本文主要探討學校運動經驗結合道德教育的可能性與必要條件，首先釐清運動的遊戲與超越特性，進一步證成運動是透過身體媒介，導向身心靈的均衡與人際關係的和諧，所以運動本身具有道德教育意涵。其次，筆者以國內一所學校結合運動經驗與道德教育的實踐範例來輔助說明。面對快速變遷的社會環境，學校道德教育也必須開創多元途徑，來因應新時代的學生問題。運動是身心靈的結合，也是多數青少年的喜好，以學校運動經驗作為德育媒介，是通過「身體」的錘鍊與苦痛的超越，漸進通往「心」的安頓與「靈」的境界。對於學校課程改革或道德教育的推動而言，這是新的視野，也是值得思考的方向。

Sport is a valued human practice, concerned with its origin of play, its own goals and traditions. Summing up the formal characteristics of sport, we might call it a free activity standing outside “ordinary” life. It proceeds according to fixed rules and in an orderly manner. Besides, there is a link between spirit and sport. Since sport can make a significant contribution to moral education, the role of the teacher of sports should be regarded as an enlightened leader of students’ character development. But the place of sport in relation to moral education and the curriculum has been neglected in schools for a long time because of the prejudices to sports. This paper aims to explore the importance of sports to moral education and the role of the teachers who teach sports. In the final section, an example is explicated to show how a high school teacher who teaches sport integrates sport experience and moral education.