隨著中小學教育改革的推進，教育目標轉向素養導向背景下，教師如何運用「教材教法 (PCK)」來促進國小教師的專業素養發展，成為素養教育成功的關鍵挑戰。教育部體育署基於十二年國教總綱發展體育教學模組，以素養導向設計簡單且容易上手的教材教法，然而，如何有效運用這些模組來促進教師的持續專業發展，仍是一個需要深入探討的重要課題。基於此，本研究目的運用體育教學模組探究國小教師素養導向體育教學專業發展。研究方法：研究對象為新北市某國小，體育任課教師6位以體育教學模組實施6節課，以領域會議記錄、半結構式訪談進行資料蒐集，資料經類目歸納與持續比較分析。結果：一、教師參與教師專業發展在素養導向教學概念上有所精進，惟情況依教師所持的教學觀點呈現不同情形；二、師實踐體育教學模組教學，從中理解設計素養導向教學的方法之一；三、教師使用素養導向體育教學時，學生體驗整合性的學習，更趨向核心素養的發展。建議：一、運用體育教學模組進行學校本位素養導向體育教學實踐，需要輔導支持系統的協助；二、如何設計支持教師參與校本素養導向體育教學的持續專業發展方式仍需更深入的探討。

With education reform advancing, goals are shifting toward competency-based approaches, making the use of Pedagogical Content Knowledge (PCK) to enhance primary school teachers’ professional development a key challenge. The Sports Administration of the Ministry of Education has developed a Physical Education Instructional Module based on the 12-Year National Basic Education Curriculum Guidelines, designed to be simple and user-friendly with a competency-based approach. However, how to effectively utilize these modules to promote teachers’ continuous professional development remains an important issue that requires in-depth exploration. Therefore, the purpose of this study is to explore the professional development of primary school teachers in competency-based physical education instruction through the use of the Physical Education Instructional Module. Methods: The study participants were six physical education teachers from a primary school in New Taipei City. Each teacher implemented six lessons using the Physical Education Instructional Module. Data were collected through meeting minutes from domain meetings and semi-structured interviews. The data were analyzed using categorical aggregation and constant comparative analysis. Results: 1. Teachers showed improvement in their understanding of competency-based teaching concepts through participation in professional development; however, outcomes varied depending on the teaching perspectives held by the teachers. 2.Teachers implemented the Physical Education Instructional Module and recognized it as one method for designing competency-based instruction. 3.When teachers used competency-based physical education instruction, students experienced integrated learning that was more aligned with the development of core competencies. Recommendations: 1. The implementation of the Physical Education Instructional Module for school-based competency-based physical education practice requires the support of a guiding system; 2. There is a need for more in-depth exploration into how to design ongoing professional development methods that support teachers in engaging with school-based competency-based physical education.