The purpose of this study was to examine the features and interrelationships between teaching behaviors (TB) and learning activities (LA) in high school PE classes using the direct instruction model. Participants were sixteen physical education (PE) teachers and their students from three urban high schools in the USA. Thirty-two PE classes (each teacher was videotaped two lessons) were videotaped and analyzed using Direct Instruction Behavior Analysis (DIBA) instrument. All categories in the DIBA were employed, wherein eight categories describe TB and six categories describe students' LA. The data was collected by interval recording (for reflecting the percentage of times that the participants spent on the pre-defined behaviors/activities) and event recording (for reflecting the rate per minute (RPM) on the pre-defined behaviors/activities). The RPM data were analyzed by the multiple regressions analyses. Findings were summarized as: (a) on average, the teachers spent 28.8% of time in Informing (I), 25.4% of time in Structuring (S), 17.0% of time in Observing (O), 9.2% of time on Feedback (F), 3.2% of time on Questioning (Q), 1.9% of time on Praise/Encourage (P), only .3% time on Controlling, but 14.1% of time on None-Above (N) behaviors in a lesson; (b) on average, the students 56.2% of time on Motor Engaged (M), 20.7% of time on Cognitive Engaged (Ce), 6.8% of time on Response-preparing (R), 6.4% of time on Get-equipments/Relocation (G), 9.7% of time on Waiting for a Turn (W) in a lesson*; and (c) the above features were confirmed by the RPM data: I was 3.29, S was 2.54, O was 1.20, F was .71; P was .14 and Controlling was .01, but N (not related to instructional behaviors) was 1.28; M was 5.3, Ce was 1.90, R was .31 , G was .68, but W was .98. The multiple regressions analyses revealed the following correlation coefficients and were meaningful: teacher vs. M (r = .558, p < .01); Q vs. Ce (r = .406, p < .01); F vs. Ce (r = .362, p < .05); more importantly, when teachers showed N behaviors, then their student had no motor and cognitive activities engaged; therefore, N vs. M (r = -.510, p < .01); and N vs. Ce (r = -.516 (p < .01). These findings might surprise some previous researchers in the similar topic and set a new data foundation for further investigations on this topic.Keyword(s): physical education PK-12