This study aims at trying to apply GPAI to the TPSR model class, which has rarely been applied in Korea thus far. To accomplish this goal, GPAI was applied to 17 periods of TPSR class on subjects in four classes in the sixth grade of an elementary school from April to June,2010. As for the research results, first, with regard to the process of introducing and practicing the GPAI assessment, teachers recognized it as an evaluation of less practicality and proper validity and the students recognized it as something of difficulty that could help to improve their eyesight for games. Second, in terms of the degree ofthe correspondency of the GPAI assessment elements, both males and females displayed a higher reliability of more than 75% in the factors of decision making, performance of skills,and assistance. Third, the GPAI evaluation result showed that the element of decision-making among the determination index was similar for male and female students, and the female students’ element of performance of skills and the male students’ assistance element showed higher value. Fourth, male students improved faster and maintained their ability to play games, and females’ performance steadily improved and was better than that of male students’ duringthe finals. The research results mentioned above suggested that the perception that the TPSR is a model focusing on the affective domain and the criticism that it is prone to the psychomotor domain should be changed. In addition, to apply the GPAI assessment more effectively, the reasons for why the function-oriented model in frequent use in the field is not very effective needto be established, and more specific measures should be taken, such as training programs to generalize it to a field and a supply of digital equipment for scientific recording and organizing.