The purpose of this study was to examine the impacts of Divergent Teaching Style on creative thinking and problem solving on fifth and sixth grade students in physical education. The participants on this study were restricted to fifth and sixth grade of elementary school students (n=102) and their physical education instructors participated in this study in Taiwan. For this study, the design of experimental research involved an intervention of divergent teaching strategy and initiative activity games in physical education. The instruments for collecting data in this study included Creativity Assessment Packet designed by Williams (1980) and Stimulated Recall Interview Questions designed McBride and Bonnette (1995). The Creativity Assessment Packet included cognitive factors (including fluency, flexibility, originality, and elaboration) and affective factors (including curiosity, imagination, complexity, and risk-taking) on the Creativity Assessment. The Stimulated Recall Interview Questions involved four factors such as evaluation, rationalization, strategy and Thought Process. The Creativity Assessment Packet was used in the pre-test and post-test. The Stimulated Recall Interview Questions was conducted after 1st lesson, 3rd lesson, 5th lesson, 7th lesson, and 9th lesson after the lessons in physical education classes. The results from paired-samples t test in this study demonstrated a significant difference between the post-test than pre-test on the students' cognitive factors and affective factors (t= -2.34: P< .05) in physical education classes. Further, the results of this study in the post-test indicated significantly higher scores than the pre-test. The results indicated the factors of fluency, flexibility, originality, and elaboration could predict the students' cognition when they were involved participating initiative activity games for critical thinking and problem solving in physical education (b=0.55, .51, .22 & .18; t=2.59, p< .001). The findings also indicated that students' curiosity, imagination, and risk-taking could be positive factors to influence students' affective domain in the initiative activity games of PE classes (b= .49, .33, & .35; t=7.97, p< .0001). To summarize, critical thinking is challenging to teach and model in physical education. It puts greater demands on faculty and students than traditional education. However, critical thinking is the ability to be in control of one's thinking. It includes the ability to consciously examine the elements of one's reasoning, or that of another, and evaluate that reasoning against universal intellectual standards-clarity, accuracy, precision, relevance, depth, breadth, and logic. It also involves the structured examination of sources of information.Keyword(s): elementary education, physical activity