Never Stopping Swimming－Qualitative Study of Teaching Experience of Adapted Physical Education by Swimming Coach

• Main Authors: CHANG YI-CHANG, 張益昌
• Other Authors: Lee Chia-Yao
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/10651208049693734803

碩士 === 國立臺北教育大學 === 體育學系碩士班 === 97 === Every day in the daybreak and dawn under the setting sun, a group of swimming coaches instructs physically disabled students. The story began at an ordinary swimming pool. The purpose of this study is to explore teaching process and experience of swimming coaches who have dedicated to adapted physical education and interpret changes of adapted physical education to coaches and students in participation observation, in-depth interviews and data collection. The findings show that adapted physical education in swimming instruction is a never-ending world of swimming. Excelling preference, incessant persistence, efforts, promotion and dedication without asking for rewards and self-realization in education support the coaches. The coaches emphasize individual differences, have cautious teaching planning, provide opportunities for practice, focus on life education and career development to develop and make specific goals. They stimulate motivation with intimate interaction from adaptation to water. Coaches always observe students’ conditions, use random prompt strategies and utilize appropriate and self-made teaching materials. They change teaching ways through competitions. Division of labor among coaches is more organized. Peer learning stimulates potential. Time is well planned to make teaching and learning more effective. In the world of changes, coaches have new identity and roles to connect emphasis in life and interpersonal relation. Characteristics of disabled students lead to changes and growth of teaching profession. Changes of coaches’ ego, interpersonal relation and teaching profession help physically disabled students win health and sports skill to be able to live independently. Students have new experience in life and changes in their body and life, which has direct feedback to coaches. Coaches have reflection and adjustment from students’ reactions into new teaching changes, which then again lead changes in body and life of students. The process of teaching and learning becomes a never-ending cycle, which enables the coaches and students, both swimmers and brave people, break their destined path and create the new life for their own.