This study explored the process of self reflection of students participating in the team assisted individualized physical education class of cooperative learning model. In order to accomplish the purpose of the study, one third grade of I middle school in metropolitan area was collected. Participants were selected by the deterministic case sampling method. Participants were collected through in depth interviews, participation observation, and documentary data. Data analysis was analyzed by open coding, axial coding, and selective coding using NVivo 11. Analysis categorized self initiative perception, cause analysis, clue detection, self directed effort, and self directed participation. As a result of analyzing collected data, First, participants who experienced for the first time the team assisted individualized physical education class of the cooperative learning model recognized it as a new experience of finding their own existence through cooperative learning that needs a role of learning. Second, as cooperative learning activity progressed, research participants found the subject of change to become a learning subject. Third, the self directed learning ability of the research participants has been cultivated because the subject 's perception change has been repeated with reflection and practice. Fourth, through the creation of self directed learning environment, participants showed positive emotional changes as they experienced a sense of accomplishment about physical activity knowledge. Therefore, it is important to create a coherent classroom environment in which self initiative can be cultivated and to raise awareness as a reflective learning practitioner who can strengthen the learner 's self initiative competence.