Department of Water Sports, Academy of Physical Education, 31-571 Krakow, Poland.
Institute of Sport Sciences, Jerzy Kukuczka Academy of Physical Education, Mikołowska 72a, 40-065 Katowice, Poland.
Int J Environ Res Public Health. 2022 May 6;19(9):5663. doi: 10.3390/ijerph19095663.
The purpose of the present study was to identify which, and to what extent, selected individual determinants of 10-year-old children may limit the final achievement in learning to swim. In view of the above, the research hypothesis was formulated that some children, despite regular attendance at swimming classes, do not achieve the learning outcomes set in the curriculum. The reason for this may be unfavorable (compared to their peers) morphological and functional characteristics, coordination motor abilities, and problems with fear of water.
The study was conducted on a group of 271 students from the third grade of elementary schools who could not swim when they entered the physical education classes at the swimming pool and then participated in at least 25 swimming lessons during the school year. After these classes, the students performed swimming tests, and their somatic and functional characteristics and coordination motor abilities were measured.
In 46.1% of the participants, the final achievement level was lower than assumed in the school curriculum. The biggest problem for teachers and students in the initial teaching and learning to swim was the high fear of water, especially among girls. Furthermore, children characterized by lower body height and body weight, a lower sum of three skinfolds, and lower BMI had problems with progress in swimming. Despite the differences, these values did not correlate significantly with the final achievement level in swimming, except for body height in boys. Slower progress in swimming was also associated with lower vital capacity, whereas no relationship was found between final achievement level in swimming and trunk flexibility or foot mobility. However, significant correlations occurred for coordination motor abilities, as in almost all tests the participants characterized by the achievement level below the objectives set out in the curriculum performed significantly worse than children in the group with the achievement level meeting the objectives.
In many cases, children who begin learning to swim from scratch make significant progress, but for many of them, the achievement levels are lower than the requirements set out in the school curriculum. The biggest problem for teachers and students in the initial teaching and learning to swim was the high fear of water, especially among girls.
本研究的目的是确定哪些个体决定因素会限制 10 岁儿童在学习游泳方面的最终成绩，以及限制的程度。基于这一目的，提出了研究假设，即尽管一些儿童定期参加游泳课程，但他们仍无法达到课程设定的学习成果。造成这种情况的原因可能是他们在形态和功能特征、协调运动能力方面存在不利因素，以及对水的恐惧问题。
该研究在一组 271 名来自小学三年级的学生中进行，这些学生在进入游泳池的体育课之前不会游泳，然后在整个学年至少参加 25 次游泳课。在这些课程结束后，学生们进行了游泳测试，并测量了他们的身体形态和功能特征以及协调运动能力。
在 46.1%的参与者中，最终的学习成果低于学校课程的预期水平。对于教师和学生来说，在最初的教学和学习游泳过程中最大的问题是对水的高度恐惧，尤其是在女孩中。此外，身高和体重较低、三个皮褶厚度总和较低以及 BMI 较低的儿童在游泳进展方面存在问题。尽管存在差异，但除了男孩的身高外，这些值与游泳的最终学习成果水平没有显著相关性。游泳进展较慢也与肺活量较低有关，但游泳的最终学习成果水平与躯干灵活性或足部活动度之间没有关系。然而，协调运动能力存在显著相关性，因为在几乎所有测试中，表现低于课程目标设定的参与者的成绩明显低于达到目标的参与者的成绩。
在许多情况下，从零开始学习游泳的儿童会取得显著的进步，但对他们中的许多人来说，学习成果水平低于学校课程的要求。对于教师和学生来说，在最初的教学和学习游泳过程中最大的问题是对水的高度恐惧，尤其是在女孩中。
