A study was conducted to examine the characteristics of physical education teaching using a process-product research model we had employed for more than ten years. The product was measured in terms of studens' evaluation of physical education classes, and the process was observed through systematic observation instruments assessing student behaviors, teacher behaviors and teaching style. By analyzing the relationships between the process and product variables, we tried to clarify the characterristics of physical education teaching evaluated by students. The main characteristics of the process were as follows. 1) Manegement time was less and physical education content was greater. 2) Learning discipline was well established, so that off-task behavior was rarely obseved. 3) The time of engagement, ALT and mortor ALT were increased. 4) Positive human relationships among students were observed more frequently. 5) Positive affective behavior was expressed more among students, giving a brighter class atomosphere. 6) There was less management behavior and instruction behavior by teacher. 7) Interaction behaviors of the teacher was more active. 8) Positive and corrective feedback for individual motor skill learning was performed more frequently. 9) Feedbacks evaluated from "interactive", "transmissible" and "sympathetic" viewpoints was evident more frequently. 10) An indirect teaching style was used more frequently than a direct teaching style. These characteristics were considered to be the basic requirements of teaching in physical education, and could be summarized as three main factors : "learning momentum", "class atomosphere" and "learning initiative".