The thesis examines the differences in planning and implementing physical activities with a ball in the preschool period according to two teaching methods: the traditional method of planning the pedagogical process and the game-based method, which represents one of the three approaches of the modern Game-Movement-Development (GMD) concept. The research is based on a quasi-experimental single-group design. A group of children aged two to four years was included, and all participants took part in both approaches. We planned and implemented two physical activities with balls in two different ways, recorded them, and then analyzed the videos from the perspective of organization, complexity, cooperation, and children's responses, focusing on the frequency and types of throws. By analyzing the planning and implementation of activities, we found that there are differences between teaching in the classical way and teaching using the game-based method, both in terms of educator involvement and children's engagement. The research findings demonstrate the suitability of both teaching approaches for use in the preschool period. The study revealed differences between the approaches in both pedagogical and sports-related aspects. These findings will enable educators to choose a more appropriate teaching approach that can be applied in everyday activities.
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