This research was conducted for the purpose of analyzing the effect of the movement education program through a 12-week-coordination on the development of basic motor movements of preschool children. A total of 78 students of preschool period, 38 of whom were in the experimental group and 40 of whom were in the control group, were incorporated into the study in line with their own consent after their families had also been informed. During the research period, the experimental research model with a "pre-test-post-test control group" was used. In order to determine the effect of the movement education program through coordination on children; agility, swiftness, standing long jump tests as well as the tests concerned with throwing a tennis ball, sprinting (speed running), flexibility, vertical jump, and running coordination tests and flamingo balance motor performance tests were performed. In the analysis of the data, the "independent t" package program was used to find out the difference between the experimental and control groups, whereas to find out the experimental and control intra-group differences, the "paired samples t" statistical package program was used. As for the statistical resultsbetween the pre-test values of the groups and the pre-and post-test values of the control group, no significant difference was found in any of the variables, Whereas, between the post-test values of the groups and the pre-and post-test average values of the experimental group, significant differences at different levels were found in favour of the experimental group and the post-test during the motor performance tests. Consequently; it follows that the movement education program through coordination, which has been planned and prepared for long-term practices and in which children's activities during practices are enhanced, will enable preschool children to develop their basic motor movements as well as bringing them to the point at which they will be available for the next upper educational degree as having ensured their psycho-motor development phases.

This study was conducted to examine the effects of 8-week "Activity Education with Coordination" on the development of balance and arm power properties of 6-year-old primary school children. The Study Group consisted of 30 six-year-old children; and the Control Group consisted of another 30 students who were also 6 years old. The students were included in this study after their families were contacted and their consents were received. In order to examine the effects of "Activity Education with Coordination" on 6-year-old primary school children, static and dynamic balance and Griping and finger power motor performance tests were applied. In analyzing the data, the statistical package program was used. To find the difference between the Study Group and the Control Group, the Independent t Test was used, and to find the difference between the Pre and Post Tests of both groups, the Paired Samples t Test was used. According to the statistical results, no significant differences were found among all the variables in the Pre Test values (p>0,05). Among the Post Test values of the Study and the Control Group, meaningful differences were found between the average values of the right hand finger power, dynamic and static balance test values (p<0,001); between the average values of the right hand Griping power and left hand finger power (p<0,01); between the average values of the left hand Griping power (p<0,05) in favor of the Study Group. Among the Post Test values of the Study and the Control Group, meaningful differences were found between the average values of the right hand finger power, and dynamic and static balance values (p<0,001); between the average values of the right and left hand griping power (p<0,05); between the average values of the left hand griping power (p<0,01) in favor of the Post test. Among the Pre and Post test results of the Control Group, meaningful differences were found between the average values of the right hand finger and grip power, the dynamic balance test values (p<0,05); between the average values of the left hand finger power and the static balance results (p<0,01); in favour of Post tests. No meaningful differences were found between the averages of the left hand Griping power (p>0,05). As a conclusion, it is understood that, planned and long term Activity education with Coordination program will improve the static and dynamic balance and Griping and finger power motor skills of 6-year-old children.

This study was designed to examine the effects of Coordinated Teaching Method activities applied for 10 weeks on 6-year-old children, and to examine the effects of these activities on the development of some motor skills in children. Research Methods:The "Experimental Research Model with Pre-test and Post-test Control Group" was used in the study. To examine the effects of the Coordinated Teaching Method activities on the development of some motor skills in children, the agility, quickness, throwing a tennis ball, controlling the ball with feet, throwing a ball to a ring, and turning coordination motor performance tests were used.

The purpose of the research was to determine the effects of 12-week physical activities based on Cooperative Learning Method on development of basic motor skills of Primary School 1st Graders. Pretest-Posttest Design, Semi-Empirical Research Method and Unequaled Control Group Methods were used in the research. To determine the effects of physical activities based on Cooperative Learning Method on the development of basic motor skills, controlling the ball with feet, controlling the ball with hands, running coordination, agility, promptness and dynamic balance skill tests were used. According to the statistical results, no significant differences were detected in pretest average values of the research and control groups in Independent sampling t-test; however, a significant difference was found in favor of the research group in posttest averages. In the t-test for Dependent Variables, significant differences were found in pretest-posttest averages in favor of the posttest values of Research Group. In pretest-posttest averages of Controls, negative significance was found in controlling the balls with hands, and no significant differences were determined in other motor skills. We believe that students are active in application process, and the long-term planned learning-teaching environments with physical activities based on Cooperative Learning Method might contribute to the development of basic motor skills. Keywords: physical education, physical activity, movement education, cooperative learning, basic motor skills, lifelong education.

In this study, the purpose is examining the reasons of choosing the profession by coaching education and sports management department students who are receiving pedagogical formation education, and revealing the reflection of the applications in physical education teacher departments. The study group consists of 17 students studying at physical education and sports department, 8 coaching education students, 9 sports management students, who receive pedagogical formation education at 3 different universities.