and then modeling was higher than verbal feedback in the movement performance scores, 2) there were not significant differences between modeling and mixed modeling in the movement performance scores, 3) there were significant differences between mixed modeling and verbal feedback in the movement performance scores and then mixed modeling was higher than verbal feedback in the movement performance scores, 4) there were significant differences in the movement performance scores and then the movement performance scores of low-level and medium-level were higher than high-level, 5) there were significant differences in the blocks and according to the increase of blocks, the movement performance scores of each block became higher.