The purpose of this study was to determine the effects of a teacher-directed model (TDM) and a decision-sharing model (DSM) of instruction on the development of body-concept and reduction of anxiety in elementary-age children. The treatment groups consisted of 99 public school children, grades three and four, who participated in either a movement program in which the teacher made all the decisions (TDM) or in a program where they shared in the decision-making process (DSM). An additional 48 third- and fourth-grade children were used as a control group. The Cheffers Adaptation to Flanders Interaction Analysis System (CAFAIS) was used to verify the two treatments used in the study. The dependent variables were measured by the Osgood's Semantic Differential Technique for Body-Concept Measures and Sarason's General Anxiety Scale for Children. Results indicated that there was no significant difference between the TDM and DSM groups for body concept improvement. It was also found that girls have a more positive concept of their body than boys. The findings from the anxieity scores indicated that anxiety levels in fourth-grade males appear to be reduced when exposed to a teacher-directed model. However, a decision-sharing approach was found to have significant effect on reducing anxiety levels in third-grade females. (Author)