本研究旨在探討花式溜冰教練在幼兒體育教學中，如何拿捏與實踐「身體界線」，以及其性別意識如何在教學現場中展現，同時進一步分析來自家長、機構、同儕教練等外部力量，如何影響教練的教學判斷與互動策略。研究採取質性方法，透過目的性取樣訪談六位教練與四位家長，並輔以場邊觀察與互動紀錄作為資料來源。
研究結果指出：
（一）教練多以「最小必要接觸」為原則，並依據兒童年齡、當下情境與彼此關係動態進行彈性調整，逐步發展出一套可回應風險與信任的身體界線操作邏輯。
（二）教練面對觀感壓力時，會以語言說明、流程透明、接觸部位限定等方式回應外界期待，呈現一種結合形象管理與關係經營的專業樣貌。
（三）性別意識深刻影響教練的自我定位與教學風格，男性教練傾向強調正當性的建立，女性教練則較多依賴情感互動與關係維持。
整體而言，本研究認為教練不只是技術的傳授者，更是場域中需要不斷判斷與協調倫理界線的行動者。其教學策略與身體實踐背後，反映出豐富的現場經驗、情境敏感度與性別意識，提供理解體育教學倫理與性別教育更多在地的面向與思考方向。

This study explores how artistic roller skating coaches manage physical boundaries and express gender consciousness in early childhood physical education. It also examines how external forces—such as parents, institutions, and fellow coaches—shape their teaching decisions and interaction strategies. Using a qualitative approach, data were collected through purposive interviews with six coaches and four parents, along with sideline observations.
Findings show that:
(1) Coaches apply a “minimal necessary contact” principle, adjusting based on age, context, and relational dynamics to develop context-sensitive boundary practices.
(2) To address concerns about public perception, they adopt strategies such as verbal explanation, transparent procedures, and limiting contact areas—balancing professionalism with trust-building.
(3) Gender consciousness influences coaching styles: male coaches emphasize legitimacy, while female coaches rely more on emotional connection and relationship-building.
This study highlights coaches as ethical agents who must constantly negotiate bodily and relational boundaries. Their teaching practices reflect situational judgment, gender sensitivity, and professional ethics, offering insights into localized understandings of physical education and gender issues.

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