本研究旨在透過「體育教師的專業功能」（Physical Education Teacher’s Professional Function, PETPF ）系統觀察工具，探討國小體育教師的教學行為。受試對象為高雄地區國小體育教師十名。研究所得經綜合分析、討論後，得到以下結果： （一）在教師行為的功能層面： 國小體育教師首重觀察學生活動， 佔26.4%，此結果與其他研究所得結果相當接近；其次是擔任裁判工作，佔21.6%，原因係多位教師以分組比賽為主要教學內容所致。 （二）在功能執行者層面：由師生共同執行的比率最高，佔82.4%；其次是教師委託學生執行，佔12.6%；由教師自行執行最少，僅佔5.0%。此結果與其他研究結果差異極大。 （三）在教師行為的對象層面：主要針對一群或全班學生，佔62.9%；其次是針對一位學生，佔22.2%。（四）在教師行為的方式層面：教師行為的方式多以說話（佔47.0%）和觀察（佔33.2%）為主，此結果與其他研究相近。

The purpose of this study was to explore the elementary teacher’s behavior in physical education by the systematic observation of “Physical Education Teacher’s Professional Function” (PETPF). Ten physical education teachers in elementary schools in Kaohsiung county area were chose as subjects. The results of in-depth analysis and discussion of each research issue were as follows: （1） The dimension of “interactive function”: About 26.4% of physical education teachers in elementary schools pay attention to observe the performance of motor activity. This result compared with that of other studies is very similar. Second, about 21.6% of teachers reports that they always play the role of referee because most teachers divide students into groups to play game in class. （2） The dimension of “function subscripts”: About 82.4% of the teachers and students share executing the function. Second, teachers who delegate carrying out the function to the students take about 12.6%, and teachers who carry out the function by themselves take only 5.0%. The result compared with that of other studies is different. （3） The dimension of “teacher’s behavior direction”: Most teachers whose behavior is directed toward a group or whole class of students take 62.9% and teachers whose behavior is directed toward one student take 22.2%. （4） The dimension of “teacher’s behavior mode”: Teacher’s behavior mode focuses on talking (47.0%) and observing (33.2%). The result compared with that of other studies is similar.