近年來國內外探究體育課效益的研究多聚焦於學生的全人發展上，在此脈絡下，透 過體育課促進青少年正向發展亦為運動教育學的熱門研究議題。基於此，本文先介紹青 少年正向發展之內涵與研究場域，以及體育課與青少年正向發展的關係，而後再依序將 現有研究分成「削弱」(減少負向行為)、「增強」(增加正向行為)、以及「遷移」(應用在 非體育課情境) 等三種研究類型，並歸納出研究現況、面臨挑戰與未來方向。由目前此議 題之相關文獻可發現，雖然體育課促進青少年正向發展的議題已受重視，但無論是削弱、 增強、或遷移類型的研究都存有許多不足處，尤其在實證研究成果、學理基礎探究、以 及研究方法應用上都有相當大的成長空間。另外，在增強與遷移的研究類型上，現有研 究多以個人與社會責任模式為基礎，但運動和平模式與文化研究模式等尚有相當大的開 拓潛力，後續研究者可考慮將其應用於國內體育課，並針對研究缺口加以檢驗。整體而 言，本文就實證研究成果、學理基礎探究、以及研究方法應用上對於未來研究提出建議， 期望未來有更多學者投入此議題的研究，把握契機營造更有利於學生學習的體育課環 境，並且對學生的福祉做出更大的貢獻。

In recent years, student holistic development has received much attention on the outcomes of physical education. In the context, promoting positive youth development through physical education has also become one of the popular topics in the field of sport pedagogy. Therefore, this article first introduced the contents and contexts of positive youth development, as well as the relationship between physical education and positive youth development. Then the previous studies were categorized as extinction (diminish students’ negative behaviors), reinforcement (increase students’ positive behaviors), and transfer (application of the outcomes in non-physical educational contexts) which were followed by proposing current status, challenges, and future directions. This article also indicated that the topic of positive youth development had received much attention in the field of sport pedagogy; however, the outcomes of extinction, reinforcement, and transfer research were relatively insufficient. There are still a lot of gaps should be filled in the aspect of empirical studies, grounding theories, as well as research methods. Furthermore, previous reinforcement and transfer studies were mostly based on the model of teaching personal and social responsibility (TPSR); nevertheless, numerous potential research of sport for peace model and culture studies were worthy of being explored. Finally, most of the model-based studies were implemented in western education contexts, these findings should be cautiously interpreted when considering different age groups or cultural backgrounds. Researchers may examine these research gaps among the outcomes of physical education and adopt the models in domestic physical education context. To sum up, this article indicated there were still insufficiencies in all three study approaches. Suggestions on empirical outcomes, theoretical foundations, and applications for future studies were provided in expected to urge more scholars to be involved in this issue in order to create better learning environments and further contribute to the well-being of students in physical education.