The Present study was designed to elucidate whether or not the effectiveness of two methods of physical education teaching differ upon attitudes toward the instruction of physical activity courses among the lower grade children in elementary school. A class taught under a systematic sequence in whole-class learning (abbr. A-class) was compared against another class taught under a problem-solving method in sub-groups (abbr.B-class). Umeno Physical Education Inventory was used to measure attitudes, twice at the beginning of October and the end of December in 1978. During the period of attitude measurment, all the sounds of teaching and learning behavior on 3 lessons with the same teaching material were tape-recorded for the A- and the B-classes, respectively. Children were asked to present a composition on their impression of the class actiuities. The results obtained through the attitude measurment were discussed in relation to the analyses of the recorded tapes and the clildren's compositions. In the magnitudes of change in the score during the term, differences between in A-class and in B-class was not remark-able. However, the attitude score in the B-class was higher than it was in the A-class at the end of December. Especially, considerable increases were discernible in the score of three items in B-class, "deep impression on physical activities", "value of physical education" and "evaluation for the instruction of physical activity courses". From the results of analyzing teaching and learning behavior, it was suggested that the teacher's directions on skill development and movement patterns were emphasized more in the A-class as com-pared in the B-class. An intrinsic motivation of children in the B-Class was activated by teacher's timely and appropriate questions. It is suggested that the method of learning through problem solving might increase the attitude score toward the instruction of physical activity courses than did the method of systematic sequence and that the activities of instruction exerts a striking influence upon the attitude score in particular.