Effect of a swimming initiation program based on aquatic motor games on body and socio-affective self-esteem in 5 and 6-year-old boys and girls
Abstract
This study analyzed whether the application of two swimming initiation programs managed to improve the bodily and socio-affective self-esteem of five- and six-year-old students, in addition to knowing which of the two programs was more effective in said improvement. For this, two programs were applied with a duration of three months. The programs were designed under the stage teaching approach of the Royal Spanish Swimming Federation. The first program was established in the control group (31 girls and 27 boys) and the second program in the experimental group (29 girls and 23 boys). The program of the experimental group included as a fundamental variant the application of specific aquatic motor games designed with the aim of promoting knowledge of one's own body and collaborative play. The results obtained showed that the experimental group achieved significant improvements in both self-esteem. In the control group, only body self-esteem improved. In the comparison between groups, the experimental group that included motor games to promote body awareness, and collaborative play was significantly more efficient in improving both self-esteem. On the other hand, no differences related to sex were found.
Downloads
References
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología / Annals of Psychology, 29(3), 1038-1059. doi:https://10.6018/analesps.29.3.178511
Barnett, L. M., Abbott, G., Lander, N., Jidovtseff, B., & Ridgers, N. D. (2022). Validity evidence for the Pictorial Scale of Perceived Water Competence short form (PSPWC-4). Journal of Sports Sciences, 40(22), 2491-2498. doi: https://10.1080/02640414.2023.2165008
Berukoff, K. D., & Hill, G. M. (2010 ). A Study of Factors That Influence the Swimming Performance of Hispanic High School Students. International Journal of Aquatic Research and Education 4, Article 7. doi: https://doi.org/10.25035/ijare.04.04.07
Bozorbaevna, K. N. (2020). Teaching children to swim through action games in early childhood education. International Journal on Integrated Education, 3(10), 41-44. doi: https://doi.org/10.31149/ijie.v3i10.660
Chatzipanteli, A., & Adamakis, M. (2022). Social Interaction Through Structured Play Activities and Games in Early Childhood. In P. Gil-Madrona (Ed.), Handbook of Research on Using Motor Games in Teaching and Learning Strategy (pp. 20): IGI Global. doi: https://doi.org/10.4018/978-1-7998-9621-0.ch005
Cárdenas Castro, J. M., & Arancibia Martini, H. (2016). Potencia estadística y cálculo del tamaño del efecto en G*Power: complementos a las pruebas de significación estadística y su aplicación en psicología. Salud & Sociedad, 5(2), 210-244. doi: https://doi.org/10.22199/S07187475.2014.0002.00006
De Pasquale, C., De Sousa Morgado, L., Jidovtseff, B., De Martelaer, K., & Barnett, L. M. (2021). Utility of a scale to assess Australian children’s perceptions of their swimming competence and factors associated with child and parent perception. Health Promotion Journal of Australia, 32(S2), 106-115. doi:https://doi.org/10.1002/hpja.404
Feleihi, S., Abedanzadeh, R., & Saemi, E. (2023). ‘Let them play’ the effect of active play on motor proficiency and social maturity of children. Early Child Development and Care, 193(2), 201-210. doi: https://doi.org/10.1080/03004430.2022.2074981
García López, L. M., & Kirk, D. (2022a). Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect. Physical Education and Sport Pedagogy, 27(4), 353-367. doi: https://doi.org/10.1080/17408989.2021.1891211
García López, L. M., & Kirk, D. (2022b). Empowering children from socially vulnerable backgrounds through the use of roles in sport education. Sport, Education and Society, 27(6), 676-688. doi: https://doi.org/10.1080/13573322.2021.1897563
Gil-Madrona, P. (2003). Desarrollo psicomotor en educación infantil (0-6 años). Sevilla: Wanceulen.
Gil-Madrona, P., Carrillo-López, P. J., Puebla-Martín, I., & Morcillo-Martínez, A. (2022). Gamification in Physical Education Through the Popular Games of Don Quijote de la Mancha to Improve Affective Domain and Social Interactions. In P. Gil-Madrona (Ed.), Using motor games in teaching and learning strategy (pp. 25): IGI-Global. doi: https://doi.org/10.4018/978-1-7998-9621-0
Golan, M., Tzabari, D., & Mozeikov, M. (2022). The Impact of Delivering School-Based Wellness Programs for Emerging Adult Facilitators—A Quasi-Controlled Clinical Trial. International Journal of Environmental Research and Public Health, 19(7), 4278. https://doi.org/10.3390/ijerph19074278
Gosálvez, M., & Joven, A. (2014). Aspectos Didácticos y de organización del aprendizaje de la natación. Madrid, Spain. Real Federación Española de Natación.
Juárez, D., Osvaldo Rocca, Navandar, A., & Murcia, J. (2022). Measurement of aquatic competence in toddlers, infants, and children between 6 months and 14 years: a systematic review. Motricidade, 18, 120-126. doi: https://doi.org/10.6063/motricidade.25590
König, T. T., Krude, M., & Muensterer, O. J. (2022). Physical self-concept and ability to swim in patients born with anorectal malformation and Hirschsprung’s disease: a case control study. BMC Pediatrics, 22(1), 717. doi: https://doi.org/10.1186/s12887-022-03782-5
Langendorfer, S. (2011). Considering drowning, drowning prevention, and learning to swim. International Journal of Aquatic Research and Education, 5(3), 236-243. doi: https://doi.org/10.25035/ijare.05.03.02
Langendorfer, S., Moran, K., & Stallman, R. (2018). Guiding Principles: Applying Water Competence to Drowning Prevention. International Journal of Aquatic Research and Education, 11, Article 22. doi: https://doi.org/10.25035/ijare.11.02.22
Lõhmus, M., Osooli, M., Pilgaard, F. I. H., Östergren, P.-O., Olin, A., Kling, S., . . . Björk, J. (2022). What makes children learn how to swim? – health, lifestyle and environmental factors associated with swimming ability among children in the city of Malmö, Sweden. BMC Pediatrics, 22(1), 32. doi: https://doi.org/10.1186/s12887-021-03094-0
Matarma, T., Lagström, H., Löyttyniemi, E., & Koski, P. (2020). Motor skills of 5-year-old children: gender differences and activity and family correlates. Perceptual and motor skills, 127(2), 367-385. https://doi.org/10.1177/0031512519900732
McCuaig, L., Quennerstedt, M., & Macdonald, D. (2013). A salutogenic, strengths-based approach as a theory to guide HPE curriculum change. Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 109-125. doi: https://doi.org/10.1080/18377122.2013.801105
Mittelmark, M., & Bauer, G. (2022). Salutogenesis as a Theory, as an Orientation and as the Sense of Coherence. In: , et al. The Handbook of Salutogenesis. Springer, Cham. https://doi.org/10.1007/978-3-030-79515-3_3
Montoya, C., Zamorano, D., Gil-Madrona, P., & Infantes, A. (2020). Disfrute a través de una propuesta de descansos activos en educación infantil. Revista Iberoamericana De Ciencias De La Actividad Física Y El Deporte, 9(1), 155-164. doi: https://doi.org/10.24310/riccafd.2020.v9i1.8305
Moran, K., & Gilmore, A. (2018). Children’s Understanding of Water Safety and Perceptions of Risk at the Beach. New Zealand Journal of Educational Studies, 53. doi: https://doi.org/10.1007/s40841-018-0118-3
Moran, K., Stallman, R., Kjendlie, P. L., Dahl, D., Blitvich, J. D., Petrass, L. A., . . . Shimongata, S. (2012). Can You swim? An Exploration of Measuring Real and Perceived Water Competency. International Journal of Aquatic Research and Education, 6(2). doi:https://doi.org/10.25035/ijare.06.02.04
Moura, O. M., Marinho, D. A., Morais, J. E., Pinto, M. P., Faíl, L. B., & Neiva, H. P. (2022). Learn-to-swim program in a school context for a twelve-week period enhance aquatic skills and motor coordination in brasilian children. Retos, 43, 316-324. doi: https://doi.org/10.47197/retos.v43i0.88903
Myers, J. E., Willse, J. T., & Villalba, J. A. (2011). Promoting Self-Esteem in Adolescents: The Influence of Wellness Factors. Journal of Counseling & Development, 89(1), 28-36. doi:https://doi.org/10.1002/j.1556-6678.2011.tb00058.x
Mérida, R., Serrano, A., & Tabernero, C. (2015). Diseño y validación de un cuestionario para la evaluación de la autoestima en la infancia. Revista de Investigación Educativa, 33(1), 149-162. doi:https://doi.org/10.6018/rie.33.1.182391
Navarro-Martínez, R., Sánchez-Oliver, A., & Simón-Piqueras, J. A. (2017). Percepción de los profesores de natación sobre la aplicación y utilización de cuentos motores acuáticos. 1, 2-7.
Ostrowski, A., Stanula, A., Swinarew, A., Skaliy, A., Skalski, D., Wiesner, W., . . . Ambroży, T. (2022). Individual Determinants as the Causes of Failure in Learning to Swim with the Example of 10-Year-Old Children. International Journal of Environmental Research and Public Health, 19(9), 5663. doi: https://doi.org/10.3390%2Fijerph19095663
Pharr, J., Irwin, C., Layne, T., & Irwin, R. (2018). Predictors of Swimming Ability among Children and Adolescents in the United States. Sports, 6(1), 17. doi: https://doi.org/10.3390%2Fsports6010017
Pratt, N. A., Duncan, M. J., Morris, M. G., & Oxford, S. W. (2021). The Reliability and Validation of the Aquatic Movement Protocol as an Instrument for Assessing Aquatic Motor Competence in Primary Aged Children. Journal of Motor Learning and Development, 9(3), 512-525. doi: https://doi.org/10.1123/jmld.2020-0060
Quintanilla Bautista, E., Simón Piqueras, J. A., León González, M. P., & Contreras Jordán, O. (2018). Inluencia de distintos materiales didácticos acuáticos sobre la competencia percibida en el medio acuático por alumnos de segundo ciclo de educación infantil. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 7(2), 73-80. doi: https://doi.org/10.6018/sportk.342941
Rentzsch, K., Erz, E., & Schütz, A. (2022). Development of Short and Ultra-Short Forms of the Multidimensional Self-Esteem Scale. European Journal of Psychological Assessment, 38(4), 270-281. doi: https://doi.org/10.1027/1015-5759/a000660
Rosenberg, M. (1965 ). Society and the adolescent self-image (N. P. U. P. Princeton Ed.).
Ruiz Pérez, L. M. (2017). Competencia motriz acuática: una cuestión de edades. Revista de Investigación en Actividades Acuáticas, 1(1), 16-22. doi: https://doi.org/10.21134/riaa.v1i1.390
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441. doi: https://doi.org/10.2307/1170010
Shillingford, J. P., & Mackin, A. (1991). Enhancing Self-Esteem Through Wellness Programs. The Elementary School Journal, 91(5), 457-466. doi: https://doi.org/10.1086/461668
Simón-Piqueras, J., Prieto-Ayuso, A., Gómez-Moreno, E., Martínez-López, M., & Gil-Madrona, P. (2022). Evaluation of a Program of Aquatic Motor Games in the Improvement of Motor Competence in Children from 4 to 5 Years Old. Children (Basel), 9(8). doi: https://doi.org/10.3390/children9081141
Simón-Piqueras, J. A., García López, L. M., Fernández-Bustos, J. G., & Gil-Madrona, P. (2023). Psicopedagogía aplicada a la natación. (Vol. 1). Madrid: Real Federación Española de Natación.
Stallman, R. K., Moran, K., Quan, L., & Langendorfer, S. (2017). From Swimming Skill to Water Competence: Towards a More Inclusive Drowning Prevention Future. International Journal of Aquatic Research and Education, 10(2), Article 3 doi: https://doi.org/10.25035/ijare.10.02.03
Sánchez-Oliver, A., Navarro-Martínez, R., & Simón-Piqueras, J. A. (2018). Propuesta de ambientes de aprendizaje acuáticos en educación infantil Comunicaciones Técnicas, 2018(3).
Tabernero, C., Serrano, A., & Mérida, R. (2017). Estudio comparativo de la autoestima en escolares de diferente nivel socioeconómico. Psicología Educativa, 23(1), 9-17. doi: https://doi.org/10.1016/j.pse.2017.02.001
Varveri, D., Flouris, A. D., Smirnios, N., Pollatou, E., Karatzaferi, C., & Sakkas, G. K. (2016). Developing and testing an instrument to assess aquaticity in humans. Journal of Bodywork & Movement Therapies, 20(3), 497-503. doi: http://doi.org/10.1016/j.jbmt.2015.12.013
Veijalainen, J., Reunamo, J., & Heikkilä, M. (2021). Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care. Early Child Development and Care, 191(2), 173-186. doi: https://doi.org/10.1080/03004430.2019.1611045
Vogt, T., & Staub, I. (2020). Assessment of basic aquatic skills in children: inter-rater reliability of coaches, teachers, students and parents. Journal of Physical Education and Sport, 20(2), 577-583. doi:https://doi.org/10.7752/jpes.2020.02085
Weiss, M. R., McCullagh, P., Smith, A. L., & Berlant, A. R. (1998). Observational Learning and the Fearful Child: Influence of Peer Models on Swimming Skill Performance and Psychological Responses. Research Quarterly for Exercise and Sport, 69(4), 380-394. doi: https://doi.org/10.1080/02701367.1998.10607712
Willcox-Pidgeon, S. M., Peden, A. E., & Scarr, J. (2021). Exploring children’s participation in commercial swimming lessons through the social determinants of health. Health Promotion Journal of Australia, 32(2), 172-181. doi: https://doi.org/10.1002/hpja.335
Zamorano-García, M., Gil-Madrona, P., Prieto-Ayuso, A., & Zamorano-García, D. (2018). Emociones generadas por distintos tipos de juegos en clase de educación física / Generated Emotions By Various Types Of Games In Physical Education. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 0(69). doi: https://doi.org/10.15366/rimcafd2018.69.001
Los artículos que se publican en esta revista están sujetos a los siguientes términos:
1. El Departamento de Métodos de Investigación y Diagnóstico en Educación de la Universidad de Murcia (España), junto con el Servicio de Publicaciones de la Universitdad de Murcia (Editum) son los editores de la revista REIFOP y conserva los derechos patrimoniales (copyright) de los artículos publicados, permitiendo la reutilización de las mismos bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editores y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
