The aim of this dissertation is to use case-study methodology to collect data from five kindergarten teachers in two different schools as study subjects, based on class observation results and record interaction between teachers and students, to analysis and realize how teachers use games to conduct physical education class. The result showed that teachers use lecture as the main form of instruction, time allocated for activities among children was rare, and as a result, the creativity and social skills of children were not developed to their full capacity. It was also discovered that teachers often use drill-and-practice style to conduct physical education classes. After collaborative discussion and analysis between researcher and teachers, the instructional style of teachers in physical education class had shown significant improvement, as stories told by teachers at the beginning of the class as inducement often successfully attracted children's interest and willingness to participate, more time was allocated to activities during class, and children's creativity and social skills were more fully developed. This research is still at its preliminary stage; recommendations for future studies were raised at the end of this dissertation.

本研究以個案研究的方法搜集資料，以兩所不同學校的五位幼教老師作為研究伙伴，從參與觀課的過程中，記錄學生與教師之間的互動情況，分析及了解教師如何利用遊戲來進行體能課。 結果顯示體能課中教師主要以講授形式為主，幼兒表現中活動時間較少，未能發揮幼兒的創意、社群等方面的能力。同時亦發現教師大都以「注入式」方法來進行體能課。而經過研究員與教師共同討論及分析後，教師體能課的教學技巧及方法與前有明顯的分別，教師講授以故事引入，幼兒有興趣參與，而活動時間亦前多，幼兒能充分發揮創意及社群的能力。 本研究尚屬初探性質，在文未提出進一步研究的方向，作為日後研究的參考。