The purpose of this study was to look at the effects of instructional program to improve the sprint skills of upper grade children in elementary school by instruction to get children to acquire the rational sprint movement at the full speed phase in Physical Education classes. Participants were 34 children (20 boys and 14 girls) in 6^th grade and they attended 8 unit hour lessons of sprint. The first half of the unit plan was mainly for acquiring and fixing basic skills of sprint and the last half was mainly for improving their sprint skills moreover by problem based learning. Additionally, they got involved in game like activities in every latter half of daily lessons to make them motivated to run at full speed and feel fun and pleasure. The intention of these learning activities was mainly to improve their posture and lower limb movements to run effectively. In order to look at the effects of the program, sprint time, sprint speed (20m-40m), maximal speed, decline rate of speed, and sprint form in 50m sprint were analyzed. The main findings are summarized as follows:

1. The result of formative evaluation shows that the lessons were acceptable for children and made them motivated in learning activities and realize learning outcomes by themselves.

2. As to all children (n=31), their lower limb movements score, sprint time, sprint speed (20m-40m), maximal speed and decline rate of speed were improved significantly. So the teaching materials developed in this study were effective to get children to improve their sprint skills.

3. The result of analyses about each skill based groups shows that high-skilled (n=10) and middle-skilled (n=11) children had been able to reach maximal speed faster than before lessons and to maintain the speed by improving lower limb movements.

4. As to low-skilled children (n=10), it suggests that they had been able to accelerate smoothly and to have speed decline modest like as high-skilled or middle-skilled group by improving whole form of sprint including “the part of the foot contact”.These results suggest that the instructional program in this study was effective to improve children’s sprint skills. But it needs to consider about instruction for improving the scissors-like leg movement and upper limb movements to improve their sprint skills moreover.

The purpose of this research is to examine 3rd grade students’ throwing and batting abilities in striking and fielding game classes.

66 students participated (38 boys and 28 girls), and the study was conducted over eight, one-hour PE sessions of two different classroom groups. In this research, we used some teaching materials for throwing and batting practice, and a modified game in which students performed throwing and batting. The data was analyzed according to the following four measures: softball throwing distance, throwing motion scores, batting practice scores with plastic bottles, and batting motion scores.

The throwing motion and the batting motion were analyzed according to the criteria for observational evaluation of the throwing and batting motion. These criteria were developed for comparing results before and after this study.

The main results were as follows:

1. These criteria for observational evaluation of the throwing motion and the batting motion were shown to have reliability, objectivity and validity for evaluating the series of motions during softball throwing and batting.

2. In comparing results before and after the study, the softball throwing distance, throwing motion scores, batting practice scores and batting motion scores were all significantly improved. The softball throwing distance increased by 4.48m, throwing motion scores by 5.66 points, batting practice scores by 4.25 points, and batting motion scores by 7.31 points, on average.