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The purpose of this study was to describe the effects and influences of Keller’s Personalized System of Instruction (PSI) in the psychomotor domain through a college level volleyball course. PSI was implemented in a beginning volleyball course as part of the Basic Instructional Program at a Southeastern university. Specific sources of data were used to describe process results and ensure fidelity of the course design to the PSI model. The results of a discipline data analysis indicated that PSI demonstrated Keller’s stated characteristics - self-pacing, mastery-based learning, teacher motivation, and emphasis on the written word in the psychomotor domain. The findings from this investigation support the conclusions that PSI is a viable alternative to conventional styles of instructional design in a college level volleyball program. / Master of Science