本研究之目的在瞭解幼兒體能專家教師有效教學表現之影響因素。本研究方法以質性研究方式，訪談 13位及参與觀察 3位幼兒體能專家教師。本研究結果發現，幼兒體能專家教師有效教學表現的影響因素包括，幼稚園、教師本身、學生、以及外在社會環境等因素。幼稚園因素包括，場地空間、每班上課人數、帶班老師、及園長理念；教師本身因素包括，專業知識、專業教學能力、課前計畫與準備、體力與活力、態度及年齡等；學生因素包括，特質、發展、情緒、反應或接受度及信任；外在環境因素包括，天候、他人肯定、及社會變遷等。結論：本研究結果釐清幼兒體能專家教師有效教學表現之影響因素。建議：其概念與內涵可作為幼兒體能教師師資培訓的重要參考資料，以及幫助提升幼兒體能教師的專業教學能力。

The purpose of this study was to explore the influential factors of effective teaching performance of expert teachers in preschool physical education. Based on the qualitative methods, 13 expert teachers were interviewed and 3 expert teachers were observed in preschool physical education. The results of this study indicated that the influential factors of effective teaching performance of expert teachers in preschool physical education included ‘kindergarten’, ‘teachers per se’, ‘students’, and ‘external environments’. The ‘kindergartens’ included fields and space of activity, the amount of class students, class teacher, and the principal; The ‘teachers per se’ included professional knowledge, professional abilities of teaching, plans and preparations, physical vigor, attitudes and ages; The ‘students’ included their different characteristics, developments, emotions, their reactions or capacities, and trust in teachers. The ‘external environments’ included the weather, supported by other persons, and social changes. The results of this study showed clearly the important concepts and contents of influential factors of effective teaching performance in preschool physical education teachers. This study could offer the important information to teacher education and contribute to improve the professional teaching abilities of teachers in preschool physical education.