The teaching swimming for understanding framework
An integrated approach to aquatic education for children and instructors
Bibliographic Data
| ID | 24033713 |
|---|---|
| Authors | Gabriele Signorini (0000-0002-0452-0172, University of Milan), Raffaele Scurati (0000-0003-3247-1977, University of Milan, corresponding author), Roberto Del Bianco (Federazione Italiana Nuoto), Pietro Luigi Invernizzi (0000-0002-1376-1613, University of Milan), Marta Rigon (0009-0000-0048-7849, University of Milan) |
| Year | 2026 |
| Volume | 8 |
| Publication date | 2026-08-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Sports and Active Living (JOURNAL) |
| Journal identifiers | ISSN: 2624-9367 • E-ISSN: 2624-9367 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fspor.2026.1916430 |
| OpenAlex | W7202289038 |
| Language | EN |
| References cited | 41 |
This study evaluates the impact of the Teaching Swimming for Understanding (TSfU) program within a comprehensive aquatic education framework that integrates motor, cognitive, emotional, and social learning, extending beyond sports success. A total of 200 children aged 5–8 years attending swimming lessons and 44 swimming instructors with federal licenses were recruited for the study. The instructors were divided into an experimental group that participated in a training course oriented to TSfU principles, while the control group maintained their federal formation. Children were divided into the same groups depending on their swimming instructors. Swimming lessons for both groups were recorded and analyzed to assess didactic capacity, methodological capacity, and the amount and type of physical activity among children. Moreover, questionnaires were provided to instructors to assess empathy and self-control. Children's actual and perceived water competence were assessed using two pictorial scales. All measures were administered before and after the instructor's training course and after one month of rest to assess retention. Finally, the parents of involved children were interviewed after the retention phase with semi-structured interviews to assess the transfer of swimming skills to environments outside the swimming pool (i.e., aquatic competence in open water). The TSfU group showed improvement in learners' aquatic competences, as well as perceived aquatic competencies. Meanwhile, instructors who participated in TSfU training showed notable improvements in didactic capacity values (in particular communication, organizational, and motivational skills), the number of teaching styles used, the amount of activity provided, and interaction with learners. These findings align with constructivism and the ecological-dynamics approach, supporting active, personalized, and reflective teaching. The constructivist and ecological dynamics methods encouraged retention and real-world transfer of aquatic skills, particularly in water safety, environmental awareness, and self-awareness. Instructors benefited from professional development in pedagogical and interpersonal skills, supporting the approach's sustainability. Overall, the study highlights the effectiveness of personalized, dynamic, multi-teaching strategies in fostering enduring learning outcomes and provides valuable insights for future research and practical applications in aquatic education.
Aquatic environment · Competence (human resources) · Empathy · Open water · Physical education · Teaching method · Children's Physical and Motor Development · Injury Epidemiology and Prevention · Physical Education and Pedagogy
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An Ecological Approach to Perceptual Learning and Development
Teaching Games for Understanding and Situated Learning
Self-Determination Theory
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature
The Amygdala Modulates the Consolidation of Memories of Emotionally Arousing Experiences
Intrinsic and extrinsic motivation from a self-determination theory perspective
An ecological dynamics conceptualisation of physical ‘education’
Development and validation of the empathy scale for teachers (EST)
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Systemic relationships between ecological-dynamic approach and active reflection
High Self‐Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success
Learning how to swim in 5- to 12-year-old children
Face and Content Validity of the Pictorial Scale of Perceived Water Competence in Young Children
Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players
Aquatic Physical Literacy
Multiteaching style and active reflection for swimming
Advice from “pracademics” of how to apply ecological dynamics theory to practice design
Complex and nonlinear pedagogy and the implications for physical education
Education and transfer of water competencies
Design-Based Research
Grounded theory research
| Citation velocity | historical |
|---|---|
| Highly cited | No |