Although previous studies have examined the effects of visual perspective of a video model on learning of motor skills, the effects of visual perspective of a point-light model on observational learning has not been investigated. The purpose of the present study was to investigate the effects of observing a point-light model from the rear and front perspectives on learning a baseball pitch. The participants included 48 male volunteers aged 18-26, who were divided into three groups: rear perspective, front perspective and control. Motor task involved throwing a baseball toward a target. The protocol included a pre-test (including 5 throws), an acquisition phase (including 5 blocks of 5 throws) and a retention test (including 5 throws). In the acquisition phase, the participants of observation groups observed a point-light display corresponding to their group 5 times before performing each training block. All throws were recorded for kinematic analysis. Also, the results of the launches were recorded. The results showed that observing a point-light display is better than not observing the model in learning the movement pattern; but not in the movement outcome. Moreover, observing a model from the rear perspective led to better learning of the movement pattern than observing from the front view. These results suggest that observers are able to extract the necessary information from point-light display to learn a new motor skill. In addition, observing the model from the rear view has a better effect on motor learning than the front view.