posted on 2018-05-25, 08:26authored byColin A. Hardy
The research grew out of the author’s interest In the process of leaming to swim and his
concern about the recent problems faced by schools in providing swimming lessons.
1ST INVESTIGATION. The results of a questionnaire given to 582 fifth year secondary school pupils
from six schools in a Midlands local authority showed that nearly all pupils could swim, females
did less well than males at swimming, and low ability pupils (those swimming less than 100
metres) were less likely to enjoy and go swimming in their own time, and more likely to have a
parent non-swimmer.
2ND INVESTIGATION. As there was a substantial number of pupils who had made little progress
during the secondary years, twenty-nine low ability pupils were Interviewed to probe Into the
reasons for their lack of progress. The results Indicated that many of their problems emanated
from experiences in the swimming pool, and that their lack of confidence or fear of water affected
such areas as stroke technique. The background profile of the group indicated that there was
not a general rejection of sporting and educational values, but the variations among pupils
suggested that teachers need to have a knowledge of individual as well as group characteristics.
3RD INVESTIGATION. The fact that the school was the main agent of Instruction for many low ability
pupils and that many of the pupils' worries stemmed from experiences in structured situations,
Indicated that the author should focus on the teaching of swimming for the next investigation.
The results, based on a mini-experimental teaching unit (ETU) format. showed that an
Intervention strategy could increase the pupils' practical Swimming time, that experienced
teachers, who spent the majority of their time teaching and not managing, were able to improve
the back crawl performance of females and low ability pupils and to leave the pupils with an
accurate picture of the skill.
4TH INVESTIGATION. Although the behaviours of successful experienced teachers may provide
models for less experienced teachers, the author was aware, as a teacher educator, that the
concerns of pre-service teachers were not always the same as those of co-operating teachers
and supervisors. Consequently, a content analysis of the non-success features of Swimming
lessons Cited in the evaluation reports of pre-service teachers and supervisors was carried out.
The results showed that pre-service teachers were particularly concerned with pupil non-compliance and pupil difficulty with the task, whereas supervisors felt that many of the pre-service teachers' problems were related to their presentation and their choosing and organizing
of material to their management of pupils and to lack of professional skills. The present study
Indicated that differences exist between pre-service teachers and supervisors in their
perceptions of the non-success features of swimming lessons, and that conflict could occur
between them unless they try and understand each other’s perspective.
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Publication date
1990
Notes
A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy at Loughborough University.