多层风格和活跃反射用于游泳
Gabriele Signorini1, Raffaele Scurati1, Damiano Formenti2
1Department of Biomedical Sciences for Health, Università degli Studi di Milano, Milan, Italy.
Frontiers in sports and active living
|October 29, 2025
概括
游泳教练经常使用单一教学方法,但多重教学策略可以提高教学效率和儿童的水上能力. 建议在游泳教学中实施这种以学生为中心的方法,以获得更好的教育成果.
科学领域:
- 体育教学教育学
- 水生教育是水生教育.
- 发展运动技能的发展.
背景情况:
- 以学生为中心的方法在团队运动中很常见,但在游泳教学中未得到充分利用.
- 有效的游泳教学需要适当的刺激和方法,将理解与运动能力联系起来.
- 调查游泳教练的能力及其对儿童水上技能的影响至关重要.
研究的目的:
- 检查游泳教练 (SI) 的教学,方法和个人能力.
- 探索SI能力与儿童实际和感知的水生能力之间的关系.
- 将教师自我报告的教学风格与观察到的实践进行比较,并评估它们对学生成绩的影响.
主要方法:
- 使用教学风格问卷 (TSQ) 进行自我报告的教学风格和观察工具 (IESPES,用于识别教学风格的工具) 进行比较.
- 评估教练的同情心和自我控制.
- 使用图形尺度来衡量儿童的实际和感知的水上能力.
主要成果:
- 教师主要使用单一教学,以线性 (命令和实践) 风格为特征.
- 在儿童实际和感知到的水上能力之间发现了显著的差异,高估了实际技能.
- 一种多层次的方法与教学效率,教师同情心以及儿童实际和感知到的水上能力有积极的相关性.
结论:
- 在游泳教学中占主导地位的单一教学风格可能无法优化学习成果.
- 多层次的方法与提高教学效率和儿童更好的水生技能发展有关.
- 建议包括采用多层次的游泳教学方法,以提高教练的有效性和学生的水上能力.
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