Abstract
This study aimed to examine the effects for instruction of knowledge and movement on problem-solving in the fifth-grade elementary school endurance running unit. The data were analyzed from three perspectives: problems and problem-solving methods in students' motor learning, ability to maintain a running pace, and attitude toward endurance running. The results indicated three main findings: 1) Instruction of Knowledge and movement in the endurance running unit is expected to to encourage students to acquire knowledge, use it to devise movement, and identify and find solutions to their problems. 2) Instruction of Knowledge and movement affected the ability to maintain a running pace. 3) The endurance running unit was positively received and highly evaluated by the students.
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