EFFICIENCY OF DIFFERENT METHODOLOGICAL MODELS OF SWIMMING PRACTICE WITH PRE-SCHOOL CHILDREN

• Main Author: Dragan Krivokapić
• Format: Article
• Language: English
• Published: Montenegrin Sports Academy and Faculty for Sport and Physical Education 2006-06-01
• Series: Sport Mont
• Subjects: Swimming; Motor Learning; Preschool Physical Education
• Online Access: http://www.sportmont.ucg.ac.me/clanci/SportMont_Jun_2006_Krivokapic_433-439.pdf
• ISSN: 1451-7485; 2337-0351

On the sample of 68 preschool boys and girls aged five to six years two models of swimming teaching realised with purpose to research their efficacity. lt was finded before that they were nonswimers. Testers deviated in two similar groups by basic motor and cognitive abilities. First model of swim teaching, signed as time deviated learning, was realised at the cloused swimming pool with 36 testers which exercised twice of week during three months. Second model of swim teaching, signed as time concentrated learning, was realised as a two-week course with 32 testers which exercised at the sea side. Two control assessment of swimming level knowledge were made during experimental process, and a final assesment was made at the and of the experiment Scaling tehnicque was used for assesing. An analysis of the obtained data resulted in the following conclusions: the both models of swim teaching were efficacity and majority of children accepted swim knovvledge. Results of time concentrated model learning were statistical significance beter then time deviated learning only in the control assesments, but the svviming level knowledge was not different in the final assment. That conclusion shows that model of time concentrated learning has more efficacity in the begining, and model of time deviated learning in the later period of teaching