The purpose of this study was to compare and analyzed the effects of teaching-learning behaviors and to examine the effect of teaching behaviors on the student's formative evaluation to elementary physical education classes in Korea and Japan. Thirty physical education classes taught by 30 elementary school teachers(Korea 15 teachers, Japan 15 teachers) were studied for this purpose. In order to analyze the teaching behaviors were coded using the four categories of Takahashi's Obervation Instrument(1991), and the student's learning behaviors coded using the Supervision Program Instrument Youn's instrument(l991). Additionally, student's evaluation to physical education classes were assessed by employing the Formative Assessment Instrument(Takahashi et al 1994). Main findings were as follows, First, the teachers of Korea would spent 36.1% of total classes time in monitoring, while those of Japan would spent 37.2% of total classes time in direct instruction, and the most outstanding thing was that a lots of time spent during students' activity time which placed at the highest rate in respective countries. Second, the data of Korea have shown that direct instruction and management episode behavior had significant positive correlations with student's receiving information and management behavior. The data of Japan have shown that significant correlation between direct instruction and receiving information, and the student's waiting behavior had significant positive correlations with interaction and transition. Third, the data of Japan scored higher on 9 items than those of korea at the student evaluation physical education classes. It was recommended that additional studies be conducted to better understand and control the effects the arranged contrived on the teaching-learning behaviors in physical education classes.