The purpose of this study was to analyze verbal communications between teachers and students, based on “parts of speech” employed, in two types of class: one that produced markedly enhanced learning outcomes (attitude scores) (upper group) and another that did not (lower group). An attempt was also made to clarify the validity of the way in which teachers interacted verbally indicated by previous studies. In physical education classes, hurdle races were held with eight classes in the upper (fifth and sixth) grades of elementary school from May to July 1997. All remarks made by teachers and selected students accompanying the teachers' actions during the 3rd, 4th, 6th and 7th periods (main parts of a curriculum unit) were recorded in all eight classes using video tape recorders and wireless microphones. All eight classes adopted the same educational program with the aim of attaining the same goal. The words used by the teachers and children were classified by parts of speech, the minimum units of sentences, and the frequency of use of each of the parts of speech was counted during each 45-minute period (hereafter referred to as “analysis according to parts of speech” or “parsing”). The results obtained confirmed that some specific verbal interactions used by teachers enhanced learning outcomes (attitudes and skills) in the hurdle races. Moreover, it was recognized that teachers of the upper groups used the eight parts of speech as shown in the “Introduction”, regardless of their fondness for those parts of speech. In the upper groups, it was seen that, when affected by the verbal interactions of teachers, students at mid-level acted as “joints” to tighten the link through verbal interactions among fellow students. It is considered that this phenomenon consequentially enhanced cohesiveness in each learning group, and improved students' attitudes and skills. From these results it is speculated that the verbal interactions by teachers stated in previous studies to serve as the “grammar of physical education classes” have a high potential to enhance the learning outcome (attitudes and skills) of students in the upper (fifth and sixth) grades of elementary school.