The purpose of this study was to examine the effects of “Momentum” and “Climate” in P. E. class on students' formative evaluation. Data was collected through observation of 60 P. E. classes at elementary school. Momentum of P. E. class was evaluated by the observation instrument of “Learning Engagement in the Motor Learning Scenes”, while climate of P. E. class was evaluated by the observation instrument of “Students' Human Relationship and Affective Behaviors” developed by Hirano et al (1997). The learning outcomes were assessed by “Questionnaire for Students' Formative Evaluation” standardized by Takahashi et al (1994). Main findings were as follows, 1) The multiple regression analysis revealed 6 factors that connected with “Momentum” and “Climate” had big effects on P. E. classes. Especially, off-task behaviors as a component of “Momentum” and negative behaviors of human relationship as a component of “Climate” had significantly negative effects on students' formative evaluation. Only positive behaviors of human relationship showed a significantly positive effect on it. 2) Even in analyzing the gymnastics classes and the ball-game classes separately, the above general tendency was found similarly. However, only in the ball-game classes negative behaviors of human relationship and negative behaviors of affection showed significantly negative effects on students' evaluation, 3) It was suggested that the teaching strategies for reducing off-task behaviors and negative behaviors of human relationship and those for increasing positive behaviors of human relationship were important to realize the effective teaching in P. E. highly evaluated by students.