本研究旨在了解臺灣都會區心智正常學齡前兒童之手眼協調能力與其影響因素，並進一步探討以球類活動為主的動作教育輔導對這些兒童手協調能力的影響。以臺北市某幼稚園大班生為研究對象，採用單手連續拍球的次數做為評估其基本手眼協調能力，另以雙手接球與單手投球做為評估其高複雜性手眼協調能力的檢測方法。以連續拍球成績達15次做為標準，將參與者分為「好」與「不好」二組，再隨機分配成「好-輔導」（n=16）、「好-不輔導」（n=18）、「不好-輔導」（n=24）與「不好-不輔導」（n=18）四組。輔導組的兒童均接受十二週動作教育輔導（每次四十分鐘、每週二次）。十二週後，全部參與都再完成一次手眼協調能力評個。結果發現：一、單手連續拍球次數的多寡能有效分辨學齡前兒童之手調能力的發展程度；二、基本手眼調能力好的學齡前兒童其高複雜手眼協調能力亦較佳；三、學齡男童的高複雜手眼協調能力優於女童。四、兒童在家中的出生序（排行）會影響學齡前兒童之基本手眼協調能力的發展；五、十二週的動作育輔導能有進學齡前兒童的手眼協調能力。故不論學齡前兒童的基本運動能力如何，家長與學校教師都可隨時運用最簡便的球類遊戲來促進或改善其手眼協調能力，以促進其個人之整體發展。

This study was conducted to understand the visuomanual coordination and evaluate the effects of a short-term ball-playing course on the coordination capabilities of preschoolers. Children who could or could not continuously dribble a ball more than 15 times were defined as [good] or [no good], respectively. Groups of [good+](n=16) and [no good+] (n=24) took a ball-play course (40 min, twice a week) for 12 week, [good-](n=18) and [no good] (n=18) ones did not join the course. Results showed that (1) the ball-dribbling test could evaluate the development of visuomanual coordination of preschoolers effectively; (2) Score of ball-dribbling positively correlated to the ball-catching score and the ball-throwing score; (3) The ball-catching score and ball-throwing score of male was higher than that of female in preschoolers; (4) The visuomanual coordination of subjects was altered by their birth sequence in the families as well as the participation attitude in physical activities of the parents; (5) The 12-week movement education course achieved improvement of visuomanual coordination of subjects, however, [good +] and [no good -] gained the highest and lowest scores in all tests, respectively. The findings suggest that a short-term movement-education course including simple and highly repeated ball-playing activities may promote visuomanual coordination of preschoolers, especially for children with poor coordination.