本研究主要目的為探討「運動倫理與團體動力」課程教學中加入「觀功念恩」概念之前、後，教師所覺察通識教育實施上的根源問題與改進之道。因採取行動研究方法最能彰顯教師主動覺察問題之特色，故行文結構與一般教育實驗法等論文略異，並藉由計畫、行動、觀察、反省等步驟，在透由四個循環教學不斷反思、修正並解決問題，以達成教師成長之最主要目的，並輔以量化工具「運動倫理與團體動力課程規劃問卷調查表」的問卷來蒐集學生的學習反應。結果發現：1.超過七成的同學認為課程目標很明確，也認同課程內容、上課方式及評量方式，贊同維持現狀。2.對於課程活動雖有近二成的同學對於上台報告覺得有壓力，但仍有近九成的學生認為該上台報告的活動要保留。3.除了「名詞定義與探討」單元近六成的學生認為該保留外，其他單元都有七成以上的學生認為該保留。在教師自身的成長方面：研究者深刻體會到對於教學的內容，教師自身要先去做，再分享自身的實踐過程和自己的生命故事，慢慢學習「心與心的傳遞」，才是教育。

This study aims to explore the problems and ways to improvement of the class ＂Sports Ethics and Group Dynamics＂ after the concept of OMAK (Observing Merits and Appreciating Kindness) was intergraded into the class. It applies the approach of action research by four circulation steps: planning, acting, observing, and reflecting (PAOR). Through the questionnaire designed by the authors, students' learning responses are collected and analyzed. The findings of this study are as follows: first, over 70 percent of the students recognize the course objectives, course contents, the ways of instruction and assessments, and agree with maintaining the design of the class as a whole. Second, although 20 percent of the students feel pressure for the class activities, almost 90 percent of the students agree keeping the practice of oral presentations. Third, for the satisfaction survey of individual units, more than 70 percent of the students think that almost every unit (expect for the unit of ＂terminology＂) of the class are worthy and should be kept. The researchers realize profoundly that the key to success of the class is the instructor's practice and realization of the concepts and content of the curriculum first, and through sharing of his/her experience, failure or success, s/he can deliver the spirit of the class.