本研究目的在探討體育實習教師參與啟導計畫，觀察和比較可改變的教學過程行為，及對有效教師教學行為的表現和提昇體育教學效能理解的影響。教育大學主修體育之一位實習教師，因其於實際教學情境參與活動營隊帶領及教育實習的機會而成為本研究對象，共接受三次教學過程之錄影，研究流程為完成教學計劃、教學過程錄影及分析、訪談和日誌的紀錄。體育教師評估工具（PETAI ）的類目被運用於分析教學過程錄影帶的教學行為，時間百分比的描述統計則計算出每一教學行為類目與全課程時間的比率，質性內容分析則歸納訪談的逐字稿。基於上述的內容，本研究的發現如下：一、體育實習教師參與啟導計畫，教學過程行為的平均轉換時間縮短，教師教學行為較多而管理行為較少，但較低於學者認為的有效能教師的教學行為時間比率。二、體育實習教師有效教師行為的教學表現，依啟導計畫與教學經驗的增加而持續進步。講解示範的時間仍多，監看練習及行為管理的時間依次遞減，提供回饋的時間雖有高低上的變化，但可預期研究對象以漸增的趨勢發展其提供回饋的次數。組織班級的時間亦有高低上的變化，但有降低的趨勢。三、持續性的啟導計畫能協助體育實習教師，提昇其對體育教學效能的理解與認知，對其教學行為有正向的幫助，亦加深且加廣對有效體育教學的體認與教學表現。

The purpose of this study was to investigate the influence of induction program on the pre-service physical education teacher’s teaching behaviors. The subject was one senior student enrolled in the physical education teacher training program at an University of Education in Taiwan. The research procedures included: (1) the participant completed lesson plans, (2) the participant went through teaching procedures, (3) evaluations on videotaping on the teaching procedures, (4) interviews for the content of effective teaching, and (5) written field notes. Physical Education Teacher Assessment Instrument (PETAI) was used to analyze each teaching videotape. Descriptive data and content analysis were recorded to show the percentage of time in each behavioral category and interview transcripts. Within the limitations of this study, the findings were: 1. the pre-service physical educator spent more time on instruction than management, but the percentage of spending time on instruction was lower than that in the finding of most effective physical educators. 2. the effective teaching behaviors of the pre-service physical educator were found that they are stabled improving through the induction program, especially those were on the teaching behaviors of monitored and behavioral management. 3. the induction program could help the pre-service physical educator to understand and extend the knowledge of effective teaching and be applied to his teaching processes.