The purpose of this study was to examine the effectiveness of teachers' preventive management strategies and skills (PMSS) and describe their management techniques (Perron & Downey, 1997) across gymnastics units in elementary physical education classes. Four physical education teachers (i.e., two novice teachers X and S; two experienced teachers Y and T) were intervened to perform established PMSS, based on Sidentop's (1991) recommendations and the results of previous studies. PMSS was introduced and reinforced to teacher X' and S's classes that specified behavior rules and discipline posted on bulletin board using group point systems during 17 lessons of 6th-grade gymnastics classes. On the other hands, behavior rules and disciplines for two experienced teachers' classes (i.e., Y's and T's classes) were provided and given to students by verbal information only. Data were collected by 17 gymnastics class observations and audio-video tapings and were analyzed by event and interval recording methods. Results showed that PMSS was effective for all teachers in decreasing inappropriate behaviors and increasing pro-social behaviors. However, two classes taught by novice teachers (X and S) using group point management strategies demonstrated more effective class management than two other classes taught by experienced teachers in decreasing the length of management episodes and students' off-task behaviors and increasing the length of motor and instruction time on subject matter contents. Consequently, these results provide support for effectiveness of specifically established preventive management strategies on the improvement of learning behaviors in physical education. Keyword(s): administration/mgmt, elementary issues