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Abstract(s)
A natação, tal como outros desportos, têm vindo a sofrer transformações e evoluções na
metodologia de ensino. No entanto, ainda são colocadas muitas dúvidas acerca do tipo de método de ensino a utilizar bem como do contexto de aprendizagem a adoptar, em particular, a profundidade da piscina (rasas ou profundas) na adaptação ao meio aquático.
Assim, neste estudo propomo-nos analisar a eficácia da metodologia de ensino no âmbito da adaptação ao meio aquático, em escolas de natação que recorrem a diferentes contextos de aprendizagem: em água rasa e profunda. Em particular, é objectivo desta pesquisa a análise da relação entre o nível de competência aquática de crianças de cinco e quatro anos, em diferentes contextos de ensino-aprendizagem da natação, designadamente a profundidade da piscina e a
organização metodológica do ensino ministrado.
Para o efeito, foram analisadas noventa e oito crianças (idade média de 4,39 e um desvio padrão de 0,49), em dois grupos distintos, de acordo com o contexto de ensino-aprendizagem da natação: cinquenta alunos provenientes do ensino numa piscina profunda e quarenta e oito alunos de uma piscina rasa. A amostra foi ainda estudada de acordo com a experiência prévia de prática
de natação: com seis, doze e dezoito meses de prática. Todas as crianças integradas na amostra foram avaliadas na sua competência aquática, recorrendo a uma ficha de observação de domínio de habilidades motoras aquáticas adquiridas. Aos técnicos de natação responsáveis pela experiência aquática prévia das crianças estudadas foi aplicado um questionário para o registo da
organização metodológica e respectivo contexto do ensino ministrado.
Os resultados do nosso estudo indicam que na generalidade as escolas de natação não diferem significativamente ao nível da estrutura organizacional. No entanto, alguns aspectos metodológicos parecem distintos entre as escolas de natação de água rasa e profunda, particularmente na importância pedagógica que determinados conteúdos parecem ter na orientação dos programas de ensino. Os resultados indicam que as crianças com maior tempo de prática (6, 12 e 18 meses) apresentam um número superior de habilidades aquáticas adquiridas,
independentemente do contexto de profundidade. Contudo, a competência aquática parece mais sólida entre as crianças com ensino em água rasa, pelo menos até aos 12 meses de experiência
aquática. Pelos resultados encontrados no presente estudo, consideramos que a existência de assimetrias da aquisição de competências no meio aquático pode estar associada com as diferenças de profundidade da piscina bem como associada à organização metodológica do ensino adoptado pela da escola de natação.
Swimming, like other sports, has been undergoing some transformations and evolutions in its teaching methodology. However, there are still many doubts about the specific teaching method to put to practise, as well as the learning context to adopt, particularly the pool's depth (shallow or deep) adapted to the aquatic environment. Thus, in this study we intend to analyse the efficiency of the teaching methodology regarding the adaption to the aquatic environment, at swimming schools which use different learning contexts, shallow and deep pools. Specifically, this research aims to analyse the relation between the level of water competence in children of four and five years old, in different teaching-learning contexts of swimming, namely the depth of the pool and the organization of the teaching methodology. For this, ninety eight children (mean age 4,39 and 0,49 standard deviation) were analysed and divided into two distinct groups, according to the swimming teaching-learning context: fifty students in a deep pool and forty eight students in a shallow pool. The sampling was also studied regarding the previous experience of swimming practise: twirty two children with six months of practise, twirty two children with twelve months of practise and twirty four children with eighteen months of practise. All children of the sampling were assessed in their water competence, using for this an observation sheet of the water motor skills acquired. It was asked to the swimming instructors of those children to fill in a questionnaire in order to register the methodological organization and its teaching context. The results of our study show that, in general, swimming schools do not significantly differ from each other in organizational terms. Nevertheless, some methodological aspects seem different when talking either of shallow or deep water swimming schools, particularly in the way specific contents are pedagogically valued when guiding the teaching syllabus. The results indicate that children who have longer practice (6, 12 and 18 months) show a bigger number of acquired aquatic skills, regardless of depth context. However, the aquatic skills appears to be more consistent in children who have learned in shallow waters, at least till their 12 months of aquatic experience. From these results we believe that the existence of asymmetries in the acquisition of water competence may be related to the differences in pool’s depth, as well as to the methodological organization adopted by the swimming school.
Swimming, like other sports, has been undergoing some transformations and evolutions in its teaching methodology. However, there are still many doubts about the specific teaching method to put to practise, as well as the learning context to adopt, particularly the pool's depth (shallow or deep) adapted to the aquatic environment. Thus, in this study we intend to analyse the efficiency of the teaching methodology regarding the adaption to the aquatic environment, at swimming schools which use different learning contexts, shallow and deep pools. Specifically, this research aims to analyse the relation between the level of water competence in children of four and five years old, in different teaching-learning contexts of swimming, namely the depth of the pool and the organization of the teaching methodology. For this, ninety eight children (mean age 4,39 and 0,49 standard deviation) were analysed and divided into two distinct groups, according to the swimming teaching-learning context: fifty students in a deep pool and forty eight students in a shallow pool. The sampling was also studied regarding the previous experience of swimming practise: twirty two children with six months of practise, twirty two children with twelve months of practise and twirty four children with eighteen months of practise. All children of the sampling were assessed in their water competence, using for this an observation sheet of the water motor skills acquired. It was asked to the swimming instructors of those children to fill in a questionnaire in order to register the methodological organization and its teaching context. The results of our study show that, in general, swimming schools do not significantly differ from each other in organizational terms. Nevertheless, some methodological aspects seem different when talking either of shallow or deep water swimming schools, particularly in the way specific contents are pedagogically valued when guiding the teaching syllabus. The results indicate that children who have longer practice (6, 12 and 18 months) show a bigger number of acquired aquatic skills, regardless of depth context. However, the aquatic skills appears to be more consistent in children who have learned in shallow waters, at least till their 12 months of aquatic experience. From these results we believe that the existence of asymmetries in the acquisition of water competence may be related to the differences in pool’s depth, as well as to the methodological organization adopted by the swimming school.
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Keywords
Natação Habilidades motoras Crianças Competência aquática
Citation
Publisher
Universidade da Beira Interior