Physical Education and Sport, High School of Economics, Mitrovica, Kosovo.
Faculty of Sport, 37663University of Ljubljana, Ljubljana, Slovenia.
Percept Mot Skills. 2022 Oct;129(5):1525-1545. doi: 10.1177/00315125221112258. Epub 2022 Jul 14.
Our purpose in this study was to examine the effects of using goggles and snorkel during a learn-to-swim program on the aquatic skills of young non-swimmers with fear of water. 40 children volunteered to participate in the study and were randomly divided into two groups: one that used goggles and snorkel (GS) and one that did not (NGS). After four weeks (five sessions per week) of learn-to-swim interventions, both groups improved aquatic skills, but improvements in water entry, back gliding, and prone swimming were greater for the GS than for the NGS group. In contrast, the intervention effect on a blowing bubbles skill was smaller for the GS than for the NGS group. Thus, the use of goggles appears to be more beneficial in a learn to swim program for young swimmers with a fear of water than not using goggles for all lessons other than blowing bubbles.
我们在这项研究中的目的是检验在学习游泳计划中使用泳镜和通气管对有怕水恐惧的年轻非游泳者的水上技能的影响。40 名儿童自愿参加了这项研究，并被随机分为两组：一组使用泳镜和通气管（GS），一组不使用（NGS）。经过四周（每周五次课程）的学习游泳干预后，两组的水上技能都有所提高，但 GS 组在入水、后滑和俯泳方面的提高大于 NGS 组。相比之下，GS 组在吹泡泡技能上的干预效果小于 NGS 组。因此，在学习游泳计划中，对于有怕水恐惧的年轻游泳者来说，使用泳镜似乎比在除吹泡泡以外的所有课程中都不使用泳镜更有益。
