The effects of two methods of teaching elementary school 6th graders in a hurdle class were compared in the present study. One is a new teaching method which emphasizes jump over hurdles high and long. The other is a general teaching method which emphasizes hurdle clearance movement. The former refers to jumping over hurdles, trailing the back leg parallel to the trunk and to run in a three-stride rhythm. This method was used in experimental group (13 boys and 8 girls). The latter refers to stepping over the hurdles as low as possible, trailing the back leg parallel to the ground and to run in a three-stride rhythm if students can. This method was used in control group (13 boys and 8 girls). Each class comprised 6 days. The effects were assessed as pre- and post-test performance in 40-meter hurdle races filmed with six cameras. We analyzed measurement items in hurdling and interval run movements and time required to finish the race. The main findings were as follows. 1) All of the students in experimental group (p< 0.001) and 80% students in control group (p< 0.05) improved hurdle records in the post-test. 2) Post-test hurdling velocity in both groups significantly increased, while interval run velocity significantly increased in the experimental group. 3) Both hurdling and take-off distances significantly increased in the experimental group in the post-test. 4) Post-test hurdle clearance time in the control group significantly decreased. These findings suggested that the new method of teaching is effective in improving all of their hurdle records, and fundamental ability to repeat run and jump in turn without hitting hurdles.