Bu çaly?manyn amacy; i?birlikli ve geleneksek ö?retim yöntemlerinin beden e?itimi dersinde çocuklaryn duyu?sal özellik ve psikomotor beceri alanlaryndaki eri?i düzeylerine etkisini test etmektir. Öntest-sontest modelinde planlanan bu ara?tyrmanyn deney grubu ya? ortalamasy M= 12.51, SD= 0.50 olan (n= 53), kontrol grubu ise ya? ortalamasy M= 12.54, SD= 0.50 olan (n= 50) ö?renciden olu?mu?tur. Yedi hafta boyunca deney grubuna i?birlikli ö?retim yöntemi, kontrol grubuna da geleneksel ö?retim yöntemleri uygulanmy?tyr. Duyu?sal özelliklerle ilgili veriler "Beden E?itimi Dersi Tutum Ölçe?i", motorsal becerilere ili?kin veriler ise "Psikomotor Beceri Geli?imi Gözlem Formu" ile toplanmy?tyr. Sontest sonuçlaryna göre; duyu?sal özellik geli?tirmede tutum puanlary arasyndaki fark her iki ö?retim yöntemi açysyndan anlamly bulunmazken; motor beceri geli?tirme açysyndan i?birlikli ö?retim yönteminin daha etkili oldu?u görülmü?tür (p

ABSTRACT The purpose of this study is to test the effect of cooperative learning method with traditional teaching methods on affective characteristic and psychomotor skill level. This study was designed as pre and post test style and mean age of experiment group and control group was M=12.51, SD=0.50 and (n=53) and M=12.54, SD=0.50 (n=50) and respectively. Cooperative learning method was applied to experiment group and traditional teaching methods was applied to control group for seven weeks. Data related to affective characteristic and psychomotor skills were collected with "Physical Education Class Attitude Scale" and "Psychomotor Skill Development Observation Form" respectively. According to post test results; in developing affective characteristic the difference was not significant between attitude scores of both teaching method. However, cooperative learning method was more effective in development of motor skill development (p