The aim of this study was to examine the acquisition of the long jump skill in elementary school children using augmented feedback of varying type and frequencies. The secondary objective was to determine the relationship between the kinematic parameters of the long jump and the distance achieved. Eighty-eight boys and girls aged (mean ± SD) 11,3 ± 0,5 years, without any prior experience in long jump skill acquisition, were assigned to one of four study groups: (1) receiving only verbal feedback on key errors, (2) receiving both verbal and video feedback on key errors, (3) receiving both verbal and video feedback on all trials, and (4) receiving no feedback – control group. The experimental treatment lasted 8 weeks and was organized as part of regular physical education, twice a week. The long jump distance and relevant kinematic variables were recorded before and after the training intervention. The results of this study did not confirm the hypothesis that reduced (bandwidth) feedback would have the best effect on to the long jump skill acquisition. The only statistically significant difference in jump distance occurred between the control, which progressed 14 centimeters, and the group receiving 100% relative frequency of feedback, which reached progression of 41 centimeters. The hypothesis that the kinematic parameters would differentiate the groups and that verbal and visual feedback together would be more useful to the students than verbal feedback alone was partially accepted. Although the changes of different kinematic parameters within the groups and the differences between the groups are not systematic, changes in some variables can be described as the influence of experimental treatment. Such an outcome is possible due to the complex relations between kinematic variables and jump distance, and positive effects are shown in the optimization of these parameters. The hypothesis about relationships between kinematic parameters of the long jump and distance achieved was fully accepted. As expected, the strongest correlation coefficient was recorded between the variable velocity of the body's center of gravity at the beginning of the take-off (r = 0,91), in the final testing. Regression analysis was conducted to confirm the results of correlation analysis. It was concluded that, when learning a complex motor skill in a typical physical education setting, elementary school children are likely to benefit the most when receiving frequent feedback (both verbal and using video analysis, focusing on all trials) as compared to when receiving bandwidth feedback. It was also concluded that the kinematic parameters of the long jump are significantly related and significantly related to the distance achieved. The results of this study suggest that frequent augmented feedback should be used when children acquire complex motor skills for the first time. In addition, it is best to prevent dependence on such feedback by reducing augmented feedback gradually. The combination of verbal feedback with visual feedback can also have an additional effect in optimizing movement patterns in the acquisition of a complex motor skill.