Fonseca-Pinto Rita, Moreno-Murcia Juan Antonio
Universidad Miguel Hernandez de Elche, Elche, Valencian Community, Spain.
F1000Res. 2025 Mar 4;13:1363. doi: 10.12688/f1000research.150535.2. eCollection 2024.
Studies have shown that perceived self-efficacy can influence teachers' emotional state, thoughts and behaviours, and students' learning. It's also an important referential of professional satisfaction. Teaching theories influence learning, human development, motivation levels and, consequently, continuity of practice in favour of healthy lifestyle. Research on aquatic educators and teaching theories is both limited and essential, as aquatic literacy is considered a vital component of physical literacy, enabling individuals to better interact with aquatic environments.
For this study we used an online questionnaire, aimed at aquatic educators, which was answered voluntarily and anonymously to 1) assess the professionals' perception of self-efficacy; 2) which teaching theories are most used by aquatic educators and 3) identify the teaching theory used by professionals who perceive themselves as most effective. It has been deposited and can be consulted at https://doi.org/10.6084/m9.figshare.27316242.v1.
All teaching theories can generate a feeling of self-efficacy in teachers despite having different results, with the theories that involve students more actively (cognitivist and constructivist) being those that generate a greater feeling of self-efficacy in teachers. Comprehensive Aquatic Method (MAC) is a method that is more closely related to theories focused on active student participation and, consequently, it is a theory that generates a high perception of self-efficacy in teachers.
Levels of self-efficacy influence aquatic educators satisfaction, educator physical, mental and emotional health, as well as student learning. Is recommended that aquatic educators give prevalence to the cognitivist and constructivist teaching theories being MAC a privileged methodology approach for promoting active lifestyle habits throughout life.
研究表明，自我效能感会影响教师的情绪状态、思维和行为以及学生的学习。它也是职业满意度的重要参考指标。教学理论影响学习、人类发展、动机水平，进而影响有利于健康生活方式的实践的持续性。对水上教育工作者和教学理论的研究既有限又至关重要，因为水上素养被视为身体素养的重要组成部分，能使个体更好地与水生环境互动。
在本研究中，我们使用了一份针对水上教育工作者的在线问卷，由他们自愿且匿名作答，以1）评估专业人员的自我效能感认知；2）水上教育工作者最常使用哪些教学理论；3）确定那些认为自己最有效的专业人员所使用的教学理论。该问卷已存档，可在https://doi.org/10.6084/m9.figshare.27316242.v1查阅。
尽管结果不同，但所有教学理论都能在教师中产生自我效能感，其中更积极让学生参与的理论（认知主义和建构主义）在教师中产生的自我效能感更强。综合水上教学法（MAC）是一种与注重学生积极参与的理论联系更紧密的方法，因此，它是一种能让教师产生较高自我效能感认知的理论。
自我效能感水平影响水上教育工作者的满意度、教育工作者的身心健康以及学生的学习。建议水上教育工作者优先采用认知主义和建构主义教学理论，MAC是在一生中促进积极生活方式习惯的一种优先选用的方法。
