Department of Swimming, Faculty of Physical Education and Sport, Wroclaw University of Health and Sport Sciences, Wroclaw, Poland.
Department of Physical Performance, Norwegian School of Sport Sciences (Retired), Oslo, Norway.
Sci Rep. 2024 Aug 13;14(1):18820. doi: 10.1038/s41598-024-69996-y.
This study aimed to examine the ability of adolescents to maintain breathing rhythm while swimming with and without goggles, in the context of pedagogical interventions for implementation of water competence skills, rather than simply teaching swimming technique (strokes). 25 females and 25 males, 12-13 years old, swam the front crawl both with goggles and without goggles. Distance covered and the ability to maintain breathing rhythm were evaluated by experts. For both girls and boys, the lack of goggles reduced the breath control. The boys in contrast to the girls, could "swim" (cover a distance) but did not have the "competence" to swim effectively/safely-with breathing rhythm-regardless of the goggle factor. Goggle-free swimming as an autonomous component of water competence is highly recommended in elementary swimming education. The following elements for pedagogical intervention in the area of water competence development are proposed: (1) the formatting of breath control on the basis of the student's preferred, simplest form of swimming (not strokes); (2) the a priori treatment of swimming goggles as an unnecessary teaching aid; (3) the gender differences in area of both adaptation in visual perception (the goggles factor) and motor control (breath control factor) should be considered.
本研究旨在探讨青少年在接受水适能技能教学干预（而非单纯教授游泳技术）的情况下，戴泳镜和不戴泳镜时保持游泳呼吸节奏的能力。25 名 12-13 岁的女生和 25 名男生分别戴泳镜和不戴泳镜进行自由泳。由专家评估距离和呼吸节奏保持能力。对于女孩和男孩来说，不戴泳镜都会降低呼吸控制能力。与女孩不同，男孩可以“游泳”（游一定距离），但无论是否戴泳镜，都没有有效地/安全地游泳的“能力”，无法保持呼吸节奏。因此，建议在小学游泳教育中，将无泳镜游泳作为水适能的自主组成部分。为了在水适能发展领域进行教学干预，提出了以下要素：（1）基于学生最喜欢、最简单的游泳形式（非泳姿）形成呼吸控制模式；（2）预先将游泳镜视为不必要的教学辅助工具；（3）应考虑视觉感知（泳镜因素）和运动控制（呼吸控制因素）领域的性别差异。
