The goal of swimming school during early school age is to promote physical literacy. Ac-cording to linear or non-linear pedagogy, a linear or non-linear approach teaching style can be used. The aim of our study was to investigate whether a different teaching methodology, as in using a teacher-centered approach (linear pedagogy), or a student-centered approach (non-linear peda-gogy), could differently influence the perceptions of aquatic activity of children and parents. Parents of 100 children (53 females and 47 males, age 5.9 ± 0.3 years old) participating in the study were previously interviewed to ascertain their expectations regarding the swimming course. Participants were in a medium-high social context. Subsequently, considering the data of the incoming aquatic motor competence’s tests, children were divided into a linear (LI) and non-linear (NL) pedagogy group. A total of 4 instructors were enrolled. Upon completing the swimming course, the aquatic motor competence’s test was repeated, a pictorial scale of perceived motor competence was admin-istered, and a questionnaire regarding the course was proposed to children’s parents. Physical development and learn to swim resulted two of the most important reasons leading parents to choose swimming courses. LI achieved greater progress than the NL in actual motor competence (A.M.C.), while NL perceived a higher aquatic motor competence (P.M.C.) in 7 out of 10 items of the pictorial scale. Parents of children in LI, gave greater importance to the teacher’s role, while NL’s parents pointed the acquisition of children’s abilities as pivotal. In conclusion, NL approach was more ap-preciated by children, while LI method was more rewarding for parents because initial expectations were satisfied.

Aquatic physical literacy : the effectiveness of applied pedagogy on parents’ and children’s perceptions of aquatic motor competence / P.L. Invernizzi, M. Rigon, G. Signorini, G. Alberti, G. Raiola, A. Bosio. - In: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH. - ISSN 1661-7827. - 18:20(2021 Oct 15), pp. 10847.1-10847.18. [10.3390/ijerph182010847]

Aquatic physical literacy : the effectiveness of applied pedagogy on parents’ and children’s perceptions of aquatic motor competence

P.L. Invernizzi;G. Alberti;A. Bosio
2021-10-15

Abstract

The goal of swimming school during early school age is to promote physical literacy. Ac-cording to linear or non-linear pedagogy, a linear or non-linear approach teaching style can be used. The aim of our study was to investigate whether a different teaching methodology, as in using a teacher-centered approach (linear pedagogy), or a student-centered approach (non-linear peda-gogy), could differently influence the perceptions of aquatic activity of children and parents. Parents of 100 children (53 females and 47 males, age 5.9 ± 0.3 years old) participating in the study were previously interviewed to ascertain their expectations regarding the swimming course. Participants were in a medium-high social context. Subsequently, considering the data of the incoming aquatic motor competence’s tests, children were divided into a linear (LI) and non-linear (NL) pedagogy group. A total of 4 instructors were enrolled. Upon completing the swimming course, the aquatic motor competence’s test was repeated, a pictorial scale of perceived motor competence was admin-istered, and a questionnaire regarding the course was proposed to children’s parents. Physical development and learn to swim resulted two of the most important reasons leading parents to choose swimming courses. LI achieved greater progress than the NL in actual motor competence (A.M.C.), while NL perceived a higher aquatic motor competence (P.M.C.) in 7 out of 10 items of the pictorial scale. Parents of children in LI, gave greater importance to the teacher’s role, while NL’s parents pointed the acquisition of children’s abilities as pivotal. In conclusion, NL approach was more ap-preciated by children, while LI method was more rewarding for parents because initial expectations were satisfied.
grounded theory; swimming; linear pedagogy; non-linear pedagogy
Settore M-EDF/02 - Metodi e Didattiche delle Attivita' Sportive
Article (author)
File in questo prodotto:
File Dimensione Formato  
Aquatic Physical Literacy ijerph-18-10847.pdf

accesso aperto

Tipologia: Publisher's version/PDF
Dimensione 1.23 MB
Formato Adobe PDF
1.23 MB Adobe PDF Visualizza/Apri
Pubblicazioni consigliate

Caricamento pubblicazioni consigliate

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/874692
Citazioni
  • ???jsp.display-item.citation.pmc??? 0
  • Scopus 1
  • ???jsp.display-item.citation.isi??? 1
social impact