Recent advances in sport pedagogy have made a significant contribution to contemporary approaches to games education. Problem-based learning (PBL) has been very effective at enhancing critical thinking, interpersonal communication, and problem-solving skills in a variety of field and physical education settings. However, very little research has been documented regarding the efficacy of PBL strategy in elementary physical education. The purpose of this study examined the effects of Problem-Based Learning Strategy on critical thinking skills and movement skills of students in an educational gymnastic program of elementary physical education. Two classes of fifty-eight fifth grade students and their physical education instructors were participated in this study. One class was randomly selected as an experimental group (n=29) and exposed to a 10-week PBL teaching strategy with an educational gymnastic program that met for 40 minutes twice per week. As for the comparable group (n=29) that received traditional teaching strategy with an educational gymnastic program. The Critical Thinking Skills (CTS) and Movement Skills Test (MST) were used to assess childrens' critical thinking ability and movement performance for this study. Data were analyzed with t-test, multivariate analyses of variance, or univariate analysis on grouping of data. As analyzed from CTS and MST founded that critical thinking skills and movement skill in the post-test was significantly improved than the pre-test scores in the experimental group. The results also revealed no significant difference between pre-test and post-test on critical thinking skills in the comparable group, but significantly improved from pre-test to post-test on movement skill. An analysis of 2×2 MANOVA statistic pointed out that the experimental group was significant higher than comparable group on critical thinking skills, high skill level groups displayed significant higher than lower skill level groups on critical thinking. In addition, two different groups by two different high-low skill level groups was a significant difference on critical thinking skills. The findings suggested that PBL strategy with an educational gymnastic program draws upon a wide range of learning strategies (e.g., critical thinking, interpersonal communications, reflective analysis) from individual students, much like that of a successful program on educational gymnastic. The range of learning strategies inherent with PBL is more likely to meet diverse learning styles among students whilst providing a balance of preferred and challenging experiences for each student, thus enabling students to develop a broad set of critical thinking skills and movement skills. Keyword(s): creative movement, elementary issues, motor skills