目的：專題導向學習策略 (project-based learning, PBL) 運用在大專教學實踐場域驗證學習成效已有諸多證據，然PBL教學方法融入運動處方課程對其專業知識學習效果是否優於其他教學方法仍未有明確證據。本研究目的為探討PBL融入運動處方課程對大專體育運動員生修習運動處方課程專業知能之影響。方法：以大專院校體育運動科系大學生為對象，共招募53位學生同意參與教學研究 (實驗組27人、控制組26人)，實驗組學生採PBL教學法，讓小組學生實際針對一位個案進行評估、設計、執行運動處方內容。而控制組則採一般教學法，教學介入每週2小時，共18週課程。兩組學生皆於教學實驗第一週、第九週及第十八週，進行運動處方知識前測、期中測驗及期末測驗。所得資料以描述性統計及共變數分析進行檢定。結果：(一) 經過九週實驗介入後，「PBL教學組」之運動處方期中知識測驗成績顯著優於「一般教學組」(F = 6.59, p = .01,)，其效果量(ƞ2) = .12。(二) 經過十八週實驗介入後，「PBL教學組」之運動處方知識期末測驗成績顯著優於「一般教學組」(F = 38.79, p = <.001)，效果量 (ƞ2) = .44。結論：本研究發現PBL策略對大專運動員生之運動處方知識學習表現顯著優於一般教學方式。建議未來大學運動處方設計課程可考慮優先採用專題導向教學策略授課，引導學生往實務上思考，積極理解教學內容的實踐知識。

PBL (project-based learning) strategies are rooted in Dewey’s theory of learning by doing, with learning centered on completing activities and projects and problem-solving (Dewey, 1923; Thomas, 2000). Previous studies have demonstrated the effectiveness of PBL as a teaching strategy (ChenChenChen & YangYang Yang, 2019; Guo et al., 2020). However, existing research suggests that PBL is mostly limited to teaching science at the university level (ChenChenChenChen & YangYangYangYang, 2019). Even though recent Taiwanese studies on teaching practices have focused on the effectiveness of PBL in enhancing students’ learning outcomes, such as communication skills, learning motivations, professional knowledge and skills, social and cultural literacy, systematic thinking, and creativity (Wang et al., 2018; Lu, 2019; Chen, 2020; Tsai, 2016; Hung & Tzeng, 2018; Lai and Wu, 2020; Chuang et al., 2019; Hsieh et al., 2009), most of these studies were conducted using a single-group pre-post-test design. Few studies have quantitatively assessed whether PBL is more effective than other teaching methods in terms of the acquisition of professional knowledge. Furthermore, previously, Chou et al. (2009) and Tsai (2019) have compared the effectiveness of PBL with that of other teaching strategies. However, both studies revealed that there were no significant differences between the two teaching methods in terms of post-test learning achievements. Moreover, few studies have validated the superiority of PBL in professional knowledge acquisition or students’ learning progress and improvements compared to typical teaching methods. Exercise prescription is an interdisciplinary and multi-profession applied discipline. To provide students with the experience of implementing customized exercise prescription programs, this study attempted to incorporate PBL in an exercise prescription course. Therefore, the objective of this study was to investigate the effects of PBL on the professional competencies of college athletes undertaking an exercise prescription course.