目的：探討幼兒體能教師自覺專業能力與有效教學表現之關係。方法：以問卷調查針對臺北市、新北市共五所幼兒體能工作室之幼兒體能教師為研究對象，有效問卷共計94份。以「幼兒體能教師自覺專業能力量表」及「幼兒體能教師自覺有效教學表現量表」進行施測。以描述統計、獨立樣本t檢定及皮爾森積差相關進行資料分析。結果：一、幼兒體能教師自覺專業能力在教育背景及性別變項未達顯著差異，年齡及教學年資在專業知識分量表中則達顯著相關。二、幼兒體能教師的自覺有效教學表現在教育背景及性別變項未達顯著差異，教學年資在計劃與準備、教學氣氛分量表中及整體得分皆達顯著相關，在年齡背景變項則未達顯著相關。三、幼兒體能教師的專業能力與有效教學表現具有顯著正相關。結論：本研究認為幼兒體能教師自覺專業能力與有效教學表現關係密切，建議本研究結果可作為幼兒體能師資培訓課程設計之參考，及評量幼兒體能教師教學之用。

Purpose: to investigated the relationships between perceived professional competence and effective teaching among pre-school physical fitness instructors. Method: There were totally of 94 pre-school physical fitness instructors from Taipei and New Taipei City who completed “perceive professional competence inventory” and “perceived effective teaching inventory”. Descriptive statistic, Independent t-test and Pearson Product Moment Correlation Coefficient were utilized to analyze the data. Results: 1. No educational background and gender difference was found for perceived professional competency. There was a significant correlation between age and seniority of perceived professional knowledge. 2. No educational background and gender difference was found for perceived performances of effective teaching. Seniority has significant correlations with teaching plan, preparation, teaching atmosphere, and the totally score of perceived effective teaching performances, but no significant correlation with age for any variables. 3. There was significant positive relationship between perceived professional competency and performances among pre-school physical fitness instructors. Conclusion: professional competency and performances of effective teaching has critical relationship among pre-school physical fitness instructors. For the future, fundamental training skill and curriculum design are highly recommended to emphasize for the pre-school physical fitness instructors.