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The purpose of this study was to compare the effect of self-control feedback with bandwidth feedback through self-modeling strategies on volleyball service in novice and intermediate learners. For this purpose, two groups of novice and intermediate learners took part in this experiment. Each group practiced volleyball tennis skills in six sessions in two sub-groups of self-control and bandwidth feedback methods through self-modeling strategies. The design involved a pretest, acquisition sessions post-test, retention test and a transfers test. In each session, the self-control feedback sub-group was matched to the number of feedbacks received by bandwidth feedback subgroup; but the self-regulation feedback subgroup has a self-controlled role in when they receive feedback.The results showed that both methods of providing feedback in both groups improved the performance level of the subjects in the post-test, retention test and transfer test significantly (p<0.05).  AlsoThe results showed that the beginners benefited from self-regulation feedback more than bandwidth feedback (p<0.05), while the intermediate benefited equally from self-regulation and bandwidth feedback (p>0.05).It seems that the self-control benefits can also be generalized in self-modeling. Therefore, the use of self-control effect in self-modeling feedback in volleyball tennis service training is suggested to coaches and sports teachers in the beginner and skilled groups.