EFFICIENCY OF DIFFERENT METHODOLOGICAL MODELS OF SWIMMING
PRACTICE WITH PRE-SCHOOL CHILDREN
EFIKASNOST RAZLIČITIH METODIČKIH MODELA UČENJA
PLIVANJA DJECE PREDŠKOLSKOG UZRASTA
Sport Mont 2006, IV(10-11), 433-439
On the sample of 68 preschool boys and girls aged five to six years two models of
swimming teaching realised with purpose to research their efficacity. lt was finded before
that they were nonswimers. Testers deviated in two similar groups by basic motor and cognitive
First model of swim teaching, signed as time deviated learning, was realised at the
cloused swimming pool with 36 testers which exercised twice of week during three months.
Second model of swim teaching, signed as time concentrated learning, was realised as a
two-week course with 32 testers which exercised at the sea side.
Two control assessment of swimming level knowledge were made during experimental
process, and a final assesment was made at the and of the experiment Scaling tehnicque
was used for assesing.
An analysis of the obtained data resulted in the following conclusions: the both models
of swim teaching were efficacity and majority of children accepted swim knovvledge.
Results of time concentrated model learning were statistical significance beter then time
deviated learning only in the control assesments, but the svviming level knowledge was not
different in the final assment. That conclusion shows that model of time concentrated learning
has more efficacity in the begining, and model of time deviated learning in the later
period of teaching
Swimming, Motor Learning, Preschool Physical Education