The purpose of this study was to clarify the effective feedback behavior for teachers which produced better learning results in physical education classes. Data were collected during 42 elementary school physical education classes taught by 42 teachers. In a previous study (Takahashi et al., 1996), the expression modes of teacher's feedback, especially "two-way communication", "transmittable" and "sympathetic" showed significant correlations with student's formative evaluation of physical education classes. In this study we examined the relationships between teacher's feedback and their expression modes and student's awareness of them and their formative evaluation of physical education classes. The main findings were as follows: 1) "Positive feedback", "corrective feedback" and "specific feedback" given to student's skill learning showed significant correlations with student's awareness of teacher's feedback. 2) The expression modes, especially "transmittable", "sympathetic", "expression technique" and "verbal content" showed significant correlations with student's awareness of teacher's feedback. 3) The students who were aware of having received effective advice from the teacher evaluated physical education classes significantly higher than the others.. 4) Thus, we conclude that teacher's positive and corrective feedback with a specific content aimed at student's skill learning and their desirable expression modes would be accepted as effective advice by students, leading to better learning results.