Alkasasbeh Walaa Jumah, Alawamleh Thekra, Aloran Hasan, Farash Tamara, Orhan Bekir Erhan
Program of Sports Management and Training, Department of Administration and Curriculum, Faculty of Arts and Educational Sciences, Middle East University, Amman, Jordan.
Department of Physical Education, Faculty of Sport Science, The University of Jordan, Amman, Jordan.
Front Sports Act Living. 2024 Dec 5;6:1496733. doi: 10.3389/fspor.2024.1496733. eCollection 2024.
This study investigates the impact of mobile-assisted swimming applications on intrinsic motivation and fear reduction in aquatic environments among students enrolled in a swimming course. While technological tools are increasingly integrated into physical education settings, their effects on motivation and psychological barriers such as fear of water remain underexplored.
A total of 69 male and female students enrolled in the "Swimming Education and Training" course participated in the study. The Intrinsic Motivation Scale (IMS) and the Water Fear Assessment Questionnaire (WFAQ) were used to measure intrinsic motivation and water-related fear, respectively, before and after using a mobile-assisted swimming application. Data were analyzed to assess changes in motivation and fear, and potential relationships with demographic variables (gender, academic year, parental swimming experience, and university GPA) were explored.
The study found no statistically significant differences in intrinsic motivation levels before and after the use of the mobile-assisted swimming application. However, a statistically significant reduction in water fear was observed following the intervention. No significant relationships were found between demographic factors and either motivation or fear reduction.
The results suggest that while the mobile-assisted swimming application did not significantly impact intrinsic motivation, it was effective in reducing fear of water among students. This highlights the potential of mobile applications in addressing psychological barriers in aquatic environments, supporting skill acquisition, and enhancing the overall learning experience in swimming courses. The absence of demographic influences suggests that the application's benefits may be broadly applicable across different student groups.
本研究调查了移动辅助游泳应用程序对参加游泳课程的学生在水环境中的内在动机和恐惧减轻的影响。虽然技术工具越来越多地融入体育教育环境，但它们对动机和诸如怕水等心理障碍的影响仍未得到充分探索。
共有69名参加“游泳教育与培训”课程的男女学生参与了本研究。在使用移动辅助游泳应用程序之前和之后，分别使用内在动机量表（IMS）和水恐惧评估问卷（WFAQ）来测量内在动机和与水相关的恐惧。对数据进行分析以评估动机和恐惧的变化，并探索与人口统计学变量（性别、学年、父母游泳经历和大学平均绩点）的潜在关系。
研究发现，使用移动辅助游泳应用程序前后，内在动机水平没有统计学上的显著差异。然而，干预后观察到水恐惧有统计学上的显著降低。在人口统计学因素与动机或恐惧减轻之间未发现显著关系。
结果表明，虽然移动辅助游泳应用程序对内在动机没有显著影响，但它在减轻学生对水的恐惧方面是有效的。这突出了移动应用程序在解决水环境中的心理障碍、支持技能习得以及增强游泳课程的整体学习体验方面的潜力。人口统计学影响的缺失表明该应用程序的益处可能广泛适用于不同的学生群体。
