The teaching swimming for understanding framework: an integrated approach to aquatic education for children and...

This study evaluates the impact of the Teaching Swimming for Understanding (TSfU) program within a comprehensive aquatic education framework that integrates motor, cognitive, emotional, and social learning, extending beyond sports success. A total of 200 children aged 5-8 years attending swimming lessons and 44 swimming instructors with federal licenses were recruited for the study. The instructors were divided into an experimental group that participated in a training course oriented to TSfU principles, while the control group maintained their federal formation. Children were divided into the same groups depending on their swimming instructors. Swimming lessons for both groups were recorded and analyzed to assess didactic capacity, methodological capacity, and the amount and type of physical activity among children. Moreover, questionnaires were provided to instructors to assess empathy and self-control. Children's actual and perceived water competence were assessed using two pictorial scales. All measures were administered before and after the instructor's training course and after one month of rest to assess retention. Finally, the parents of involved children were interviewed after the retention phase with semi-structured interviews to assess the transfer of swimming skills to environments outside the swimming pool (i.e., aquatic competence in open water). The TSfU group showed improvement in learners' aquatic competences, as well as perceived aquatic competencies. Meanwhile, instructors who participated in TSfU training showed notable improvements in didactic capacity values (in particular communication, organizational, and motivational skills), the number of teaching styles used, the amount of activity provided, and interaction with learners. These findings align with constructivism and the ecological-dynamics approach, supporting active, personalized, and reflective teaching. The constructivist and ecological dynamics methods encouraged retention and real-world transfer of aquatic skills, particularly in water safety, environmental awareness, and self-awareness. Instructors benefited from professional development in pedagogical and interpersonal skills, supporting the approach's sustainability. Overall, the study highlights the effectiveness of personalized, dynamic, multi-teaching strategies in fostering enduring learning outcomes and provides valuable insights for future research and practical applications in aquatic education.