目的：本研究旨在探討創造思考教學策略介入體育課對不同身體動覺能力學生在「創造性思考能力」及「創造性傾向」之影響。方法：研究方法採單一實驗組前後測之準實驗設計，以立意取樣選取北市某國小五年級學生共32名學生為研究對象，進行十週，每週兩節每節40分鐘，共二十堂之創意體操課程，並以「威廉斯創造性思考活動量表」、「威廉斯創造性思考傾向量表」與「身體動覺藝術才能特質檢核表」等研究工具進行資料蒐集。所得資料採相依樣本t考驗的統計方法進行資料分析，顯著水準訂在α=.05。結果：研究結果主要發現如下：一、全體學生創造性思考能力前後測差異，僅在「獨創力」達顯著。二、全體學生創造性傾向能力前後測差異，在「想像力」和「挑戰性」達顯著。三、不同身體動覺能力學生在「創造性傾向」方面有顯著差異，但在「創造性思考活動」上並無顯著差異。結論：透過創造思考教學策略運用於健康與體育課程，對學生在創造性思考能力的「獨創力」與創造傾向能力的「想像力」與「挑戰性」最有所助益，且透過創造思考教學，發現不同身體動覺能力的學生在創造性傾向態度方面的影響最為顯著。

Purpose: The purpose of this study was to investigate the effects of creative thinking teaching strategies on fifth grade students with different bodily-kinesthetic intelligence in physical education. Methods: This research adopted the one-group pretest-posttest quasi-experimental design. The participants were thirty-two (n=32) fifth grade students and their physical education teacher of an urban elementary school in Taipei, Taiwan from purposeful sampling. All students participated in twenty 40-minute creative gymnastic units in physical education class. ”The Creativity Assessment on The Cognitive Factors of Creativity”, ”The Creativity Assessment on The Affective Factors of Creativity”, and ”Bodily-Kinesthetic Intelligence Form” were used to collect data. The paired-sampling t-test was used to analyze data. Results: The results of this study were: 1) after the intervention of creative thinking teaching strategies into gymnastic units, the students were significantly improved in originality of cognitive factors of creativity on the post-test. 2) All students were significantly improved in the factors of imagination and risk-taking of affective factors of creativity on the post-test. 3) After the intervention, students with different bodily-kinesthetic intelligence had significantly improved of affective factors of creativity on the pre and posttest but did not have significantly improved in cognitive factors of creativity. Conclusion: Based on the results, students improved their originality of cognitive factors of creativity and imagination and risk-taking of affective factors of creativity. All the students with different level of bodily-kinesthetic intelligence also significantly improved on affective factors of creativity.