Problem Statement: Physical education training increasingly requires students to move beyond the reproduction of technical movements and develop the capacity to generate flexible, original, and context-sensitive solutions. Conventional teacher-centered instruction, however, may provide limited opportunities for active participation, experimentation, and creative problem solving.

Approach: The study used a controlled pre-test-post-test design with 60 Physical Education students. The experimental group (n = 30) received instruction integrating problem-based learning, gamification, and video analysis, whereas the control group (n = 30) followed conventional teaching methods. Data were collected through pedagogical observation, interviews with students and lecturers, and pre-test-post-test assessment. Mean comparisons, t-tests, correlation analysis, and qualitative analysis were used.

Purpose: The study examined the effect of innovative teaching methods on students' creative thinking and explored the relationships of learning motivation, student engagement, and the learning environment with that outcome.

Results: The two groups had comparable baseline means (5.21 and 5.18). After the intervention, the experimental group increased to 8.03 (change = 2.82; t = 12.45; p < .001), while the control group increased to 6.02 (change = 0.84; t = 4.12; p < .05). Post-test scores favored the experimental group for flexibility (8.12 vs. 6.21; t = 6.35; p < .001), originality (7.95 vs. 6.05; t = 5.98; p < .001), and fluency (8.34 vs. 6.42; t = 6.72; p < .001). Student engagement (r = .68) and learning motivation (r = .72) were positively associated with creative thinking (both p < .001).