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The purpose of this study was to examine the impact of cognitive strategy-based instruction on student achievement. The cognitive strategies-based instruction included the understanding of the task, error-detection, problem solving based on the critical/creative thinking skills. The participants consisted of one male teacher and 5th grade 72 elementary school students(39 male students and 33 female students). The effects of indirect instruction characteristics of cognitive based instruction were tested, described, and interpreted according to the results of pre-test, post-test, and acquisition test. Dependent variables were movement performance, movement pattern, content knowledge, and error-detection. There were no differences between two groups in performance, movement pattern, content knowledge, and error-detection. There were statistic differences in the pre-test, post-test, and acquisition test. The differences based on the results of Scheffe test showed that practice and learning positively influenced students who were taught in the cognitive based instruction.