The purpose of this paper was to present a descriptive model of organizational behaviors in management of school physical education. An effective model provides the viewpoint of explanation about organizational behavior in management of physical education. Furthermore, it will be able to explain the organizational change relating to organizational behavior. At first, we tried to review 1) March & Olsen's (1976) garbage can model of the educational organizations, 2) Weick's (1976) model of the educational organizations as loosely coupled system, 3) Daft & Weick's (1984) model of organizations as interpretation systems and 4) Tao's (1990) study on the organizations of public administration. Their Organizational model suggested that the organizational constructive elements and activities which retained the ambiguity were loosely coupled. And, their relationships depended on the environmental interpretation peculiar to the organizations. Second, a descriptive model of organizational behaviors in management of school physical education was presented. The model was composed of two dimensions which affect the organizational behaviors. One dimension explained about occupation-community of knowledge (information). Another dimension explained about exclusion-retention of ambiguity. The combination of these two dimensions identified four typical organizational behaviors of "fixed behavior", "self-reflected behavior", "autonomous behavior" and "creative behavior". If several necessary conditions were not filled, each behavior varied to undesirable organizational behavior. In this paper, the patterns were indicated that one organizational behavior varied to another behavior. It meant the mechanism of organizational change. Third, several propositions were presented which were deduced from this descriptive model of organizational behaviors in management of school physical education.

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It is one of the important aims of physical education learning today, which aims at connecting the effect of learning with lifelong sports, to inspire learners to make "the voluntary and independent participation in physical activities". The management of physical education considers that this topic may contribute to the study in the physical education learning by focusing on the corelation of "the retention of high motivation to physical activities" with "environmental and organizational factors". First of all, in this study, we specified a theoretical model, which is based on "expectancy theory" which is now considered to be the most elaborate motivation theories on management study. Then, we analyzed the causal relationship in phychological process of this model in the class of high jump ( 5th grade and 6th grade in the elementary school). The findings were as follows; in the mixed grades and 6th grade, Dexpectancy motivation brought about high performance of high jump, and 2)the corelation between the motivation and performance had the mutual effect with independence degree of personality factors. But this mutual effect was not found in the relation with role perception. Furthermore, 3)the performance was closely relted to the satisfaction mediated by inner-outcomes. From these results, it may be safe to conclude that the effectiveness of phychological process, which is one of theoretical models and causes volantary and independent participation in physical activities, was shown in physical education classes. However, the relation to environmental and organizational factors of theoretical model remained to be substantiated.

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