The overarm throw is a difficult multi-limb task because the overarm throw requires synchronized dexterity of the entire body. Research has determined that the inability to throw hinders children's participation in physical activities. The dynamic systems theory, which describes the interactions and processes that manipulate development, framed this quantitative study to investigate the effects of overarm throw instruction without a ball accompanied by verbal, directional cueing set to music with counts (decontextualized skill-cueing). A repeated-measures analysis of variance analyzed the process scores of the overarm throw for accuracy across three periods for 78 girls and boys in kindergarten and first and second grades. Data analysis found the main effect comparing the genders was significant, indicating a difference in the process scores between genders across the three periods. Descriptive statistics indicated the means for both sets of participants gradually increased after the pretest through the posttest and the retention test with the highest mean at retention test; yet, the means for the female participants were not as high on any test as were the means for the male participants. Further, the main effect between the control and treatment groups was also significant. Both groups' process scores increased over time from pretest to posttest; however, the control group's scores decreased during the retention test, as evidenced by the means and standard deviations. The study upholds the dynamic systems theory constructs that posit the body's multiple physiological components combine to create over-time skill variability in the body relative to the task, individual, and environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]