Abstract The effectiveness of a therapeutic motor development program in reducing feminine play preferences of emotionally disturbed boys was investigated in 22 male children, ages 9 to 11. The motor development program was based on the games analysis model, a framework from which any movement game can be analyzed and structured by the teacher and students to account for the individual motoric needs of the game participants. The experimental condition included (1) instruction from a teacher in the games analysis process; (2) assessment of each boy's motor skills in throwing, catching, striking, kicking, running, and jumping; and (3) playing vigorous games designed to account for the current stages of motor development by the boys. In the second condition (control), emotionally disturbed boys with feminine play preferences were instructed in a traditional elementary school physical education program. Pretest-posttest assessment of the boys' feminine games choices indicated that the experimental group decre...