Drawing on the studies of implicit ways of teaching (Choi, 2002; Fenstermacher, 1990; Hasen, 2001; Oakeshott, 1989; van Manen, 1991), the aim of this study is to examine the educational effects of indirect teaching behavior (ITB), a new approach of researching teacher behavior, in order to better understand well-rounded education in the field of physical education. An ethnographically informed case study based on participant observation (eight months, 8th grade two co-ed physical education classes) was employed to produce a thick description of the ITB. Participant observation was supported by video recordings of classes, photos of students, questionnaires and interview, and teacher's self-report. Through inductive analysis of the data, we found that ITB had a powerful influence on forming a positive classroom atmosphere in relation to fun, active and moral. The positive atmosphere played a pivotal role in encouraging students' social and moral development including respecting their teacher, cooperating with other friends, learning the intrinsic value of physical education, and reflecting themselves. An understanding of ITB will help expand the way in which educators view teaching methods and studies in physical education beyond the dominant approach to techniques-oriented teaching in that ITB can be seen as essential content for holistic development of students. In this sense, this paper suggested that researchers and teacher educators need to re-examine the power of ITB in regard to teacher's professional competence in physical education and teacher education (PETE). For future research of ITB, it is necessary to explore what and how key personal and social-cultural factors impact teachers' ITB as is currently being conducted in the realm of teaching.
