Teacher training and its link with the teaching of school swimming

Abstract

Background: BovI, Urbino, Palomino & González (2008), present an analysis of teaching practices through a traditional and a playful method that is applied to the same group of students in aquatic activity classes. Another study aims to find new ways to seduce students to learn content related to Physical Education through water activities. Effect of the comprehensive aquatic method in 6 and 7-year-old students (De Paula & Moreno-Murcia, 2018) consisted of verifying the effect of a Comprehensive Aquatic Methodology with support for autonomy on knowledge (knowledge, know-how, know-how and global knowledge) in a group of students. The active methodology has shown positive effects on learning in aquatic activities.

Objetives: Study 1: Understand the methodologies used by swimming teachers in public schools in Montevideo. Study 2: Know the different methodological approaches established by swimming teachers in teacher training and the theoretical-methodological assumptions that support them.

Method: Study 1: physical education teachers who teach school swimming in the eastern area of Montevideo, Uruguay. A qualitative study is carried out through which information is collected by three methodological forms: the survey, the interview and the semi-structured observation. Study 2: An attempt was made, through a qualitative methodology, to identify the different methodological models used by teachers in ISEF (Higher Institute of Physical Education) centers and to recognize the relationship with their own training. Class observation and semi-structured interview were used. Results: Study 1: It is observed that the game is the fundamental means used by the school teachers to teach aquatic activities and swimming. On the other hand, there are classes that present analytical teaching exercises where the decisions of these practices are focused on the teacher and not on the student. Study 2: It was possible to identify a heterogeneity in the elements that make up the teaching approaches and the theoretical statements that support them. Various approaches to teaching are perceived, ranging from perspectives focused on techniques to others that favor the process of students, based on entrenched models that regulate practice.

Conclusions: Study 1: Descriptive and closed teaching instructions are used.The theoretical domain of teachers fails to delve into concepts such as teaching and methodology Problems are observed in terms of transfer from the school to the pool, human resources and materials to start the teaching of school swimming. Study 2: The difference in perspectives regarding teacher training has repercussions on both technical and ideological criteria that define planning, teaching methodology and the evaluation of students who attend the Swimming curricular unit, which will bring students with diverse conceptions about discipline.

Keywords: teaching, school, teacher training, methodology, swimming.