The purpose of this study was to examine instructional models that enhance critical thinking attitude in elementary physical education classes. Three instructional models for enhancing critical thinking attitudes were examined for their effectiveness in enhancing critical thinking attitudes. The first was the peer teaching, and the second was the cooperative learning. The third model was the critical thinking attitudes learning, which was a modified version of the teaching method developed for science classes in physical education. The main results obtained were as follows （1） In the peer teaching, two students were paired and their roles were assigned so that they alternated playing the role of teacher. Student in the role of teacher repeatedly watched, evaluated, and gave advice to the students. As a result, the model was considered to be effective as an instructional model to enhance critical thinking attitude. （2） In the cooperative learning, roles were assigned within the group, and each student was in charge of explaining or advising on the points of movement. However, it was not considered effective as an instructional model to enhance critical thinking attitude. （3） The critical thinking attitude learning was applied to physical education, such as the teaching method using a learning sheet that describes according to the ‘toulmin model’, which was practiced in science, and modified. As a result, the model was considered to be effective as an instructional model to enhance critical thinking attitudes.
