本研究目的在了解學生體育課程採循環式協同教學與固定包班式之授課編排方式，學生在課餘參與運動的情形，同時了解學生的學習成效滿意度的差異情形，以及體育課程學習成效滿意度對課餘運動參與是否有差異。本研究採問卷調查法進行資料之蒐集與分析，共發出260份問卷，回收有效問卷為258份，回收率為99.2%。以SPSS 12.0 for Windows進行統計分析，各項統計考驗的顯著水準均定α=.05。研究結果顯示：在不同的教學編排方式「體育教師專業素養」構面上的滿意度達顯著差異（p=.000，＜.05），且循環式協同教學的平均得分高於固定式包班教學。最後在「體育教師專業素養」構面上及「體育課程學習效能」構面上達顯著差異（p＜.05）；另學習成效滿意度對課餘運動參與次數在「體育教師專業素養」構面上均達顯著差異（p＜.05）。結論：循環式協同教學學生對體育課學習成效滿意度越高，也會提昇課餘時間參與運動。

This study was aimed to understand the participation and learning effectiveness satisfaction of the students in after-school sports, in which the physical education courses are of circulative collaborative teaching or fixed class teaching, the influence of the learning effectiveness satisfaction with physical education on after-school sports. In this study, questionnaire survey was employed to collect and analyze the data. In total 260 copies of questionnaire were delivered, and 258 valid copies of questionnaire were retrieved, so the response rate was 99.2%. SPSS 12.0 for Windows was The significance level of each statistic test was set as α= .05. The research results showed in terms of different teaching arrangements, the satisfaction with ＂the professionalism of physical education teachers＂ reached significance (p=.000, ＜ .05), and the average of circulative collaborative teaching was higher than that of fixed class teaching. Finally, significance (p＜.05) was reached in ＂the professionalism of physical education teachers＂ and ＂learning effectiveness of physical education.＂ Furthermore, in both ＂the professionalism of physical education teachers＂ and ＂learning effectiveness of physical education,＂ toward the participation time of after-school sports reached significance (p＜.05).conclusion, the circulating type team teaching the student learn result satisfaction to the athletics lesson more high , Will also promote lesson the students in after-school sports.