This study investigated the influence of two different instructional approaches on 298 elementary school students. Two four-week units were taught, the first on movement education and fundamental movement skills, and the second on gymnastics. Two treatment groups were randomly selected, and classes were conducted by six experienced teachers who had been trained in the two teaching styles. In the teacher decision-making group, all decisions relevant to planning, execution, and evaluation of students' performance were made by teacher. In the shared decision group, the students could choose the task to be performed and its level and duration, and could use instructional wall charts or solicit the teacher's assistance. A control group received no physical education. Analyses were made of student attitudes, creativity, motor skills, and self concept. Based on the findings, it is concluded that: (1) Grade level determined the effects of sharing decisions; (2) Any physical education program, regardless of decision making dominance, was better than no program; and (3) Encouraging children to participate in meaningful decision making will increase positive attitudes toward human movement, enhance creative thinking and self concept, and improve motor skills. (FG)