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The purpose of this research was to investigate the relation between students' cognition, performance and interaction in hurdle practice for tow 6th grader PE classes. Seven hour-long hurdle sessions were used as a method of research. Students’ cognition, performance and interaction were analyzed. The data was analyzed according to the following seven measures．1) Theoretical test about hurdle performance 2) Students’ description of the activity in study card 3) Hurdle performance 4) Time in which 40m hurdle was completed 5) Interaction between students’ group members 6) Formative evaluation instrument focusing on students’ interactive and cooperative behaviors 7) Confirmation of relevancy between measures 1) to 6) The main results were as follows．In comparing students’ results before and after the study, performance improved on average on all of the six measures. Students' cognition, performance and interaction in both classes improved. Furthermore, high performing students scored high the theoretical test, and low performing students scored low. The students who got a high score on the test had a lot of interaction with group members and the students who got a low score on the test had little interaction with group members. Based on these results, the relation between student's cognition, performance and interaction was strong in this study.

The purpose of this research was to investigate the relation between students' cognition, performance and interaction in hurdle practice for tow 6th grader PE classes. Seven hour-long hurdle sessions were used as a method of research. Students’ cognition, performance and interaction were analyzed. The data was analyzed according to the following seven measures．1) Theoretical test about hurdle performance 2) Students’ description of the activity in study card 3) Hurdle performance 4) Time in which 40m hurdle was completed 5) Interaction between students’ group members 6) Formative evaluation instrument focusing on students’ interactive and cooperative behaviors 7) Confirmation of relevancy between measures 1) to 6) The main results were as follows．In comparing students’ results before and after the study, performance improved on average on all of the six measures. Students' cognition, performance and interaction in both classes improved. Furthermore, high performing students scored high the theoretical test, and low performing students scored low. The students who got a high score on the test had a lot of interaction with group members and the students who got a low score on the test had little interaction with group members. Based on these results, the relation between student's cognition, performance and interaction was strong in this study.

The purpose of this research was to investigate the relation between students' cognition, performance and interaction in hurdle practice for tow 6th grader PE classes. Seven hour-long hurdle sessions were used as a method of research. Students’ cognition, performance and interaction were analyzed. The data was analyzed according to the following seven measures．1) Theoretical test about hurdle performance 2) Students’ description of the activity in study card 3) Hurdle performance 4) Time in which 40m hurdle was completed 5) Interaction between students’ group members 6) Formative evaluation instrument focusing on students’ interactive and cooperative behaviors 7) Confirmation of relevancy between measures 1) to 6) The main results were as follows．In comparing students’ results before and after the study, performance improved on average on all of the six measures. Students' cognition, performance and interaction in both classes improved. Furthermore, high performing students scored high the theoretical test, and low performing students scored low. The students who got a high score on the test had a lot of interaction with group members and the students who got a low score on the test had little interaction with group members. Based on these results, the relation between student's cognition, performance and interaction was strong in this study.