The main objective of this study was to analyze the effectiveness and efficiency differences during motor learning of soccer-specific motor skills among school age children depending on the type and frequency of extrinsic feedback. In order to access the realization of the main objective of this study, it was necessary to construct valid and reliable instruments for monitoring the motor skills level for beginners in soccer. Accordingly, seven tests for assessment of motor skill level for beginners in soccer were constructed: Foot instep kick with dominant leg, Foot instep kick with non-dominant leg, Ball head kick without jump, Leading the ball with mid-ridge of dominant foot, Leading the ball with mid-ridge of non-dominant foot, Receiving the ball with inner foot while it returns from the ground and Deception "fake shot". In order to estimate errors in motor performance the model that divides the motor movement on easier movement structures by topological regions of the body, that can be easily estimated, was applied. More precisely, for each topological region of a single test a Likert’s scale from 0 to 2 was implemented and the final result was obtained by summing the subject’s segmental scores. Thus, for each variable of motor knowledge total hypothetical scale from 0 to 14 was gained. Metric characteristics of newly constructed tests clearly indicate onto their excellent reliability, sensitivity and homogeneity, and in particular usefulness in practice. Newly constructed tests are reliable but also can give numerically more precise insight into the knowledge level of complex motor than the standard tests which are measured on Likert scale from 1 to 7. Additionally, it is expected that newly constructed tests will have great practical usage and importance in the training of beginners, especially in view of the fact that their use may provide objective insight into the level of motor knowledge and thus can provide guidance and training programming in relation to the technical and tactical characteristics of individual. In accordance with the main objective of the research, a sample of N = 79 entities (41 girls and 38 boys) aged 8-10 years was divided into four experimental groups (N1 = 20, N2 = 21, N3 = 19, N4 = 19). In the first group (DS I), during the process of learning the subjects received only descriptive feedback on performance and after each performance in a set of five successive exercises while in the second group (DS II) participants in the learning process were given only descriptive information about the performance but only after sets of 5 exercises. In the third group (PS I) subjects received a prescriptive feedback after each performance in a set of five exercises while the fourth group (PS II) subjects received a prescriptive feedback only after sets of 5 exercises. All four groups were working according to the same training program, three times a week for a period of 5 weeks. Only methods of giving extrinsic feedback and their frequency in experimental groups were different. Subjects were measured in seven points: initial, 4 transitive points and two points after a retention period. Transitive measurements were organized equidistantly - between measurements was approximately the same time distance. The efficiency of descriptive and prescriptive feedback was established through the retention measurements after a period of two weeks (first retention measurement) and three weeks (second retention measurement). In order to establish the existence of the soccer-specific motor skills learning, for all four experimental groups through all transitive measurement and retention, 3-factorial 2x2x7 ANOVA with repeated measures on the last factor with Scheffé post hoc analysis (type of information * frequency * point of learning) was used. In order to determine the existence of the soccer-specific motor learning trough the transitive points of measurement and retention for all experimental groups regardless of the giving feedback timing, post hoc analysis of two-factor interactions effects (type information * point of learning) were applied. Similar, in order to determine the existence of the soccer-specific motor learning trough the transitive points of measurement and retention for all experimental groups regardless of the type of feedback post hoc analysis of two-factor interaction effects (frequency * point of learning) was applied. Prior to usage of factorial ANOVA, ANOVA for independent samples showed no statistically significant differences between subgroups of respondents in the biological age. Obtained results are clearly pointing to the existence of nonlinear and dynamic process of motor skills learning for all four of the observed experimental groups but also for the groups regardless of the providing feedback timing and groups regardless of the feedback type. Although for all motor knowledge most groups made progress, the results clearly indicate that providing prescriptive feedback after several performances is significantly the most effective way for the observed population of school age children. The fact that the plan of action and motion reconstruction in group PS II children had to work on their own, certainly contributes to active learning that is more progressive, more effective, and better results were obtained. Prescriptive method is more effective for beginners although from the standpoint of a coach is challenging because it assumes great coaching experience and competent soccer knowledge related to the process of training. That is because given feedback must be precise and individual, selected solely on the basis of errors of the respondent in moment of exercising. Multiple regression analysis with forward algorithm was used to determine the relationship between the criterion variables of motor skills in the second retention point and selected predictor variables of morphology and basic motor variables. The results clearly indicate the reciprocal interaction of complex dynamics of intensive motor learning and manifestations of observed latent morphological and motor dimensions. Probably the reason for this result is the fact that higher demands and complexity of motor test increases the necessity of coordination for its effective performance. Consequently, if one starts earlier to develop motor skills, greater are chances to achieve a high level of motor knowledge. Results also implicitly indicate that the learning of new motor programs is most effective if started in the early life stages, when high correlation of coordination abilities and previously learned similar motor programs exists. Furthermore, coefficients of correlation and their significance between variables of physical activity and sedentary activities obtained by NPAQ questionnaire with variables of motor skills knowledge in second retention point were calculated. Statistically significant correlation was identified between the variables of kinesiological activity with variables of motor skills knowledge. The results indicate that in the sensitive stages of child growth and development is certainly important to use either organized or disorganized complex kinesiological facilities especially because their continuous application can activate and generate higher regulatory changes in integration mechanisms in the field of motor skills. In summary, bases for explication, construction, and hierarchical structuring of extrinsic factors that affect motor learning was identified. Deeper insight into understanding of the role of specific sensory and perceptual processes, memory and motor control in the learning of complex motor skills and the performance was obtained. Certainly, practical and theoretical base for the application and development of effective teaching strategies of complex motor skills, both in the teaching of physical education and in the training process under the categories in soccer but also in a variety of complex sports activities was structured. Ultimately, structural model for optimization and the final specification of parameters which are controlling for the effects of learning complex motor skills that maximize the quality of their learning in minimal time was identified. Last, but not least, on the basis of the research results the normative values of complex soccerspecific movement skills for beginners in soccer have been defined.