This study compares the effects of command, task, and individual program styles of teaching as they affect specific skills in alley soccer, a game knowledge test on alley soccer, and personal and social adjustment. A battery of skills tests, a game knowledge test on alley soccer, and the California Test of Personality were given to 221 fifth-graders. The pre- and post-battery of skills tests indicated that boys obtained better scores than the girls on the various soccer skills and that students who had more extensive exposure to the activity developed greater soccer skills. A significant difference was indicated between the task and in individual program styles of teaching on the pre- and post-game knowledge test. The significant sex difference occurred where the experimental groups met three times weekly, with the boys obtaining higher scores than the girls. The pre- and post-personal adjustment scores indicated very little sex difference, with girls attaining higher scores than the boys did. The pre- and post-social adjustment test scores indicated that the girls obtained better scores than the boys did. (A 9-item bibliography is included.) (Author)