理解式教學法 (Teaching Games for Understanding, TGfU) 為國際上新興的教學模式，並逐漸成為 國內外職前體育師資培育的課程內容。為能瞭解TGfU 在職前體育師資培育之結果，本文蒐集相關的 實證性之研究，採用內容分析法，針對結果歸納的類目主軸、次類目、文獻研究結果進行分析。結果: 可歸納為三個主題，一、「成功經驗」：以學生學習成效、職前教師本身感受與教學設計為主；二、「限 制因素」：場地/器材、時間、先備經驗與教師專業知能；三、「未來挑戰」：專業知能、同事支持、教 學理念與實習輔導之看法，對TGfU 的實施與品質有重要影響。建議：有效建立教師專業學習社群， 以減少實施所遭遇之阻礙，共同提升體育課學習品質。

Teaching Games for Understanding (TGfU) has been recently recognized internationally as an innovative instruction model in physical education. The instruction model is also integrated into the Physical Education Teacher Education program framework. Therefore, the purpose of this study was to collect and analyze the relevant empirical articles extracted from the international journals in order to categorize the inductive results regarding to pre-service physical education teachers implementing TGfU model. Results: Three categories were induced from the results of the articles while pre-service teachers implementing TGfU: 1. “Successful experience”, which included the outcomes of student learning, pre-service teachers’ perception, and the learning environment design; 2. “Constraining factors”, which comprised of the space / equipment, insufficient allocated time, receptions of students, and readiness of instructors; and 3. “Future challenges”, which referred to teachers' professional knowledge and competency, support of colleagues, coherent conceptions of teaching and learning, and congruent mentoring process. Recommendation: It is crucial, in terms of the quality of TGfU, to establish effective teacher professional learning communities to reduce constrains while implementing TGfU. In this regard, the framework of the professional learning community of pre-service teachers will be needed in the future to ensure the high quality of physical education class.