Aquatic Training with Play Methods in Improving Swimming Skills in Preschool Children

Abstract

This study aimed to determine the increase of swimming skills in aquatic training by playing methods for preschool children. The research method used was pre-experimental with a one-shot case study design. The populations were forty swimming participants at the Arhesa Swimming Club. Thirteen preschool children aged four to six years old (five males and eight females) were involved in the study. The research instrument were swimming skills test for preschool children's with water recognition indicators, pool entry, breath control, float, arms push, leg movement, and complete swimming. Data were analyzed using descriptive statistics. The results showed that six children were in a good category with a percentage of forty-six point fifteen, four children were in a moderate category with a percentage of thirty point seven six, and three children were in a low category with a percentage of twenty-three point zero seven. It concludes that aquatic training with the play method can improve swimming skills of pre-school children. It is suggested for further research to use other experimental methods, with a large sample, and increase the number of meetings.

Building the Foundation of Aquatic Literacy in 4–6 Years-Old Children: A Systematic Review of Good Pedagogical Practices for Children and Parents

“…Twenty-one studies were selected for this review. Table 1 (1 study [43]), Table 2 (13 studies [44][45][46][47][48][49][50][51][52][53][54][55][56]), and Table 3 (7 studies [22,[57][58][59][60][61][62]) show the main characteristics of the interventions in terms of objective, level of confidence, theoretical framework used, population, intervention description, measurement tools, and outcomes domains for studies including children and their parents, only children and only parents, respectively. Figure 2 shows a summary of the AL domains concerned in the outcomes of the studies, and Figure 3 shows the risk of bias analysis.…”

“…Among the 21 studies reviewed, there was one instance of a concerned chil ated with their parents (Table 1) and 13 instances of concerned children exclusive 2). The samples built for the studies ranged between 12 [56] and 5129 [46] child duration of the interventions ranged from 90 min [46] to 2-year weekly lessons nine studies were explicitly anchored in a theoretical framework [43][44][45]47,49,50,5 Intervention methods were assessed by measuring the effects of different pedago environmental teaching variables: the types of pedagogy (linear pedagogy vs. n pedagogy [43], playful pedagogy [44]; the depth of the swimming pool [45,52] quency [49] and amount [47,50,55] of swimming sessions, the use of in-school inte [46,48,51,53,56] and the use of information technology [54]. Over the 21 studies e only 5 used a control group to strengthen the evidence analysis [47,48,50,53,55].…”

“…Over the 21 studies explored, only 5 used a control group to strengthen the evidence analysis [47,48,50,53,55]. The methodological strategies to conduct the designs included six studies using validated motor tests [43][44][45]47,49,52], two studies using unvalidated motor tests [50,55], one study using validated questionnaires [43], six studies using questionnaires created specifically for the study [46,48,51,53,55,56], and one study using video analysis [54].…”

“…Regarding the strength of evidence, two articles had evidence from qualitative studies [44,58], nine from case-control or cohort studies [22,46,50,51,53,55,56,59,62], nine from controlled trials without randomisation [43,45,[47][48][49]52,54,57,61], and one from a randomised and controlled study [60].…”

“…None presented a low selection risk. Only one article performed a selection by randomisation [60], and six had a dropout lower than 20 percent [43,44,46,49,55,62]. Seven had a lower information bias.…”