運動能力的培育在國小階段正處於關鍵期，體育教師應該先具備兒童動作發展的知識。健體領域課綱自九年一貫課改制訂的主題軸與能力指標，引進體育課程理論中的動作教育觀點，期能從基本運動能力開始培養，將習得的基本動作語彙連結成較複雜的主題技能，讓學生能主動練習並增加技能的遷移與穩固，最後發展個人的專項運動。於今即將進入十二年國教的新課綱，體育專業人員雖耳聞以上之觀點，惟泰半對其理論根基並無深切之認識，本文據此分析兒童動作發展與運動能力之相關理論，以期掌握創建優質之體育課。

To cultivate sport skills should be one of core curricular purposes in physical education, especially at elementary level. Understanding child motor development becomes a prerequisite for that achievement. Physical Education Learning Field of the Nine-Grade Curriculum composes of Axial Topics and Competence Indicators which were mostly adopted from concepts of movement education model. Students have to learn fundamental movement skills at first stage, then synthesize into skill themes and movement concepts at second stage, and finally develop specific sport skills at last stage. Nowadays, when facing another phase of newly constructed Twelve-Year Curriculum Guidelines, physical educators still lack of relative knowledge about theories of both child motor development and sport skills. This article, therefore, focuses on introduction and interpretation of these theories with descriptions of their connections in between, in order to provide a vision of quality physical education lessons.