本研究目的在探討漂浮滑行教學對體育系學生捷泳學習成效的影響。研究對象是修習臺東大學體育系游泳課程17名男學生，全體受試者進行50m 捷泳前、後測驗、期中200m和期末400m連續捷泳測驗及游泳教學認知和情意主觀性評量。捷泳教學課程時間安排每週1次100分鐘，融入漂浮滑行2階段課程，第1階段以練習8項漂浮滑行動作為目標，每次練習60分鐘以上，共計4週，第2階段為熟練5項漂浮滑行動作（移除3項拉繩動作），時間每次25分鐘以上，操作結束後接續進行捷泳教學，共計8週。本研究採行動研究，測量工具為自編「游泳教學認知和情意主觀性評量」評分表和實地技能測驗，認知和情意以自我評量方式進行，技能測驗採全程錄影紀錄，影像資料以50m游泳時間和划手次數、每次划手時間和距離、200m和400m連續捷泳進行評量分析，數據資料以描述統計和相依樣本t檢定進行統計分析和考驗。研究結果發現：1. 50m捷泳前25m和後25m的划手次數顯著減少（23.1＜21.5次，p=.05和25.1＜22.8次，p＜.05）。2. 50m捷泳時間無顯著差異。3. 50m捷泳前25m的每次划手時間和距離及後25m的每次划手時間無顯著差異，但後25m的每次划手距離（1.02 ＜1.13公尺，p＜.05）顯著增加。4. 完成200m連續捷泳人數達94.1%，400m人數達82.4%。結果顯示在相同距離和游泳時間無差異的情況下，使用較少的划手次數完成50m捷泳，表示學生游泳時有較長距離的漂浮滑行。結論指出，漂浮滑行能力是可改善捷泳划手頻率且有利於完成較長的游泳距離。

The aim of this study is to explore the learning effect of a front crawl swimming course integrating float-gliding skills. Seventeen male students from the Department of Physical Education, NTTU who attended a swimming course participated in this study. The students were given 50m front crawl pre- and post-test, 200m and 400m continuous front crawl tests in the middle and in the end of the semester, respectively. Besides, students also took a cognitive and affective assessment about swimming instruction. The swimming class last 100 minutes every week. Float-gliding was integrating into the instruction by 2 stages. The first stage lasted for 4 weeks, in which period of time students practiced 8 kinds of float-gliding skills for 60 minutes each week. The second stage lasted for 8 weeks, in which period of time students practiced 5 kinds of float-gliding skills (3 rope-pulling skills were exclude) for 25 minutes each week. Eight weeks of regular front crawl swimming lessons were given to the students thereafter. Action research was employed and the data were collected by a “Cognitive and Affective Scale on Swimming Instruction” developed by this researcher. All of the swimming tests were video-taped for further analyses. The video were coded by the criterion of 1) the time and strokes of 50m swimming, 2) the time and distance per stroke, 3) the time of 200m and 400m continuous crawl stroke swimming. Descriptive statistics were presented and the dependent-sample t-test was used for statistical analysis. Findings are: 1) The numbers of strokes in the first 25m and second 25m of the 50m swimming reduced significantly (23.1＜21.5, p=.05, 25.1＜22.8, p＜.05, respectively). 2) The 50m swimming time did not differ significantly. 3) The stroke time of the first 25m and the second 25m in the 50m swimming did not differ significantly, but the distance per stroke differed significantly statistically (1.02 ＜1.13 m, p＜.05). 4) Of all the participants, 94.1%, completed 200m continuous swimming and 82.4% finished the 400m continuous swimming. It seems that although the distance and swimming time showed no significant differences, the average number of strokes in the 50m swimming reduced, which indicates longer distance per stroke. It is concluded that integrating float gliding skills in the front stroke swimming lessons can improve stroke frequency and facilitate longer distance swimming.