The purpose of this study is to investigate the frequency the P.E teachers give feedback in prinmary schools. In this study, 20 primary school teachers were observed. To conduct a more detailed observation, the teachers classess were videotaped. The requency that feedback was given to the students was measured case by case on a meacurement scale. The KNUS was used as a basis for these meacurements. Data were processed by SAS statistic program. Feedback patterns such as positive feedback, negative feedback, general feedback were examined separately. The results are as follows: First, the frequency of feedback did not differ between male and remale teachers. Second, among the above mentioned feedback patterns, teachers provided General Feekback I most. However, the occurrence of positive feedback, which has a significant influence of the learning provess, was lower than any other pattern, which menas that teachers have neglected to provided an encouraging calss environment. Third, the results from the study also show that feedback has not been used effectively as a facilitator for learning, since non-concrete feedback has been more often proviede than concrete feedback .