在體育課中，當學生達到體育教師所給予的目標後，並不表示學生真的擁有足夠的體育認知，這認知可能包含情意、技能、體育相關知識。然而，學生的學習過程中，我們很少知道學生是如何理解課程或技能中的學習情況，故本文以國內外相關運動教育理論與文獻為基礎，分別探究現今體育課程中，如何有效了解學生在學習過程的經驗、看法以及想法，進而提供體育教師能做有效的體育教學。其有效方法有三：（一）以半結構式訪談法(semistructured interviews)來了解學生個人對體育課的學習活動的想法，單一使用此方法，學生的回答太過簡短，且沒有回答更深入的想法；（二）畫、說與寫(draw, talk and write)來引出學生對於體育課的想法和意見，在此方法中，學生表達出情意與認知方面的結果很少；（三）藉由焦點團體訪談方式(focus groups)要求學生分享自己的學習經驗，以致從中獲得特定的資訊，但學生的回答有可能會因為太多人在場，而不敢回答他心中真正的答案。但綜合以上三種方式的運用，能有效提供學生的學習經驗。

In physical education, students couldn't learn enough knowledge even they completed physical education during school education. The knowledge includes affective, skill and cognitive domains of physical education. However, it is hard to understand how students learn during a PE class. Therefore, this paper was better to understand how learn experience and opinions impact through students’ learning processes in physical education in recent time. That helps physical education teachers improve their effective teaching. The methods of three instrument for effectiveness was a semi-structured interviews, which could understand how a student think about learning in physical education, students could answer the questions, but couldn't express their concepts specifically. Drawing, talking, and writing could guild the students for physical education concepts and viewpoints. In this way, students expressed the results of affective and cognitive aspects of small. And focus groups interviews asked students to share their learning experiences, which derived specific information, but the student's answer may be because too many people around and not answer the real answer in his mind. However, the use of the above three methods, can provide students with the learning experience.