體育課是否能提升學習效果取決於教學法，而過去我國都是偏重技能取向教學模式，但往往抹煞學生學習動機或是使學生無法持之以恆從事運動，原因可能在於傳統式教學法較枯燥，因此教學法在體育課程中扮演重要角色，並且能提升學生於認知、情意及技能之學習效果；理解式教學法是透過遊戲或比賽開啟課程先驅，從過程中傳遞運動規則及戰術給學生，培養學生認知能力表現；亦使學生養成做決定之能力，並增進學習動機，培養人際互動，不僅對於學生於情意表現有助益外，比賽中，學生會體會到某些技能缺乏，並向同儕及教師請益且主動練習，進而使學生技能表現提升。本文以理解式球類教學法為理論基礎，探討此教學法對學習效果之影響，並以文獻回顧方式佐證此教學法實用程度，提供體育教學者參考及改進方向，將課程多元化。

Learning effects during physical education (PE) classes is largely dependent on the educational model used. To date most classes in the country adopt the technical approach model, which neglects learning motives and discourages continued participation in sporting activities due to its monotonous nature. The teaching games for understanding (TGfU) model has a potentially important role to play in raising cognitive, emotional, and technical learning effects of students. Competitive games can be a useful way to introduce the curriculum to students, while imparting rules and strategies during play can improve learning motivation as well as cognitive and decision-making skills. Besides improving emotional communication through participation in group activities, students will be motivated to seek out peers and instructors regarding deficiencies in technical aspects of the exercise. We seek to investigate the effects of the TGfU approach on learning effects, with review of the literature demonstrating evidence for this model providing a worthy consideration for physical educators to diversify their teaching methods.