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Impact of assistive tool-based training on anxiety, mental focus, and self-confidence among university swimming
Thekra Alawamleh1, Walaa Jumah Alkasasbeh1, Bekir Erhan Orhan2
1Department of Physical Education, School of Sports Science, The University of Jordan, Amman, Jordan.
Introduction:
The psychological state of university students learning swimming particularly anxiety, mental focus, and self-confidence plays a critical role in skill acquisition and performance outcomes. This study aimed to examine the effects of assistive tool-based training on these psychological variables among beginner female university swimmers.
Methods:
A quasi-experimental single-group pre-test-post-test design was employed, involving 60 female students enrolled in a mandatory university swimming course. Participants completed the Athlete Anxiety Questionnaire (AAQ) before and after a three-month structured training program incorporating assistive tools, including kickboards, pull buoys, fins, flotation vests, hand paddles, and a mobile feedback application. The internal consistency of the questionnaire domains was high (Cronbach's alpha = 0.81-0.90). Paired-samples t-tests were conducted to assess pre-post differences, and multivariate analysis of variance (MANOVA) was used to examine the effects of academic year, swimming level, and years of practice.
Results:
Assistive tool-based training resulted in significant improvements in self-confidence (pre-test: M = 19.35, SD = 3.80; post-test: M = 21.42, SD = 2.99; p = 0.001) and mental focus (pre-test: M = 13.97, SD = 2.70; post-test: M = 14.97, SD = 2.75; p = 0.040). However, no significant changes were observed in cognitive anxiety (p = 0.372) or somatic anxiety (p = 0.297). MANOVA results indicated that academic year had a significant effect on somatic anxiety (F = 7.303, p < 0.001), while swimming level and years of practice showed no significant effects on any psychological variables.
Discussion:
The findings suggest that assistive tool-based training enhances specific aspects of psychological readiness, particularly self-confidence and mental focus, among beginner swimmers. However, its effects on anxiety appear limited. These results highlight the value of integrating supportive equipment into swimming instruction to facilitate positive psychological and learning outcomes. Given the quasi-experimental design, the findings should be interpreted as indicative of associations rather than causal effects.
