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Multiteaching style and active reflection for swimming.

Gabriele Signorini1, Raffaele Scurati1, Damiano Formenti2

  • 1Department of Biomedical Sciences for Health, Università degli Studi di Milano, Milan, Italy.

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Summary
This summary is machine-generated.

Swimming instructors often use a monoteaching approach, but a multiteaching strategy enhances didactic effectiveness and children's aquatic competence. Implementing this student-centered method in swimming instruction is recommended for better educational outcomes.

Keywords:
actual motor competencedidactical competencedose–responseinstructors’ trainingmethodological competenceperceived aquatic competencepsychosocial skillssystems thinking

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Area of Science:

  • Sports Pedagogy
  • Aquatic Education
  • Motor Skill Development

Background:

  • Student-centered approaches are common in team sports but underutilized in swimming instruction.
  • Effective pedagogy in swimming requires appropriate stimuli and methods linking understanding with motor competence.
  • Investigating swimming instructors' competencies and their impact on children's aquatic skills is crucial.

Purpose of the Study:

  • To examine the didactic, methodological, and personal competencies of swimming instructors (SI).
  • To explore the relationship between SI competencies and children's actual and perceived aquatic competencies.
  • To compare instructors' self-reported teaching styles with observed practices and assess their impact on student outcomes.

Main Methods:

  • Utilized the Teaching Styles Questionnaire (TSQ) for self-reported teaching styles and observational tools (IESPES, Instrument for Identifying Teaching Styles) for comparison.
  • Assessed instructors' empathy and self-control.
  • Employed pictorial scales to measure children's actual and perceived aquatic competence.

Main Results:

  • Instructors predominantly used monoteaching, characterized by linear (command and practice) styles.
  • A significant discrepancy was found between children's actual and perceived aquatic competence, with overestimation of actual skills.
  • A multiteaching approach correlated positively with didactic effectiveness, instructor empathy, and both actual and perceived aquatic competence in children.

Conclusions:

  • The predominant monoteaching style in swimming instruction may not optimize learning outcomes.
  • A multiteaching approach is associated with improved didactic effectiveness and better aquatic skill development in children.
  • Recommendations include adopting a multiteaching pedagogy in swimming to enhance both instructor effectiveness and student aquatic competence.