本研究所使用之工具鳥「輔仁大學體育課程滿意量表」，分析收回之1965份有效量表後，所得之結果如下: 一、輔仁大學學生對「體育課程整體」以及「教師能力與素養」、「身體與能力發展」和「同學關係」等三個層面感到滿意，而在「上課場地與器材」和「其他條件」方面則表示不滿意。二、接受興趣選項教學型態的學生比接受綜合教學之型態者有較高的滿意度。三、任課教師為專任者的學生滿意度比任課教師鳥兼任者為高，。四、個人運動屬性的體育課程滿意度最高，團體運動屬性次之，而混合性體育課程則最低。五、第5-6節上課的滿意度分剎高於第1-2節和第3-4節上課者。六、於室內與室外場地上課者之滿意度均高於土課場地為室內、室外兼有的混合場地者。七、男生班的滿意程度與女生班的滿意程度均較男女合班者鳥高。入、對體育課程滿意度怠高的學生，其繼續選修體育課的意願愈高。九、在滿意度整體及其五個層面中，r身體與能力發展」是唯一能有效預測繼 續選修體育課意願的因素。

The "Physical Education Courses Satisfaction Scale of Fu Jen Catholic University" was used as the survey instrument. Based on the collected 1965 usable scales， the study concluded: 1.Fu Jen University students were satisfied with physical education courses in general， the competency of teacher， physical ability development ‘andclassmate relationships， but were not satisfied with facility and equipment and other supportmg aspects. 2. Students in interest-based， single-sport classes were more satisfied than those in mIX-content ones. 3. Students instructed by full-time teachers had a higher satisfaction level than those instructed by part-time ones. 4. The satisfaction level of students taking individual sports was the highest， that of those taking a combination of both individual and group sports was the least， with students having group sports， in-between. 5. Students taking the 5-6 period classes were more satisfied than those taking the 1- 2 and 3-4 period ones. 6. Students iT' !..lassesheld either indoors or outdoors had a higher satisfaction level than those taking classes that switched back and forth between indoors and outdoors. 7. Students in single-sex classes were more satisfied than those in co-eds. 8. Themore the students were satisfied， the more likely they will continue to take elective physical education classes. 9. Amongthe scores in general and of each subscale， physical ability development was the only effective variable in predicting the willingness level of taking elective physical education courses.