<p>The purpose of this study was to develop Attitude Scale focusing on inclusion of physical education for fifth and sixth grade elementary school students. First, it was verified the reliability and validity of Attitude Scale of inclusive physical education (Study I). Next, it was examined the effects of factors such as gender differences, grade differences, and exclusion atmosphere in the class on individual exclusion behavior in physical education focusing on inclusion (Study II). Based on these results, it was considered the practical knowledge of inclusive physical education. In this study, it was concluded that the following points were considered.</p><p>1) In Study I, a questionnaire was conducted for fifth and sixth grade elementary school students (2001 valid responses). Exploratory factor analysis indicated a total of 5 factors: 3 factors for inclusion, “Leadership”, “Acceptance of diversity” and “Inclusion of disabilities”, and 2 factors for exclusion, “Exclusion to failure” and “Excessive victory orientation”. Structural validity was confirmed by results of confirmatory factor analysis.</p><p>2) In Study II, it first was examined the characteristics of gender and grade differences in inclusive physical education. In comparison by grade, the fifth grade was significantly higher in “Inclusion of disabilities” that contributed to inclusion, and the sixth grade was higher in the two factors of “Exclusion to failure” and “Exclusion atmosphere” regarding exclusion. Therefore, it was suggested that the inclusive physical education attitude may decrease as the grade progresses. In comparison by gender, girls were significantly higher in “Inclusion of disabilities” than boys, and boys were significantly higher in “Leadership”, “Exclusion to failure” and “Excessive victory orientation”. In addition, it was considered that “Excessive victory orientation” was significantly higher in sixth grade than in fifth grade in boys. The comparison by gender revealed that girls were significantly higher in “inclusion of disabilities” than boys, and boys were significantly higher in “Leadership”, “Exclusion to failure” and “Excessive victory orientation”. As a result of two-way ANOVA, it was suggested children who have a high exclusive atmosphere within the class and who have an excessive victory orientation are more likely to behave in an exclusive manner. Furthermore, it was also suggested that leaders who can accept diversity are less likely to exclude to failure, while leaders who do not accept diversity may behave in an exclusive manner to failure.</p><p>3) By Attitude Scale of inclusive physical education, it becomes possible to objectively measure the learning aspect of inclusive and exclusive children. Considering individual characteristics, it is also thought that it will contribute to class improvement with an emphasis on an inclusive perspective.</p>