本研究旨在探討體育課程中的教師回饋話語，分析其中所潛藏的性別意識，使性別平等的理想得以在體育課程中付諸實踐。本研究採立意取樣，選取臺北市三位體育教師及其高、國中三班性別不同之班級（高中男生班、高中女生班、國中男女混合班），進行16週體育課教學，透過自我評量回饋觀察法蒐集教師回饋話語，並以關鍵事件分析學生參與體育課經驗，藉以瞭解回饋話語對學生身體能力及身體意象是否有性別偏見之存在。獲得以下結果：一、在學生「身體能力」的表現中，教師皆以「給予訊息」、「指示說明」的方式進行教師回饋；二、在學生「身體意象」的表現中，教師皆以「讚美」與「批評」的回饋提供學生當下動作表現的身體展現；三、學生對教師回饋話語，皆無產生身體能力與身體意象之性別偏見，但女學生則針對需展現身體意象之相關課程較易產生自尊與生、心理適應之態度。本研究結論：本研究的發現可作為現場體育教師營造性別友善的運動環境之參考，以避免傳遞不當的性別意識。

The purpose of this study was to examine the hidden gender ideology in physical education (PE) through teachers' feedback to achieve the goal to raise the awareness and gender equity in school PE. Purposive sampling method was used to select 3 experienced PE teachers and their high school students. One PE teacher from each class (boys, girls and co-ed classes) were selected for this study. A total of 16 PE lessons for each teacher were conducted, and videotaped for further analysis. Self-Assessment Feedback Instrument (SAFI) was used to record and analyze and teacher's verbal feedback behavior. Then the feedback discourses were analyzed qualitatively to examine and categorize the gender biased terms used to criticize student's physical competence and body image. Critical Didactic Incidents method (CDIs) was used to analyze the student's past and present experiences about PE class. The Results indicated as: (1) All 3 teachers provided ”informative feedback” and ”direction” and less ”acceptance” towards physical competence of students. (2) All 3 teachers provided ”praise” and ”criticism” towards student's physical motor performance. (3) Our data showed teachers feedback did not indicate any gender bias. However, during swimming class, students had a tendency to be self-respect and adapted psychologically and physiologically. The findings have implications in creating a gender friendly sport environment and humanities accomplishment to avoid gender bias in PE setting.