「多元智慧理論」係教育學研究中，廣受重視的熱門議題之一，而八大智慧中的肢體動覺智慧與運動教育之內涵可謂不謀而合，惟近年國內研究多元智慧理論多以語文智慧或邏輯數學為主，肢體動覺智慧之相關議題則較為鮮見。爰此，本文以肢體動覺智慧為主軸，先介紹多元智慧理論的起源與內涵，再續探肢體動覺智慧之體育教學與評量。教學理念歸納為：一、體育教學為發展肢體動覺智慧之關鍵催化劑。二、適當的時機運用適當的體育教材教法。三、運動為肢體動覺智慧體育教學之主軸。並提出「智慧搭橋」與「SOC」兩策略作為呼應；教學評量理念歸納為：一、適時適度的運用多元評量工具。二、評量須與體育教學目標一致。三、評量為促使自我超越而非與他人比較。四、評量結果應產生鼓勵的作用。並結合學者之論點提出「肢體動覺智慧體育教學評量自我檢核表」。最後做出小結與建議，期望對「多元智慧－肢體動覺智慧」之應用與發展，提供實用的見解。

The multiple Intelligences theory was a popular issue in pedagogy, and it also had the same idea with the content of bodily-kinesthetic intelligence of the eight intelligences and sport pedagogy. However, the recent studies of multiple intelligences were mostly focus on linguistic intelligence or logic-mathematical intelligence, seldom on the issues related to bodily-kinesthetic intelligence. Therefore, this article was aiming at the bodily-kinesthetic intelligence. First, introduced the source and contents, then reached to the teaching and assessment in physical education of bodily-kinesthetic intelligence. The teaching ideas were concluded as: 1. PE was the catalyst of the development of bodily-kinesthetic intelligence; 2. Properly applied PE teaching methods and materials at the right moments; 3. Sports was the main shaft of the bodily-kinesthetic intelligence in PE. Also, addressed the strategies of “Intelligences-Bridge” and “SOC” to respond. The ideas of teaching assessment were concluded as: 1. Appropriately adopted the multiple assessment tools; 2. The assessment should agree with the teaching objectives; 3. The assessment was for the self-transcend rather than compare with others; 4. The result of the assessment should be the encouragement. In addition, combined the arguments from scholars, and addressed the “bodily-kinesthetic Intelligence in PE assessment self-examination scale.” Finally, made a brief summary and propose suggestions, expect to provided a practical opinion to the application and development of “multiple intelligences - bodily-kinesthetic intelligence.”