The effect of educational games on the development of basic motor skills of 60-72 months pre-school children

In addition to the application of the present curriculum, in this study the effect of the program, that consist educational games, on basic motor skills for 8, 10, 12 weeks and the effect on the stability of the level of basic motor skills of the training period were investigated. The working and control groups were created from Merkez Zübeyde Hanım Preschool and Merkez TOKİ Preschool, children in the age group 60-72 months, in the academic year of 2013-2014.110 children participated in the study. The working group was applied exercise for 8, 10 and 12 weeks. Program was performed to working groups for 3 days a week for 40 minutes. Bruininks-OseretskyTest of Motor Proficiency second edition (Bot-2) short form was used for measurement tool. Measurements were taken before and after the study period and stability measurements were taken after retention time for 8 weeks. Shapiro Wilk normality test was applied to data obtained from the first measurement of Bruininks-OseretskyTest of Motor Proficiency. After the normality test, Repeated Measure ANOVA test was performed (α= 0.05).The differences of between groups, measurements and group cross measurement were evaluated with Tukey's (HSD). When the normality test results were evaluated, it were seen that the groups were homogeneous (p˃0.05). According to Bruininks-OseretskyTest of Motor Proficiency both subtests (Fine Motor Skills Sensitivity, Fine Motor Skills Integrity, Hand trick, Hand Arm Coordination, Two-Way Coordination, Balance, Running Speed, AgilityandStrength) and the "Total Motor Compound", there were statistical significance (p <0.05)between control and working group results. Likewise, there were found a significant statistical difference between measurements (p<0.05).While there were no statistical difference between the control group (p˃0.05), the statistical significance between the measurements of the working group (p<0.05) were found to be significant. As a result, according to the data obtained, the working program and hours were positively affected basic motor skill and stability levels. When the correct intensity and duration were applied at children basic movement period, it has a positive impact on levels of mastery of basic skills.