This study attempted to discover the effects of the use of Inquiry-Based Learning (IBL) in developing the performance of learners in Physical education in terms of knowledge, understanding, comprehension, and application. Using an experimental one group-post-test design, it revealed that the use of IBL was generally acceptable for the learners in terms of self-direction, comprehension, and engagement. Likewise, they agreed that they have developed independent learning skills: cognitive, metacognitive, and affective. Inferential statistics, Pearson correlation, revealed that there is no significant relationship between the perceived use of IBL and the level of performance. Thus, mediation analysis for independent learning skills was no longer considered. Paired sample t-test also provided that IBL as a teaching strategy improved all the indicators for performance in Physical Education. It is therefore recommended that IBL may be used to develop certain skills even for those subjects that are different in nature from mathematics and science.