流暢體驗在許多領域運用廣泛，但未曾運用在體育課學習。目的:在探討大專興趣選項體育課學生流暢體驗、學習滿意度及其相關情形。方法:採用問卷調全法，發放給全國11所公私立大專院校20種興趣選項學生，計有效問卷1，143份。結果:(1)學生於興趣選項體育課中得到中高頻率流暢體驗(M=4.23)及頗高學習滿意度(M=4.82) ; (2)流暢體驗與學習滿意度有顯著正 相關(r=0.67)、流暢體驗各因素透過第一組典型因素(x1、η1) ，命名為「平衡與忘我形成上課時滿意度J'影響學習滿意度各因素(ρ=0.73;ρ2=53%)、 其中「挑戰與技巧的平衡J0.95透過典型因素(χ1、η1)與學習滿意度各因 素有高度正相關。結論:為兩變項有正相關，教師宜設計能促進學習挑戰情境與個人技巧合宜配合下之教學方案，未來可針對興趣選項特別項目及教師教學法進行深入研究。

Flow theory was applied widely， but seldom in physical education classes.
Purpose: To investigate the relationship between the flow experience (FE) and learning satisfaction (LS)， and their correlation. Method: Questionnaires. The subjects were the students taking 20 kinds of optional physical education classes in 11 public/private universities. Results: 1. Students had middle-to-high FE (M=4.23) and high LS (M=4.82); 2. FE and LS had positive significant correlation (r=0.67);Factors FE affected factors in LS (p=0.73;ρ2=53%) by the first canonical factor (χ1，η1)， named by ‘challenge/skillbalance and loss self-consciousness forming LS during class';‘The balance between challenge and skill'， one of FE factor， affected all LS factors. Conclusions: Teachers should design the programs that could promote the match between challenge in learning situations and individual skill for the positive correlation of FE and LS. Individual sport events and teaching methods could be the future research direction.