國小體育教師課程決定程度，代表著國小體育教師彰權益能的多寡，暨反映國內體育課程決定民主化的指標作用。目的：本研究旨在了解國小體育教師課程決定的內涵程度，更體現國內課程決定的民主化的意義。方法：以臺澎金馬地區各公私立國小教師為研究母群，採取質量並行的取徑，先針對3 名國小體育教師進行參與式觀察與個人深度訪談，再與8 名擔任體育科任之教師、組長、主任、及校長進行深度訪談；量化方面透過問卷調查法，採分層隨機抽樣抽取1,000 份樣本，約佔全國國小教師人數之0.97%；共回收830 份，有效樣本計807 份。再以描述統計、單因子多變量變異數分析 (one-way MANOVA) 與薛費法 (Scheffes’ mothed)事後比較進行統計。質化方面除配合文件分析，並觀察3 名國小體育教師，分別訪談8 名國小體育教師、組長與校長。結果：國小體育教師在課程決定內涵整體平均數為3.51，傾向於經常做決定的情況。各層面以內容的決定為最高，分組的決定次之，其餘依序為目標的決定、策略的決定、資源的運用等。不同背景變項國小體育教師課程決定內容之差異考驗，在不同性別、服務年資、專業背景、學歷、擔任職務、任教年級以及參與研習等變項上均有顯著差異存在。結論：國小體育教師普
遍體認到「內容的決定」，是體育課程實施的主體，已經能夠體認到應教什麼、為什麼教、甚至於如何教的意涵。

The extent that the elementary school physical education teachers were able to achieve on curriculum decision-making, more or less, represented to what degree that physical education teacher’s rights and interests could be realized. Purpose: this study was to investigate the contents of curriculum decision-making for elementary school physical education teachers and took all elementary school teachers. Methods: Penghu,
Kinmen, and Matsu areas as the research population. Both quantitative and qualitative methodologies were taken. In quantitative side, we chose to use the questionnaire survey. By Stratified Random Sampling, we got 807 effective samples. Then descriptive statistics, one-way MANOVA, and Scheffe’ method were used for post hoc comparison. On the one hand, we qualitatively observed three elementary school physical education
teachers; and on the other hand, we also interviewed eight different school teaching manpower, including elementary school physical education teachers, section chiefs, and school principals. Documentary analyses were included, too. Results: The overall mean for elementary school physical education teachers on contents of curriculum decision-making was 3.51, meaning they tended to make decisions from time to time. Whereas taking every perspective into consideration, it showed that the contents decision scores the highest, followed by group’s decision, objective decision, strategy decision, and resource application. When testing for variances among different background variables for elementary school physical education teacher deciding curriculum contents, it were sex, years of teaching, professional background, academic background, jobs,
grade teaching, and workshops participation that resulted in the existence of significant differences. Conclusion: elementary school physical education teachers in general realized that “the decision of the content” is the main body of sports curriculum implementation, and also comprehended the meanings of what should be taught, why to teach, and even how to teach.