本研究目的在透過運動教育模式對不同組成班級之學生進行教學，探討其學習效果、學習氣氛以及學習過程中的態度與感受。研究採立意取樣方式，以國立台灣師範大學體育興趣選項桌球（中級）課的兩班學生為研究對象，兩組實驗組為A班（男26、女18，共44位）、B班（男24、女4，共28位）兩班。研究設計與方法上，透過桌球認知、技能前後測瞭解學生主要學習效果，此外在教學過程中，以參與觀察和問卷，瞭解兩班學生在運動教育模式中所營造的班級氣氛及學習態度和感受。資料處理方面，採相依樣本與獨立樣本t考驗處理兩組學生認知、技能前後測驗，並以持續比較法，處理教學過程中所獲得的質性資料。本研究結論如下：
一、運動教育模式教學在技能方面，不同組成班級學生學習效果有所差異，其中主要因素為男、女生對運動技能學習的態度與認知的差異所造成。
二、運動教育模式對不同組成班級大學生在認知、技能學習效果有明顯的助。
三、運動教育模式提供男、女生良好的學習環境，從認知、技能學習表現與自我知覺來看，女學生從中獲得較多的學習機會與較佳的互動感受。
四、運動教育模式教學中，大學生在不同組成班級營造出不同的班級學習氣，而女生在班級中佔重要的角色，使得男女比例較平均的班級在互動的氣氛顯得較為熱絡，呈現出較佳的班級學習氣氛。
五、不同組成班級之大學生皆對運動教育模式有高度的接受度，多數學生給予正面、肯定的態度，尤其女生的反應顯得更積極。

The purpose of this study is to teach students under different class types through the Sports Education Model, exploring the learning effects, learning climate, and the students’ attitudes and feelings during the learning process. Purposive sampling was adopted. The participants were students from two classes of optional table tennis (intermediate) courses in National Taiwan Normal University. They were divided into Class A, consisting of 26 males and 18 females, and Class B, comprising 24 males and 4 females. In terms of the research design, pre-tests and post-tests of cognition and skills were carried out to determine the students’ primary learning effects. In addition, participant observation and questionnaires were administered in the teaching process to examine the learning climate the students created in the Sports Education Model as well as their learning attitudes and feelings. As for data analysis, dependent-sample and independent-sample t-tests were applied to the pre-tests and post-tests of cognition and skills; constant comparison was used to deal with the qualitative data gathered in the teaching process. The conclusions drawn from the study are as follows:
First, in the Sports Education Model, there is a difference in skills among students under different class types. The main cause was the difference between the males and the females’ attitudes and cognition about learning sports skills.
Second, the Sports Education Model offers noticeable benefits in the cognition and skills learning effects of university students under different class types.
Third, the Sports Education Model provides both the males and the females with a good learning environment. When it comes to the performances of cognition, skills leaning and self-awareness, the females obtained more learning opportunities and expressed better interaction feelings.
Fourth, in the Sports Education Model, university students create different learning climates under different class types. The females played a more important part in the class, contributing to increased interaction in classes where gender is more equally distributed, resulting in a better learning climate.
Fifth, university students under different class types all highly accept the Sports Education Model. Most students exhibited positive, affirmative attitudes, especially the females.

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