Sports Science Department of University of Beira Interior, Covilhã, Portugal. ; Research Centre in Sports, Health and Human Development (CIDESD), Vila Real, Portugal.
J Hum Kinet. 2012 May;32:211-9. doi: 10.2478/v10078-012-0037-1. Epub 2012 May 30.
The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher's exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk's method to predict under what conditions students are better or worse (aquatic competence). Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p<0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills.
本研究旨在评估学前儿童游泳课程中的深水区和浅水区教学方法，并确定获得的基本水上技能的差异。研究样本包括 32 名游泳教练（16 名来自深水区项目，16 名来自浅水区项目）和 98 名学前儿童（50 名来自深水区游泳池，48 名来自浅水区游泳池）。还研究了这些儿童以前的游泳经验（6、12 和 18 个月或练习）。使用卡方检验和 Fisher 确切检验比较教学方法。使用Λ wilk 方法进行判别分析，以预测在什么条件下学生表现更好或更差（水上能力）。结果表明，尽管教学方法存在无统计学差异，但水深会影响水上技能的获得——浅水区课程似乎在 6 个月的练习后更能提高水上能力。判别函数显示，6 个月游泳练习组与所有预测因子之间存在显著关联（p<0.001）。滑行中的身体姿势和腿部位移是主要的预测因子。对于 12 个月和 18 个月的练习，判别函数未显示组间存在任何显著关联。总之，基于深水区和浅水区项目的学前儿童水上准备教学方法似乎没有显著差异。然而，浅水区课程可能更有利于基本水上技能的发展。
