This study was to research the accuracy of authorized physical education textbook and supply information, which hence forward minimize errors and weaknesses of the government-published textbook through the community consideration activity. The community consideration which encompasses viewpoints of researchers at universities, theoretical fields and the viewpoint one of teachers in shcools, which represent as practical fields. Every distance challenge activity section of the four kinds of authorized textbook at the fifth grade level were the main subjects of the study conducted with assistance of four elementary school teachers from March to December in 2011. In the methods of the research, data had been collected by the inductive category analysis such as lesson observation, discussions of experts, journals about class reflection, interviews. As the result of analyzing the authorized textbooks, the study showed meaningful aspects; accuracy and validity. An intellectual system about illustrations, photograph analysis, exercise ways and instruction skills in the accuracy aspect and disparateness between contents of textbook and practical fields, content revision, compensation in the validity aspect were categorized respectively. Some findings were derived form the research of analysing the authorized textbooks. First of all, it was found that illustrations and photograph of authorized textbooks described contexts in detail, but some cases of the image indicating overview activity contents of lesson seemed to be not well-selected and include inaccurate descriptions of distance measurements and movements. Moreover, knowledge system of exercise ways and instruction skills were analyzed through teaching methodology approach. Several errors related to accurate poses of pitching a ball and putting the shot, measuring distance of the long jump, learning models and teaching behaviors et al were detected in the images as well. Furthermore, participators of the research argued improvements of some demerits: shortage of materials and tools suggested in the physical education textbooks and teacher guide books; fears of students in the physical education class; and inadequacies of contents system and allotting amounts of time and dangers of injury et al. The necessity of consistent terms among four authorized textbooks are also argued.