目的：本研究在於依據精熟動機氣候方案6個結構元素TARGET（任務、自主性、確認、分組、評量、時間），設計適合於幼兒體能的教學設計。樣本：以5位任教10年以上資深幼兒體能教師為訪談對象。方法：以幼兒體能專家進行團體訪談，分為兩大步驟，第一、透過文獻分析將TARGET元素先讓5位幼兒體能教師充分了解「精熟動機氣候方案TARGET」，編擬融入TARGET「精熟動機氣候幼兒體能教學設計草案」。第二、再經5位資深幼兒體能教師進行小組訪談，經過3次小組討論反覆回饋方式分析，歸納「精熟動機氣候幼兒體能教學設計方案」。結果：編擬適用於臺灣本土的「精熟動機氣候幼兒體能教學設計方案」。結論：幼兒時期為動作學習的關鍵期，為未來發展複雜動作的基礎，精熟動機氣候TARGET的主要精神在於強調教師在教學設計必須營造成就的動機氣氛，強調幼兒個體的自主性，以激勵的方式鼓勵動作技巧的學習，運用回饋模式讓幼兒及教師雙方，確認學習的成效；在未來研究將此方案以實驗設計方式進行實證研究。

　　Purpose: The purpose of this study was to develop a course design for preschoolers based on the 6 structural elements, including task, autonomy, recognition, grouping, evaluation, and timing. Participants: The participants were the five teachers who have engaged in preschool physical education for more than ten years. Method: A two-stage focus group interview was performed. At stage one, the authors introduced the mastery motivation climate project and its key elements to the five preschool physical education teachers and then helped the teachers develop the draft preschool physical education course design. At stage two, the five teachers were interviewed and the preschool physical education course design was formed based on three interview sessions. Results: A motivation climate project suitable for the Taiwanese population was developed. Conclusions: Preschool stage is a critical period for motor learning and is fundamental to the development of more sophisticated motion. The mastery motivation climate stresses the importance that teachers should strive to create achievement climate, to enhance autonomy for preschoolers, to encourage motion and skill learning, and to receive feedbacks from preschoolers when designing courses so as to ensure learning outcomes. Future research endeavors should further investigate the TARGET project through the use of experimental design.