The study used an action research approach to investigate the learning effects of Teaching Games for Understanding among the sixth grade students, and to examine the perception of the students and teacher. The participants were one physical education teacher and his 27 males students. The study was conducted with 16 lessons of soccer teaching. Pretest and posttest were administered on cognitive and Game Performance Assessment Instrument (GPAI). The quantitative data were analyzed by independent t-test. The qualitative data were collected by student interview, student dairy and teacher dairy and analyzed using constant comparison method. The results were as follows: (1) There were significant learning effects on cognitive. (2) The learning effects on game performance were not significant. (3)The students were positive about teaching soccer for understanding, they perceived games in PE classs were a lot of fun, small group cooperation enhanced their interactions with peers, they learned games concept and games strategy besides soccer knowledge and skill. (4) The PE teacher gained much teaching feedback from many perspectives through teaching soccer using TGfU, many problems were discovered and solved, thus helping students to learn more effectively and beneficial in professional growth.

本研究的目的主要是以行動研究的方式，探討理解式球類教學對小學六年 級學生認知、情意、技能與比賽表現的學習效果，並瞭解師生對學習效果的知 覺情形研究參與對象為體育專家教師 1 位及其原授課班級 1 班，男生 27 位學 生。實施 16 節理解式足球教學，以足球認知測驗、GPAI，進行前後測驗共 4 節。所蒐集之量化資料採獨立樣本 t 考驗加以處理；以學生訪談、學習日誌、 教師教學日誌等為資蒐集質性資料，採用持續比較法進行內容分析。研究結果 發現：(一) 在理解式球類教學後，學生的認知有明顯的進步。(二) 在比賽表現 上則無差異。(三) 學生對理解式足球教學持肯定的態度，知覺課堂中的遊戲比 賽很有趣、小組合作增加同儕互動交流、除了足球知識與技術技巧，還習得比 賽整體概念與戰術戰略。(四) 教師在足球教學經歷中獲得多方面的教學回饋， 發現與解決問題，協助學生有效學習，並有助於個人的專業成長。