在體育教學範疇中， Mosston體育教學光譜自發展以來，在研究方面已有一定的成果。儘管如此，有關教學形式和學習變項間，仍有待突破的問題。而樂趣是參與運動最主要的原因。目的：檢驗學生知覺不同教學形式與體育課樂趣及運動涉入程度的關係。方法：以810位高中學生為對象 (男53.0%；女46.5%；漏填 0.5%) ，年齡15-19歲 (M=17.12，SD=0.47) 填寫知覺教學形式量表、體育課樂趣量表、以及身體活動量表。結果：生產群集比再製群集有更高的整體樂趣內在樂趣、成就外在樂趣；而內在樂趣、非成就外在樂趣、以及成就外在樂趣均能有效預測學生運動涉入程度。結論：本研究發現補足過去研究未曾同時檢驗11種教學形式的缺口，也提供體育教師若以樂趣為教學目標時，所應採用教學形式的具體建議。

The cognitive diversity of students is well known. Less known, however, are strategies to meet the needs of those diverse. One potential tool for teacher is the use of different teaching styles. The Mosston’s spectrum of teaching styles has provided PETE researchers with a framework to systematically study teaching and learning in physical education. And a major motive young people give for participating in sport is fun and enjoyment. However, little research has investigated the relationship between students’ perceptions of teaching styles, fun, and sport participation. The purpose of this study was to examine the relationship between students’perceptions of teaching styles, fun, and sport participation based on Mosston’s spectrum of teaching styles. Method: 810 high school students as participation. Completed 3 scales used to measurement students’ perception of teaching styles, fun, and sport participation. Results: (a) students’perception teaching styles could predict fun in PE; (b) students’ perception fun in PE could predict sport participation. Conclusion: further studies should continue to follow this direction of investigation.