本研究旨在探討臺中市國民小學體育教師雙語體育教學認知與教學效能之現況，分析國小體育教師雙語體育教學認知與教學效能之關係，以及雙語體育教學認知對教學效能的預測力。本研究採問卷調查法，以分層比例抽樣抽取臺中市參與雙語教學計畫學校之國小體育教師，共400位，回收問卷380份，有效問卷370份，可用率約92.5%。問卷回收後分別以描述性統計、獨立樣本t考驗、單因子變異數分析、積差相關以及逐步多元迴歸分析等統計方法進行分析。依據研究結果，歸納結論如下：
一、臺中市國小體育教師之雙語體育教學認知屬中高程度，以「實施辦法」最高，「認知思考」最低。
二、臺中市國小體育教師之教學效能屬中高程度，以「班級經營」最高，「教學計畫」最低。
三、不同年齡、服務年資、學校規模、通過英文檢定等級及每週使用雙語教學進行體育課程之臺中市國小體育教師，在雙語體育教學認知上有顯著差異。
四、不同年齡、服務年資、學校規模、通過英文檢定等級及每週使用雙語教學進行體育課程之臺中市國小體育教師，在教學效能上有顯著差異。
五、臺中市國小體育教師雙語體育教學認知與教學效能屬中度正相關，其中以「教學原則」與「教學計畫」最為相關。
六、「學習環境」對整體教學效能最具有預測力，本研究顯示，臺中市國小體育教師雙語體育教學認知各層面中，以「學習環境」主要影響教學效能之因素，其解釋量為27%。
本研究根據結論，分別針對教育行政機關、教師本身以及後續相關研究提出建議。

This purpose of this is to explore the status of bilingual physical education teaching cognition and teaching effectiveness among elementary school physical education teachers in Taichung City. It further analyzed the relationship between teachers' cognition of bilingual physical education teaching and their teaching effectiveness, as well as the predictive power of such cognition on teaching effectiveness. The research employed a questionnaire survey method, targeting physical education teachers from schools participating in the bilingual education program in Taichung City. The instrument used was a self-developed questionnaire titled “Survey on Bilingual Physical Education Teaching Cognition and Teaching Effectiveness among Elementary School Physical Education Teachers in Taichung City.”
A total of 400 questionnaires were distributed, with 380 returned and 370 deemed valid, resulting in a usable response rate of approximately 92.5%. The collected data were analyzed using descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis.The conclusions of this study are summarized as follows:
1. The bilingual physical education teaching cognition of elementary school physical education teachers in Taichung City was at a moderately high level, with the highest score in the dimension of "Implementation Methods" and the lowest in "Cognitive Thinking."
2. The overall teaching effectiveness of elementary school physical education teachers in Taichung City was at a high level, with the highest score in "Classroom Management" and the lowest in "Instructional Planning."
3. Significant differences were found in bilingual physical education teaching cognition among teachers of different ages, years of service, school sizes, English proficiency levels, and weekly frequency of implementing bilingual teaching in physical education.
4. Significant differences were also found in teaching effectiveness among teachers of different ages, years of service, school sizes, English proficiency levels, and weekly frequency of implementing bilingual teaching in physical education.
5. There was a moderate positive correlation between bilingual physical education teaching cognition and teaching effectiveness among elementary school physical education teachers in Taichung City, with the strongest correlation observed between the "Learning Environment" and "Instructional Planning" dimensions.
6. The "Learning Environment" dimension showed the strongest predictive power on overall teaching effectiveness. This study found that among the dimensions of bilingual physical education teaching cognition, "Learning Environment" was the primary factor influencing teaching effectiveness, with an explanatory power of 27%.
Based on the conclusions, this study proposes suggestions for educational administrative agencies, physical education teachers themselves, and subsequent related research.