本研究主要目的探討傳統式教學、理解式球類教學、理解與傳統式結合教學三種教學法，運用在大學生排球動作技能學習成效與學習動機、班級氣氛之影響。方法：採用準實驗設計將三班166位選修排球課程大一學生，隨機分為傳統式教學、理解式球類教學、理解與傳統式整合教學三組，教學前先施予前測，實驗參與者完成八週的排球教學後，立即施以後測。結果：傳統式教學、理解與傳統式整合教學，在排球高手技能學習成效優於理解式球類教學。另外，理解式球類教學、理解與傳統式整合教學的學習動機優於傳統式教學。而理解與傳統式整合教學、理解式球類教學的班級氣氛優於傳統式教學。結論：近年來理解式球類教學法已證實有其創新之處，在學習動機、班級氣氛得到學生認同，而傳統式教學法在客觀技能學習仍然有它的優點。另外，理解與傳統式整合教學法對於學生除了客觀技能學習表現提升之外，對學習動機與班級氣氛方面皆有成效。

The purpose of this study was to investigate the influences of three different teaching methods on the volleyball learning of undergraduate students. The three methods include the traditional teaching method (TTM), teaching games for understanding (TGfU), and integrated teaching method (ITM) which combines TTM and TGfU. Effectiveness of learning was evaluated through the improvement of volleyball skill, motivations of learning, and classroom climate. A quasi- experimental design was employed. A total of 166 undergraduate students was divided into three groups and taught with different methods. Following the pre-tests, the post-tests were taken immediately after an eight-week lesson. Results showed that both TTM and ITM were more effective than TGfU in the improvement of volleyball skill with statistical discrepancy. On the other hand, TGfU and ITM were shown to be more effective than TTM in terms of both the learning motivation and classroom climate with statistical discrepancy. Results showed that although TGfU has been demonstrated to be rather innovative in recent years, the traditional teaching method still has its own merits. Furthermore, ITM has been showed to enhance not only the volleyball skill but also the motivation and classroom climate.