Abstract: Objective: To investigate question types and skills of eliciting and responding to answers used by physical education (PE) expert teachers’ and primary teachers’ to provide a reference for the improvement of teaching quality and development of primary PE teachers. Methods: Using literature review, video recording, motion picture capturing to make detailed observation and statistics of the questioning methods employed by the two types of teachers of each four in four sessions. Results: (1) the predominant questions raised by the two types of PE teachers in classroom were mainly memory-based questions. The number of questions raised by experts in a single class was significantly higher than that of primary teachers. As compared with primary teachers , experts raised more analytical, reasoning, commentary, and critical questions and less imaginary and creative questions; (2) Experts’ average waiting time for response was 3 seconds less that that of primary teachers, much longer than the duration for a single question used by primary teachers. The duration used by experts for question repetition and questions having multiple answers was significantly longer than that used by primary teachers; (3) in terms of answer-responding skills, experts spent more time on responding to students answers and used the skills of "giving guidance answers" and "suggesting a special activity" more often; 4) as compared with their behavior in non-special classes, experts have more questioning behaviors, use more commentary and critical questions and questions having multiple answers, and give more guidance answers. Conclusion: Primary PE teacher are considerably different from experts in using question types and skills of eliciting and responding to answers. Therefore, it is important for primary teachers to observe and learn form experts’ teaching behavior.

Key words: Classroom Questioning, Skill of Responding to Answers, Skill of Eliciting Answers, Behavior Characteristics