Özet:

The development in early childhood is the most important and critical stage in life. This stage underlies the grounds of the developments in the future. In this period one of the most important variable is the game. Games are not such activities that are just practiced at home or at school. Especially, games should constantly be played besides the education provided at schools. In the majority of the studies, these two areas are taken as the bases, and the other developmental areas are considered to be influenced by them. Similarly, the psychomotor skills and their development are taken as the bases for this study. The scope of the study is the third grade students at the age of nine in the primary schools in the city centre of Erzincan within the academic year 2007-2008. The specific scope of the study is determined via the method of group exemplification; the specific scope is composed of the third graders (at the age of nine) in MelikĢah Ġlköğretim Okulu, Vali Recep Yazıcıoğlu Ġlköğretim Okulu and Ziya Gökalp Ġlköğretim Okulu within the academic year 2007–2008. In the study, the model with pre-test and post-test control group is used. Both in the pretest and post-test, motor performance test, which is generated by Morris, Atwater, Williams and Wilmore in1980 in order to test rough motor skills of the children at the ages of 3-10 , and which is practiced by Sevimay in 1986 on the 205 children at the ages of 3-6, is used to test motor performances of the children; therefore, throwing, grasping, jumping, running and stopping skills are measured. In the study, the experimental group played games which are thought to improve the rough and delicate motor skills under the care and with the help of their own teacher or a teacher of Physical Education course during fourteen weeks with two-hour–seances. According to the results of the study, there haven't been encountered any significant differences in the results of the pretest in which the skills of people in experimental and control groups are measured; by means of the posttest results, it  is ascertained that there have usually been improvements in the other skills, except stopping skill, in the sexist and nonsexist comparisons

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