This study examined whether VARK learning-style preference moderates the relationship between instructional method and physics motor-skills performance among Form 2 secondary school students in Nairobi County, Kenya. Using a quasi-experimental design, 138 students were assigned to Gagne's Nine Events of Instruction (experimental) or conventional lecture-based instruction (control). Post-practical performance ranks were compared across five VARK subgroups using chi-square tests and Fisher's Exact Test. Download