The purpose of the paper is to examine the effectiveness of teacher's initiative in physical education classes. The questionnaire of 2 categories (‘determination of learning goal and content’ ‘determination of learning method’) was prepared for making clear teacher's initiative and applied to teachers who have physical education classes from 3rd to 6th grade (278 classes). And formative evaluation by Takahashi et al (1994) was applied as learning product variable.
Main findings are as follows.
1) ‘Determination of learning goal and content’ was divided into 4 types physical education classes. As a result of the investigation, the subjects were divided into ‘teacher-centered’ type 33.5% ‘task selected’ type 14.7% ‘task created’ type 34.2% and ‘child-centered’ type 17.6%.
2) ‘Determination’ of learning methods' was divided into 4 types of physical education classes. As a result of the investigation, the subjects were divided into ‘direct teaching’ type 16.5% ‘direct orientated’ type 32.2% ‘indirect orientated’ type 36.6% and ‘spontaneous learning’ type 14.7%.
3) The relations between ‘learning goal and content’ and formative evaluation were analyzed. The results revealed that ‘teacher-centered’ type of physical education classes were evaluated lowest by pupils. On the contrary, physical education classes which evaluated highest were ‘task selected’ type.
4) The relations between ‘learning goal and content’ an formative evaluation were analyzed. The results revealed that ‘direct teaching’ type of physical education classes were evaluated lowest by pupils. On the contrary, physical education classes which evaluated highest were ‘indirect orientated’ type. As for ‘total’ ‘way of learning’ ‘cooperation’ in the formative evaluation, there are significant relationships between ‘learning goal and content’ and them.
