本研究的目的在進行大學體育兼任教師教學行爲的分析，除分析教師教學行爲的內容外，並探討教師教學行爲的型態與認知過程。以亞利桑那州立大學觀察工具(ASUOI)修改版的14個行爲類目，對四位大學體育兼任教師進行系統觀察分析與詮釋性訪談。經由結果分析與討論，歸納結論如下：教師教學過程的主要行爲是「當場指導、正確動作示範與指示」，符合文獻中有效教學的教師行爲特質。以「當場指導」配合「正確動作示範」作講解，以「指示」指派活動；使用「讚美多於責備」的方式回饋學生，動作示範則偏重正確動作示範；由於不認識學生，所以「使用名字」用得很少，也很少使用「問問題與催促」。教師認爲，體育教學重在能夠點出動作重點或觀念，而且加以示範、隨後解說，讓學生可以明瞭、接受或仿製，當學生操作時，耳提面命、隨時給予正確的指導與提醒；另外，用指示來引導整個教學的進行，學生才不會無所適從，也才能讓教學活動進行順暢而有效率。

The purpose of this study was to understand teaching behaviors of the part-time physical education teachers (PETs) in universities. Except the contents and styles of teaching behaviors, it also explored the cognitive process of teaching behaviors by PETs. The subjects were four part-time PETs who taught physical education in universities. The research methods were systematic observation and descriptive interview. In addition, the instrument was the Arizona State University Observation Instrument (ASUOI) including 14 revised behavior-categories. The results were as in the following: The main teaching behaviors for part-time PETs were concurrent instruction, positive modeling and direction, and those behaviors were the categories for effective teaching of PETs. In addition, the concurrent instruction and positive modeling for teaching, direction activities, and praise for feedback were more used by PETs. The use of the first name, questioning, and hustle were fewer be used. The part-time PETs thought that the key points of teaching were telling them the perspectives of movement, demonstrating, and explaining the movements, and to let the students understood, accepted, and copied them. When the students learned the movements, the part-time PETs gave the right instructions and suggestions in any time. In addition, the direction was used by PETs to guide the whole process of teaching, and to let the activities and process of teaching smoothly and effectively.