Development of motor competence in preschool-age children on co-teaching aquatic adaptation program

Abstract

Background: Aquatic adaptation programs have shown a positive impact on preschoolers’ motor development. Although most programs are implemented by a single person, some authors highlight the importance of co-teaching within these programs.

Goals: This study aimed to analyze the effects of aquatic adaptation program, following a co-teaching model, on the motor competence of preschool aged children.

Method: A quasi-experimental study was carried out involving 50 children: 25 were allocated to the experimental group and 25 were allocated to the control group. Children were assessed before the program and after the program using the Movement Assessment Battery for Children-2. The program had a 4 months duration, with a minimum of 15 sessions.. The co-teaching was formed by a swimming teacher and a psychomotor therapist and it was evaluated in four moments through the Co-Teaching Core Competencies Observation Checklist.

Results: Compared to the children of the control group, the children who participated in the aquatic adaptation program showed improvements in terms of Aiming and Catching and in Total Motor Competence. There were also improvements in the Manual Dexterity of the participating children.

Conclusions: The co-teaching showed a gradual evolution over the 4 months. At the end of the aquatic adaptation program, the co-teaching was considered to be a “pedagogical partnership in development”.

Keywords: Preschool; aquatic; co-teaching; children; motor development.