體育教師課程決定歷程中，最主要的關鍵在於學習活動選擇的規準，決策關乎身體活動所強調的內容，同時也需重視活動的連貫性。實際上，不同決定的背後經常隱藏著各種勢力的角逐與意識形態的衝突，此時必須藉由行動者的經驗知識與實踐智慧，以討論、對話、思辨、與分析作為整合思考與行動的條件，並協助課程決定的推展。本文從以下三個面向：傳統哲學觀與文化對體育教師價值取向的影響、社群缺少對話延緩體育課程的發展、全球化對在地化體育課程的影響等進行分析與討論，釐清現階段體育教師課程決定的相關問題，並進一步以「教師是課程設計者」的隱喻，強調課程是在教室活動中浮現的，是透過教師與學生互動中建構的，外來的教材、教學策略等等都只是教師和學生用以建構教室經驗的工具，課程是學校與教室中老師與學生生活的結合。換言之，體育教師應先建立體育教師課程決定的主體性，釐清體育教師在課程決定中的角色與定位，進而喚醒體育教師的課程意識，讓學校體育課程回歸到以教師為主體性，呼應學生需求的樣貌，展現體育課程的彈性與創新。

During the process of PE curriculum decisions, the crucial factors are the criterion of selecting learning activities, the contents decided by policies, and the continuity of the physical activities. In fact, behind those different decisions often include all kinds of power and inflicts among ideologies. Therefore, we should have discussion, dialogue, dialectic, and analysis to integrate our thinking and action in order to develop the process of curriculum decision making. In this paper, we discuss and analyze three issues, which are PE teachers' value orientation affected by traditional philosophy and inherent culture, PE curriculum development are suspended by lack of dialogue between groups, local PE curriculum affected by globalization. Furthermore, "teachers are curriculum designers" are the metaphor, which emphasize that PE curriculum are constructed by teachers and students during classes. Outer curriculum, material, instructional strategies are the tools for teachers and students to build the learning experiences. To take one step ahead, PE curriculum are combines with the lives of the teachers and students in the classroom. In other words, PE teachers should establish the subjectivity of curriculum decision making, figure out the role and the position in curriculum decision making, and then waken the curriculum consciousness of PE teachers. In short, PE curriculum should bake to the PE teachers' subjectivity and respond to the students' needs to unfold the innovation and the flexibilities of PE curriculum.