Cargando…

Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence

The goal of swimming school during early school age is to promote physical literacy. According 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-centere...

Descripción completa

Detalles Bibliográficos
Autores principales: Invernizzi, Pietro Luigi, Rigon, Marta, Signorini, Gabriele, Alberti, Giampiero, Raiola, Gaetano, Bosio, Andrea
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8535907/
https://www.ncbi.nlm.nih.gov/pubmed/34682596
http://dx.doi.org/10.3390/ijerph182010847
_version_ 1784587897024806912
author Invernizzi, Pietro Luigi
Rigon, Marta
Signorini, Gabriele
Alberti, Giampiero
Raiola, Gaetano
Bosio, Andrea
author_facet Invernizzi, Pietro Luigi
Rigon, Marta
Signorini, Gabriele
Alberti, Giampiero
Raiola, Gaetano
Bosio, Andrea
author_sort Invernizzi, Pietro Luigi
collection PubMed
description The goal of swimming school during early school age is to promote physical literacy. According 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 pedagogy), 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 administered, 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 appreciated by children, while LI method was more rewarding for parents because initial expectations were satisfied.
format Online
Article
Text
id pubmed-8535907
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher MDPI
record_format MEDLINE/PubMed
spelling pubmed-85359072021-10-23 Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence Invernizzi, Pietro Luigi Rigon, Marta Signorini, Gabriele Alberti, Giampiero Raiola, Gaetano Bosio, Andrea Int J Environ Res Public Health Article The goal of swimming school during early school age is to promote physical literacy. According 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 pedagogy), 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 administered, 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 appreciated by children, while LI method was more rewarding for parents because initial expectations were satisfied. MDPI 2021-10-15 /pmc/articles/PMC8535907/ /pubmed/34682596 http://dx.doi.org/10.3390/ijerph182010847 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Invernizzi, Pietro Luigi
Rigon, Marta
Signorini, Gabriele
Alberti, Giampiero
Raiola, Gaetano
Bosio, Andrea
Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence
title Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence
title_full Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence
title_fullStr Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence
title_full_unstemmed Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence
title_short Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence
title_sort aquatic physical literacy: the effectiveness of applied pedagogy on parents’ and children’s perceptions of aquatic motor competence
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8535907/
https://www.ncbi.nlm.nih.gov/pubmed/34682596
http://dx.doi.org/10.3390/ijerph182010847
work_keys_str_mv AT invernizzipietroluigi aquaticphysicalliteracytheeffectivenessofappliedpedagogyonparentsandchildrensperceptionsofaquaticmotorcompetence
AT rigonmarta aquaticphysicalliteracytheeffectivenessofappliedpedagogyonparentsandchildrensperceptionsofaquaticmotorcompetence
AT signorinigabriele aquaticphysicalliteracytheeffectivenessofappliedpedagogyonparentsandchildrensperceptionsofaquaticmotorcompetence
AT albertigiampiero aquaticphysicalliteracytheeffectivenessofappliedpedagogyonparentsandchildrensperceptionsofaquaticmotorcompetence
AT raiolagaetano aquaticphysicalliteracytheeffectivenessofappliedpedagogyonparentsandchildrensperceptionsofaquaticmotorcompetence
AT bosioandrea aquaticphysicalliteracytheeffectivenessofappliedpedagogyonparentsandchildrensperceptionsofaquaticmotorcompetence