The purpose of this study is to examine the relationship among teaching method type of physical education teacher, class flow, and health promotion behavior that middle school student perceives. For the study, 685 middle school students from a D Metropolitan City, G City, and Y City who are taking the physical education classes were selected. For the research tool, a questionnaire of teaching method type developed by Chellladurai(1977) and adapted by Kwon(2011), physical education class flow inventory for middle school students developed by Csikszentmihalyi(1975) and validated by Kim(2008), and health promotion behavior inventory developed by Walker and Pender(1987) and adapted by Seo(1994) were used. For processing the collected data, SPSS 21.0 program and AMOS 21.0 were used, and descriptives analysis, confirmatory factor analysis, reliability analysis, independent sample t-test, one-way analysis of variance, correlation analysis, multiple regression analysis were used to verify the hypothesis. Significance level was set at α=0.5. Results are as follows:
First, there were differences in teaching method type of physical education teacher, class flow, and health promotion behavior depending on the background variables. Second, it appeared that, teaching method type of physical education teacher, class flow, and health promotion behavior have positive relationships. Third, there were partial effects of teaching method type of physical education teacher on class flow. Fourth, there were partial effects of class flow on health promotion behavior. Fifth, there were partial effects of teaching method type of physical education teacher on health promotion behavior. This study concludes that for the students' class flow and the practicing health promotion behavior, physical education teachers are expected to establish effective teaching method type considering characteristics of students and class environment.