James R u s s e l l P a u l

B.Ed., U n i v e r s i t y of A l b e r t a ( C a l g a r y )

i n t h e F a c u l t y

of

Educa t ion

Jki2ES RUSSZLL PAUL 2.974

SG ;OIJ FKfiSiiR UIJIVERSITY

IJovenlber 1974

A l l r i g h t s r e s e r v e d . T h i s t h e s i s nay n o t b e r e j r o d u c e d i n whole o r i n p a r t , by photocopy o r o t h e r means, w i t h o u t p e r m i s s i o n of t h e a u t h o r .

f

APPROVAL

Name: J a m e s Pau l

Degree: Mas te r of A r t s (Education)

Tit le of Project : A Comparison of A Movement Education and a Tradit ional Approach t o Teaching Swimming to Third Grade Children

Examining Committee : Chairman: John F. E l l i s

G i i r ZGK S ~ n i o r Superv isor

Norman Robinson

_. w r t h u r H. Ell iot ,

Date Approved: a/,$&

PARTIAL COPYRIGIIT LICENSE

I t ie reby g r a n t to Simon F r a s c r U n i v c r s i t j r ' 1 - 3 ~ 1 1 ~ r ' r . - ! ; ' L * ( , , L C t o l e ~ , ?

my t h e s i s o r d i s s e r t a t i o n ( t h e t i t l e of which i s shown below) t o u s e r s

of t h e Simon F r a s e r U n i v e r s i t y L i b r a r y , and t o make p a r t i a l o r s i n g l e

c o p i e s o n l y f o r s u c h u s e r s o r i n r e s p o n s e t o a r e q u e s t from t h e l i b r a r y

of a n y o t h e r u n i v e r s i t y , o r o t h e r e d u c a t i o n a l i n s t i t u t i o n , on i t s oyi~r,

b e h a l f o r f o r one of i t s u s e r s . I f u r t h e r a g r e e t h a t pe rmiss ion f o r

m u l t i p l e copying of t h i s t h e s i s f o r s c h o l a r l y purposes may be g r a n t e d

b y me o r t h e Dean of Graduate S t u d i e s . It i s unders tood t h a t copying

o r p u b l i c a t i o n of t h i s t h e s i s f o r f i n a n c i a l g a i n s h a l l n o t be a l lowed

w i t h o u t my w r i t t e n permission.

T i t l e of Thes i s I ~ i s s e r t a t i o n :

Author + ( s i g n a t u r e ) .

(name )

( d a t e )

ABSTRACT

The pxrpose of t h e s t u d y was t o conpare t h e e f f e c t i v e -

ne s s of two d i f f e r e n t i n s t r u c t i o n a l approaches c u r r e n t l y used

i n t e a c h i n g beg inn ing swimming t o e l e n e n t a r y s c h o o l c h i l d r e n .

The i n v e s t i g a t i o n compared a movement educa t ion approach w i t h

a t r a d i t i o n a l approach i n ten-1s o f s k i l l development and a t -

t i t u d e change.

The s a n p l e (I4=36) c o n s i s t e d of Grade Three c h i l d r e n

drawn from ttro geographic and socioeconomic a r e a s of t h e

Lower I la in land of B r i t i s h Columbia. Approximately one-half

of t h e sample drawn from each a r e a was r m d o n l y a s s igned t o

each of t h e two i n s t r u c t i o n a l approaches .

Two t e s t s were developed by t h e a u t h o r and each was

used a s a pre - and p o s t - t e s t . The f i rs t was a q u e s t i o n n a i r e

des igned t o a s s e s s a c h i l d s f a t t i t u d e t o swinming and t h e

wate r . Ap?ropr ia te s t e p s were t aken t o ensure both f a c e and

c o n t e n t v a l i d i t y . Two checks o f t e s t - r e t e s t r e l i a b i l i t y

were made and y i e l d e d c o e f f i c i e n t s of .8275 and .7850 r e -

s p e c t i v e l y . Thus it was assuned t h a t t h e q u e s t i o n n a i r e met

r ea sonab le t e s t s of v a l i d i t y and r e l i a b i l i t y . The second

iii

was a s k i l l s t e s t des igned t o a s s e s s tile i n c r e a s e i n s k i l l

A--r-n-4 - + y c f n n ~ developiilalt as t;l ~ - t ; ~ u l t ~f i i i ~ t l - i ; ~ t i . ~ ~ . r r r r r yr u v "., L - were a g a i n t aken t o ensure both f a c e and c o n t e n t v a l i d i t y .

T e s t - r e t e s t r e l i a b i l i t y y i e l d e d a c o e f f i c i e n t of .8938. It

was l i k e w i s e assumed t h a t t h i s i n s t rumen t met r ea sonab le

t e s t s of v a l i d i t y and r e l i a b i l i t y .

The t r e a t m e n t c o n s i s t e d f*f t e n one-half hour l e s s o n s

based on e i t h e r t h e movement educa t ion o r t h e t r a d i t i o n a l ap-

proach, The two w e l l - q u a l i f i e d i n s t r u c t o r s s e rved as t h e i r

own c o n t r o l s ; t h a t i s , each t,aught one group u s i n g one approach

and a second group u s i n g t h e o t h e r approach. The two measuring

dev i ce s were adr , l in is tered t o a l l s u b j e c t s p r i o r t o and immedi-

a t e l y f o l l o x i n g t h e i n s t r u c t i o n a l per iod .

Analys is of v a r i a n c e r evea l ed t h a t both approaches

produced s i g n i f i c a n t r e s u l t s a t t h e .O5 l e v e l i n s k i l l develop-

ment and a t t i t u d e change. Hotrever, t h e r e was no s i g n i f i c a n t

d i f f e r e n c e between t h e two i n s try c t i o n a l approaches i n s k i l l

development o r a t t i t u d e change, Likewise, t h e r e was no s i g -

n i f i c a n t d i f f e r e n c e between t h e two geographic and soc io -

econor;lic a r c a s cornprisint t h e sample. It was t h e r e f o r e con-

c luded t h a t both t h e movement educa t ion and t h e t r a d i t i o n a l

approzch a r e capab le o f prcducing s i g n i f i c a n t r e s u l t s when

handled by capab le i r d i v i d u a l s f a z i l i a r w i th t h e ~ i v e n approach.

The w r i t e r wishes t o acknowledge t h e v a l u a b l e adv ice

and g u i d ~ n c e given t o h i n by t h e members of h i s corxnit tee

throughout t h e i n v e s t i g a t i o n . He would e s p e c i a l l y l i k e t o

thank D r . Glenn Ki rchner for h i s p e r s o n a l i n t e r e s t and

s u p e r v i s i o n th roughout t h e s tudy .

S i n c e r e thanks a r e extended t h o s e i n d i v i d u a l s who

se rved as members o f t h e j u r y o f e x p e r t s who v a l i d a t e d t h e

i n s t rumen t s , and t o t h e p r i n c i p a l s , s t a f f s , and s t u d e n t s of

t h e s choo l s t h a t made up t h e samples. Deep a p p r e c i a t i o n is

l i k e w i s e extended t o a l l i n s t r u c t o r s and examiners f o r t h e i r

i n t e r e s t and a s s i s t a n c e . The h o s p i t a l i t y , coopera t i o n , and

enthusiasm shown by t h e s t a f f of t h e Chimo Indoor Pool i s

a l s o g r a t e f u l l y acknovledged.

For adv ice and h e l p w i th s t a t i s t i c a l p r o g r a m i n g and

a n a l y s i s , t hanks a r e extended t o Chr i s Abel and Bev Graham.

For h e r s u p p o r t and encouragement through a l l phases

o f t h e t h e s i s , t h e w r i t e r i s e s p e c i a l l y g r a t e f u l t o h i s w i f e ,

Sher ry ,

AI'PItCVAL . . . . . . . . . ABSTRACT . . . . . . . . . . . . . . . . a

. . . . . . . . . . . . . ACI;IJCI!JjLZ)GLiEf~T

. . . . . . . . . . . . . . L I S T OF TABLES

. . . . . . . . . . . . . 1 T I E PROCLEJ-I SETTIrJG

. . . . . . . . . . . . . . I I ~ T R O U U C T I O ~ ~ ~

. . . . . . . . . . . STATEIZITT OF PURPOSE

. . . . BACKGiICUilD AIJD ITCSD FOR TIiZ STUDY

. . . . . . . . . HYPOTI-IIS3S TO BE TCSTED

. . . . . . . . . . . DEFII:ITIOI: OF TZRI:S

. . . . . . . . . . . LII . lT i~TTO?. S OF STUDY

OVZRVICLJ OF STUDY . . . . . . . . . . . . . 2 RELATED RLSEARCII AIJD ThTORY

. . . . . . . . . . . . . . . IITTRCDUCTIOll

. . . . . . . . . . . . . . Ivlethodology

S k i l l . . . . . . . . . . . . . . . . . A t t i t u d e . . . . . . . . . . . . . . . .

. . . . . . . . . . . . 1iCVE;ZI:T CDUCATIO:.

K G . . ~ ~ ~ ~ ~ . . ~ ~ ~ . CC;l!CLUD1I:G COI ;XIITS

PAGE

ii

iii

PAGE

STUDY DCSIGI'Je . . . . . . . . . . . . . . . . DATA RECiUIRED

II!STRUIZI?TI':TIOT\J . . . . . A q u e s t i o n n a i r e t o d e t e r n i n e a t t i t u d e s toward swimming and w a t e r of Grade Three c h i l d r e n . . . . . . . . . . . . . . S k i l l t e s t f o r Grade t h r e e beginning swimmers . . . . . . . . . . . . . . . .

. . . . . . . . . . The Coqui t l an s t u d y

The Seymour s t u d y . . . . . . . . . . .

. . . . . . . RELIABILITY OF II:STRUI3LI:TSe

. . . . . . . I n i t i a l e q u a l i t y of groups

. . . . . . R e s u l t s of Coqu i t l an sample

. . . . . . . . . . . . . TIIE SEYI :OUR SBIPLE

. . . . . . . I n i t i a l e q u a l i t y of groups

. . . . . . . R e s u l t s of Seyxiour sample

CWI:PkRISL?T; BCTIEIXI T I a TI10 S!U:IJLCS . . . .

v i i

5. SUI Z :i&Y, C 0 1 : C L U S I O 1 5 3 AIID RECOIL EI!DATIOY!S. .

A P P E N D I C E S .

A. L E S S O R P L A N S F O R MOVETENT E D U C A T I O N APPROi"tCH . .

B. LESSOI': PLkIlS FOR T R A D I T I O N A L A P P R O A C H . . . . 0 . a . 0 .

D. A T T I T U D E QUUSTIOIJ I ' JAIRE . . . . . . . . E. D S V I C E F O R R E C O R D I F G RX3i201:SES T O

A T T I T U X C 1 U ~ ~ S ~ ~ I O l ~ I J i I l . . . . . . . .

v i i i

Data f o r C o r r e l a t i o n C o e f f i c i e n t Cettreen Tes t -Re te s t R e s u l t s on A t t i t u d e Q u e s t i o n n a i r e f o r ..................... P i l o t Study - Coquitlam

Data f o r C o r r e l a t i o n C o e f f i c i e n t Between Tes t -Re te s t R e s u l t s on A t t i t u d e Q u e s t i o n n a i r e f o r P i l o t S tudy - Seymour .....................

Data f o r C o r r e l a t i o n C o e f f i c i e n t Between Tes t -Re te s t R e s u l t s on S k i l l Development f o r P i l o t Study .....................

S u ~ m a r y of Pre-Test R e s u l t s on ................ S k i l l T e s t : Coquitlam Sample

Summary of Pre-Test R e s u l t s on A t t i t u d e Q u e s t i o n n a i r e : Coquit1a:n Sample .....................

Analys i s of Var iance t o Dete rn ine Di f fe rence Betveen P re - and Pos t - T e s t I.;eans - T r a d i t i o n a l .................. Approach: Coquitlam Sample

Analys i s of Var iance t o Determine D i f f e r ence Between Pre - and Pos t - T e s t Rleans - IJovement Educat ion Approach : Coquitlarn Sample .....................

Analys i s of Var iance t o Determine D i f f e r e n c e Between Post -Test 1:Ieans of T r a d i t i o n a l and I,lovement Educa t ion Approaches : C o q u i t l m Sample .....................

PAGE

47

48

49

52

54

56

57

48

TABLE PAGZ

9 Surrnary of I're-Test R e s u l t s on S k i l l Development: Seymour Sample ..................... 63

1 0 Suwlary of Pre-Test R e s u l t s on A t t i t u d e Q u e s t i o n n a i r e : Seynour Sample ..................... 64

11 Analysis of Var iance t o Dete rn ine D i f f e r ence Between Pre - and P o s t - T e s t 1.leans - T r a d i t i o n a l Approa.cl1: Seymour Sample .................... 67

1 2 Analysis of Var iance t o Deteri:?ine Difference Between Pre - and Pos t - T e s t 1,leans - I.:ovement Educat ion Approach : Seyrnour Sample be..................e 68

13 Analysis of Var iance t o Dete r~nine Di f fe rence Between Post -Test ILieans of T r a d i t i o n a l and T r n ~ r n m n m + Fd,,rrq+i r \m Annmnqnhnc I I V V b - I I b L L V YUUb U V I V A ' ' L l J i J L V - U A L b V .

Seymour Sanple ..................... 69

14 Analys i s of Var iance of Islet Score JJOUT 13eans of Coqu i t l ax and Sey-

Sample ..................... 73

Chapter 1

The concept o f c h i l d - c e n t e r e d educa t ion which

emphasizes t h e developnent of t h e whole c h i l d has been ac-

cep ted i n e d u c a t i o n a l progracls f o r some t h e . While it is

perhaps d e b a t a b l e as t o whether t h i s concept ha s been wide ly

adopted i n our s c h o o l s , a cons ide rab l e upda t ing of c o n t e n t ,

r e o r g a n i z a t i o n of s u b j e c t m a t t e r , and examinat ion of t e a c h -

i n g s t r a t e g i e s have occur red i n s e v e r a l s u b j e c t a r e a s . The

degree and k ind of change v a r i e s f r o n s c h o o l system t o s choo l

system, and f r o n s choo l t o s c h o o l w i t h i n a s i n g l e system.

A s Goodlad !16:1&? n o t e s , i n many s u b j e c t a r e a s t h e r e s u l t i n g

change h a s been c o n s i d e r a b l e . For e x m p l e , c h i l d r e n a r e

b r i n g i n g home ass ignments i n mathematics t h a t a r e a l l b u t

i nconprehens ib l e t o t h e i r p a r e n t s . Iligh s c h o o l p h y s i c s ,

chemis t ry , and b io logy a r e approached i n ways and wi th a s -

sunp t ions t h a t a r e d i f f e r e n t from what p a r e n t s would have ex-

pe r i enced i n t h e i r s c h o o l days. Reading, w r i t i n g and s p e l l i n g

have been given a new d i r e c t i o n as t h e Language Arts.

The changes t h a t have taken p l a c e i n e lementary school

p h y s i c a l educa t ion programs dur ing t h e l a s t few y e a r s a r e n o t

of t h i s o r d e r . They r e p r e s e n t no t s o much a new kind o f

phys i ca l educat,ion a s t h e y do a new apnroach t o i t ; a new

of p rov id ing l e a r n i n g expe r i ences wi th emphasis on t h e

i n d i v i d u a l c h i l d and h i s unique a b i l i t i e s . Th is new ap-

proach, v a r i o u s l y l a b e l l e d a s b a s i c movement, movement ex-

p l o r a t i o n , o r movement educa t ion i s c h i r a c t e r i z e d by t h e

oppor tun i ty f o r expe r imen ta t i on , e x p l o r a t i o n and s e l f - d i s c o v e r y

t h a t it prov ides . It p l a c e s cons ide rab l e emphasis on c r e a t i v i t y

and problem s o l v i n g : on t h e c h i l d as t h e r e - inven to r o r r e -

d i s c o v e r e r of knowledge. It means l e a r n i n g by, o f , and through

movement. A s IIanson p u t s it:

[~t] does n o t mean t h a t a l l t h e u s u s a l ganes and [ ac t i v i t i e s ] a r e no longey a n impor tan t p a r t of t h e e lementa ry s c h o o l program o r t h a t such o b j e c t i v e s a s development of s o c i a l and c h a r a c t e r t r a i t s , o f s p e c i a l i z e d s p o r t s and dance s k i l l s , o f f i t n e s s , a r e forgot.t ,en b i ~ t r a t h e r i t i s b e l i e v e d t h a t t h i s approach t o cur r icu lum and method enhances expe r i ences f o r c h i l d r e n and p rov ides them w i t h a broad background f o r t h e more s p e c i a l i z e d programs a t t h e secondary s choo l l e v e l . ( 2 1 : 74)

Although t h e g e n e r a l approach used i n movement educa t ion

has been a p p l i e d a lmos t e x c l u s i v e l y t o t h e t e a c h i n g of g w -

n a s t i c s and dance, it would seem t o ho ld g r e a t promise i n

o t h e r a r e a s of p h y s i c a l educa t ion as w e l l , i n p a r t i c u l a r , t h e

t each ing of beginning swixming. Two b a s i c q u e s t i o n s prompted

t h e w r i t e r t o under take t h i s i n v e s t i g a t i o n . F i r s t , is t h i s

approach a s e f f e c t i v e as t h e t r a d i t i o n a l approach i n terms of

t e ach ing b a s i c swimning s k i l l s ; and second, i s t h e r e any d i f -

f e r ence i n t h e e f f e c t of t h e s e approaches upon t h e a t t i t u d e

Of t h e l e a r n e r toward t h e w a t e r *

The main purpose of t h i s s t u d y was t o compare t h e

e f f e c t i v e n e s s of a movement educa t ion approach t o a t ra -

d i t i o n a l approach of t e a c h i n g swirnriing t o e i g h t t o t e n y e a r

o l d boys and g i r l s . Th is i n v e s t i g a t i o n was s p e c i f i c a l l y

concerned w i t h t h e c h a n ~ e s i n s k i l l development and a t t i t u d e

t h a t occur red as t h e r e s u l t o f u s i n g two d i f f e r e n t approaches

of t e a c h i n g beg inn ing swimming t o similar groups.

Change i n s k i l l a c q u i s i t i o n and a t t i t u d e were chosen

s i n c e it was f e l t t h a t t h e y provided d i r e c t measures of t h e

e f f e c t i v e n e s s of t h e approaches , S k i l l development has and

w i l l con t inue t o remain, a n impor tan t o 3 j e c t i v e o f e lementa ry

p h y s i c a l educa t ion programs, Thus, by e v a l u a t i n g s k i l l de-

velopment, t h e e f f e c t i v e n e s s of each t e a c h i n g approach i n

t e r m of t h e c h i l d ' s achievement can be e a s i l y measured,

S ince t h e way e lementa ry scl iool age c h i l d r e n a r e t a u g h t is

a s impor tan t as what t hey a r e t a u g h t , t h e assessment of a t -

t i t u d e becomes a n e q u a l l y impor tan t a r e a of concern i n t h i s

s tudy. By e v a l u a t i n g a t t i t u d e s , a n i n d i c a t i o n of t h e e f -

f e c t i v e n e s s of each t e a c h i n g approach i n terms of h e l p i n g

s t u d e n t s t o en joy a n a c t i v i t y could be a s se s sed .

BACI:GROUiJ3 IiIJl.1 I!1313D FOR T1:E STUDY

T r a d i t i o n a l l y t e a c h i n g has been a p r o c e d w e i n which

t h e t e a c h e r s e l e c t s what he t h i n k s is a s u i t a b l e a c t i v i t y and

then s e t s o x t t o t e a c h it. The a c t i v i t y is f r e q u e n t l y p re -

s e n t e d i n a sequence o f e x p l a n a t i o n , demons t ra t ion , and

p r a c t i c e , t h e emphasis be ing on t h e " r i g h t T t way of do ing it.

The c l a s s proceeds i n a fo rma l manner, o f t e n i n l i n e s o r

t a k i n g t u r n s , p r a c t i c i n g one p a r t be fo re proceeding t o t h e

n e x t , w i th t h e s t r e s s on how you do it.

I n such an approach, a l l a c t i v i t i e s have been planned

and developed by t h e t e a c h e r . ~ i t t l e o p p o r t u n i t y i s g iven

t h e c h i l d t o exp lo re , i n v e n t , o r c r e a t e ; t o f i n d o u t f o r h i n -

s e l f ' ; t o d i s c o v e r a n o t h e r t h a t i s j u s t a s

of what \!as t a u g h t i n p h y s i c a l educa t ion

good f o r him.

can be desc r ibed

i n t h i s way. The approach has been s u c c e s s f u l i n t h e s ense

t h a t c h i l d r e n have l e a r n e d t o do what ha s been s e t o u t f o r

them. But s imply because it has been s u c c e s s f u l i n t h e p a s t

n o t s u f f i c i e n t r e a s o n f o r i g n o r i n g new approaches .

E i s n e r s t a t e s it:

There i s l i t t l e q u e s t i o n t h a t t h e sclzools now do prov ide s u c c e s s f u l l e a r n i n g expe r i ences f o r sane s tuden ts - -perhaps as h igh a s one - th i rd o f them. But i f s c h o ~ l s a r e t o p rov ide s u c c e s s f u l and s a t i s f y i n g l e a r n i n g expe r i ences f o r a t l e a s t n i n e t y p e r c e n t o f t h e s t u d e n t s , major changes must t a k e p l a c e i n t h e a t t i t u d e s of s t u d e n t s , t e a c h e r s , and a d m i n i s t r a t o r s ; changes must a l s o t a k e p l a c e i n t e a c h i n g s t r a t e g i e s and i n t h e r o l e o f e v a l u a t i o n . (14:19)

The e s s e n t i a l FlJrpose of these chances i s , a s s t a t , e d :

t o improve t h e q u a l i t y of educa t ion- - to p rov ide s t u d e n t s w i th

s t i m l a t i n g expe r i ences , and s u c c e s s i n l e a r n i n g . The ob-

j e c t i v e i s a l e s s o n i n which achievement is p o s s i b l e f o r

eve ry member of t h e c l a s s , achievement which f o l l o w s under-

s t a n d i n g and r e s u l t s frol:i h a r d work. I n o r d e r t o a f f e c t

t h e s e kind of changes, t h e approach of t h e t e a c h e r t o t h e

s u b j e c t i s of major importance. This means t h a t t e a c h i n g

methods rilust be ch i ld - cen t e r ed and n o t s u b j e c t c en t e r ed .

Thompson e x p l a i n s it i n t h i s manner:

To s a y t h a t t h e program i s ch i ld - cen t e r ed i s t o s a y t h a t t h e a c t i v i t i e s - - o r c a l l them movement ex- per iences - -a re t h e avenues through which t h e c h i l d develops movement p a t t e r n s and movement s k i l l s t h a t a r e e s s e n t i a l t o coping w i t h h i s environment. The ~ c t i v i t y i s p ~ ~ p ~ t i ? . l l j r the Means t.o t .hp e n d r a t , h e r t h a n an end i n i t s e l f . (51:59)

I n t h e a r e a of p h y s i c a l educa t ion , movement educa t ion ,

i s a d i r e c t r e s u l t of t h i s change i n emphasis. Kovement

educa t ion may be d e f i n e d a s a n i n d i v i d u a l i z e d ~ p p r o a c h o r

system of t e a c h i n g c h i l d r e n t o become aware of t h e i r p h y s i c a l

a b i l i t i e s and t o u s e t h e n e f f e c t i v e l y i n t h e i r d a i l y a c t i v i t i e s

i nvo lv ing p l ay , work, and c r e a t i v e exp re s s ion . ( 2 7 : 4) A s

such, it d i f f e r s from t r a d i t i o n a l p h y s i c a l educa t ion i n i t s

b a s i c approach and philosophy.

I n t r a d i t i o n a l p h y s i c a l educz t ion , t h e a c t i v i t y i t s e l f ( v o l l e y b a l l , t r a c k and f i e l d , o r f o l k danc ing ) p rov ides t h e s t r u c t u r a l b a s i s f o r deve lop ing a cu r - riculurn. S k i l l s w i t h i n each a r e a a r e a r ranged from t h e sinp1.e t o t h e complex and p re sen t ed t o c h i l d r e n i n accordance w i t h t l l e i r p h y s i c a l m a t u r i t y and

g e n e r a l rea.cllriess. l'/itl- in t h e o rgan iza t io r !a l s t r u c t ~ r e of movement

e d u c a t i o ~ , t h e concept and under ly ing p r i n c i p l e s of "body awareness , T r "space" and " q u a l i t i e s " of move- ment- p rov ide a b a s i s - f o r unders tand ing a l l movement. These concep ts o r e l e n e n t s of movement t h u s beconle t h e frz.mewor1; of a movement educa.tion curr iculum. (27 :14)

B a s i c a l l y , novexlent educa t ion p u t s t h e f o c u s on t h e

c h i l d r a t h e r t h a n on t h e a c t i v i t y where it h a s t r a d i t i o ~ a l l y

been--upon h i s needs , h i s deve lop ing physique, and h i s

physicp.1 a b i l i t y . It p l a c e s much emphasis on c r e a t i v i t y and

problem-solving by posing t a s k s r a t h e r t h a n p r e s c r i b e d s t u n t s .

The t e a c h e r is no l o n g e r t h e doniinant i n f l u e n c e i n t h e l e s s o n ,

b u t i n s t e a d s t i m u l a t e s t h e c h i l d r e n t o use t h e i r i d e a s t o

p l an d i f f e r e n t ways t o c a r r y o u t t h e movement exper iences .

This t h i n k i n g is v e r y much i n l i n e wi th p r e s e n t

t h e o r i e s of curricu.l.um i n o t h e r s u b j e c t a r e a s which s t r e s s

d i s cove ry , meeting t h e c k i l d r e n ' s needs , al l-owing them t o

work a t t h e i r own r a t e and l e v e l of a b i l i t y , as w e l l a s r e -

moving h i g h l y compe t i t i ve and t h r e a t e n i n g s i t u a t i o n s . It

means, a s Cope p o i n t s o u t , t h a t :

Lessons must p rov ide t h e o p p o r t u n i t y f o r each c h i l d t o extend h i s a c t i v i t y expe r i ence a t h i s own l e v e l of a b i l i t y . S e t pro.gressior,s must g i v e wa.y t o exper imenta t ion . The t e s c k e r must p rov ide an environment whicl-, al1.ows t h e c h i l d t o fol l-ow h i s own l i n e s of p rog re s s ion a s h i s needs become ap- parent . . . . The r o l e o f t h e t e a c h e r must be recog- n i zed a s one i n which he p rov ides t h e c h i l d w i t h t h e o p p o r t u n i t y f o r l e a r n i n g and t h e t r a d i t i o n a l r o l e of one who impar t s i n fo rma t ion must be dimin- i shed . H i s main f u n c t i o n is t o c o n t r o l t h e i n t e r -

a c t i o n between c h i l d and environment. ( 1 0 : ~ )

a r e a

Bilbrough ar,d Jones f e e l , i n f a c t , t h a t t h i s is an

i n which p h y s i c a l e d u c a t i o n h a s made g r e a t s t r i d e s .

They s t a t e :

The most revo lu t iona . rv chmge t h a t ha-s t aken - p lace i n r e c e n t y e a r s h& been i n t h e t e a c h i n g method employed i n t h e P.E. l e s son . Although t h e c o n t e n t of t h e l e s s o n has undergone a change and adult- imposed a r t i f i c i a l e x e r c i s e s have been d i s - carded i n f avour of n a t u r a l movements and a c t i v i t i e s , it i s t h e a c t u a l p r e s e n t a t i o n of t h e work t h a t h a s been most a f f e c t e d by modern t r e n d s of thought . ( 3 :14)

Thus what be ing advocated i s a new approach

t e z c h i n g p h y s i c a l educa t ion , one t h a t at terrLpts t o gu ide young-

s t e r s t o a g r e a t e r awsreness of f a c t o r s a s s o c i a t e d wi th any

ac t iv i ty - -namely body awareness , space , and q u z l i t i e s of

movement.

c r e a t i v i t y

The approsch

i n mas t e r ing

is such as t o encourage

b a s i c movement s k i l l s .

ind i v idu.a 1

S inge r

p u t s it:

Th i s r a t i o n a l e appea r s t o be j u s t i f i a b l e and t h e approach is r e f r e s h i n g . How e f f e c t i v e t h e immediate and long-term r e s u l t s a r e i n conpar i son wi th t h o s e o f t r a d i t i o n a l t e a c h i n g methods i s a q u e s t i o n un- answerable a t t h e p r e s e n t t ime. (45:136)

I f it i s t r u e t h a t t h e c u r r e n t emphasis on c r e a t i v i t y

and problem-solving is meeting t h e needs of t h e c h i l d , t h e n

t h e i n d i v i d u a l should deve lop a no re p o s i t i v e a t t i t u d e toviard

t h a t p a r t i c u l a r a c t i v i t y . p h y s i c a l educa t ion , a r e con-

cerned wi th t h e a t t i t u d e s of s t u d e n t s towards t h e program a s

a whole as w e l l a s toward i n d i v i d u a l a c t i v i t i e s w i t h i n t h e

The f a c t o r s cons idered t o have a b e a r i n g on t h e s e a t t i t u d e s i n c l u d e such d i v e r s e ma.t ters as app rop r i - a t e n e s s of t h e a c t i v i t y f o r t h e a b i l i t y a n d ' h a t k a t i o n of t h e c l a s s , and t h e f r e e d o n of t h e i n d i v i d u a l t o choose and determine h i s own a c t i v i t y and g o a l s . It appears t h a t t h i s i s a n a r e a i n which compara t ive ly l i t t l e has been done t o v e r i f y our o b s e r v a t i o n s and assumptions. (46:131)

The i n i t i a l t h r u s t o f movement educa t ion h a s been i n

t h e a r e a of gymnastics. S ince then it h a s made i n r o a d s i n t o

t h e t e a c h i n g of dance and games. The r e s u l t s ob t a ined i n a l l

t h e s e a r e a s have been most encouraging. I n each c a s e , t h e

p r i n c i p l e s o u t l i n e d i n t h e p reced ing paragraphs have been

app l i ed . It seens r ea sonab le t o assume t h a t s w i m i n g cou ld

be t a u g h t i n a s i c ~ i l a r manner by s t r u c t u r i n g t h e p r e s e n t a t i o n

encouraged and by a l l o ? ~ i n g t h e c h i l d t h e oppor tun i ty t o pro-

ceed a t h i s own r a t e , no t o n l y i n deve lop ing movement sequences

and s k i l l s , b u t i n p sycho log ica l ad jus tment t o t h e new en-

vironment. However, it s t i l l remains t o be proven t h a t t h i s

is indeed t h e case . Smith makes an i n t e r e s t i n g ana logy i n

a paper e n t i t l e d Teaching 1,Iethods for Swirmin,~; I n s t r u c t o r s .

He s t a t e s :

. . . i n swirming we a r e s t i l l b u i l d i n g Ilodel T t s . Ch rys l e r and General IIotors have n o t y e t f o r c e d u s t o e x m i n e o t h e r p o s s i b i l i t i e s . O f cou r se , t h e J4odel T was a good c a r , it worked we l l . I n t h e same way, e x i s t i n g methods i n t e a c h i n g swimming work. But t o assume t h a t t h e y cannot be improved i s f o o l i s h . ( 4 8 : Z )

The purpose of t h i s s t u d y was t o e x m i n e "one of t h e

o t h e r p o c s i b i l - i t i e s " Smith r e f e r s t o , namely, t h e movement

educa t ion zpproacli, S p e c i f i c a l l y , it was t o de te rmine under

exper imenta l c o n d i t i o n s t h e comparat ive e f f e c t i v e n e s s of a

movenent educa t ion approa-ch and a t r a d i t i o n 2 1 approach i n

t e a c h i n g beg inn ing swirnming a t t h e Grade Three l e v e l . For

t h e purpose of a n a l y s i s , s k i l l development and a t t i t u d e

change were cons idered . The r e s i l l t i n g s t u d y was based on

t h i s comparison of t h e approaches.

The s t u d y has as i t s main ob* j e c t i v e t h e t e s t i n g of t

fo l l owing major n u l l hypotheses :

1, There is no s i g n i f i c a n t d i f f e r e n c e i n s k i l l develop-

ment between c h i l d r e n ta.u&t beginning swirilrning by a movement

educa t ion approach and c h i l d r e n t a u g h t beg inn ing stiirmxing by

a t r a d i t i o n a l approach.

2, There is no s i g n i f i c a n t d i f f e r e n c e i n t h e change of

a t t i t u d e toward swimming and v a t e r between c h i l d r e n t a u g h t

beginning swimning by a r.1overnent educa t ion approach and

c h i l d r e n tauCht beginning s t r i r m i n , ~ by a t r c l d i t i o n a l approach,

For t h e purpose of t h i s s t u d y , t h e f o l l o w i n g

d e f i n i t i o n s w i l l ap?ly:

Approach.

The conb ina t ion of methods, c o n t e n t a r e a , and o rgan i -

z a t i o n of m a t e r i a l c h a r a c t e r i z i n g a way of d e z l i n g w i th a

s u b j e c t .

EIovernent educa t ion approach.

An approach c h a r a c t e r i z e d by problem-solving through

e x p l o r a t i o n and exper imenta t ion . A s such , it is s t u d e n t -

c e n t e r e d , t a s k - o r i e n t e d , and encourages i n d i v i d u a l responses

t o problems. i 3 a t e r i a l i s p re sen t ed as a s e r i e s of problems

t h a t have t h e i r answers i n movement. S t u d e n t s p rog re s s ac-

co rd ing t o t h e i r own a b i l i t i e s . Uhenever p o s s i b l e , s k i l l s

a r e p r e sen t ed by t h e l i m i t a t i o n and/or i n d i r e c t methods.

(See ~ ~ ~ e n d i k A f o r d e t a i l e d l e s s o n p l a n s used t o implement

t h i s approach. )

Trs .d i t i ona1 approach.

An approach c h a r a c t e r i z e d by t h e p rocess of ex-

p l ana t ion -demons t r a t i on -p rac t i ce - co r r ec t i on . A s such , it i s

a c t i v i t y c e n t e r e d , s k i l l - o r i e n t e d , and encourages a l l c h i l d r e n

t o perform s t u n t s of i n c r e a s i n g d i f f i c u l t y . The c o r r e c t way

of performing each s k i l l i s s t r e s s e d . S t u d e n t s move through

t h e sane a c t i v i t i e s a t t h e sarne r a t e . The d i r e c t method of

? r a s e n t a t i o n is used th rou&out . (See Appendix B f o r de-

t a i l e d l e s s o n p l ans used t o implement t h i s approach. )

D i r e c t method.

A method i n which both t h e cho ice of a c t i v i t y and t h e

manner i n which it is t o be pe r fo r~ned a r e dec ided by t h e

t e a c h e r . (17:13)

I n d i r e c t method.

k method i n which t h e c h i l d r e n a r e g iven t h e o p 2 o r t u n i t y

t o choose t h e a c t i v i t y o r movenent i d e a t o be p r a c t i c e d . They

a l s o have t h e freedom t o u se any p i ece of a p p a r a t u s t h a t i s

a v a i l a b l e i n t h e gymnasiums. (27: 23 )

L i m i t a t i o n method. 4

A method i n which oppor tun i t i , e s a r e provided f o r

cho ice , bu t t h e cho ice i s l i m i t e d by c e r t a i n f a c t o r s such a s

l e s s o n theme, s t a t e d t a s k s , and cho ice of appa ra tu s . ( l 7 : l 3 )

S k i l l .

The l e a r n e d a b i l i t y t o b r i n g about predetermined r e -

s u l t s with maximum c e r t a i n t y , o f t e n w i t h t h e minimum o u t l a y

of t ime o r energy o r both . . . The predetermined r e s u l t s may

be i n t e r n s of speed , p r e c i s i o n , power, q u a l i t y , d i f f i c u l t y - o r any combination of t h e s e . . . This . . . imp l i e s t h a t i n

t h e complex s k i l l s of p h y s i c a l educa t ion and p h y s i c a l r e c r e a t i o n

a person can o n l y be more, o r l e s s s k i l l f u l . P e r f e c t i o n is

n o t a t t a i n a b l e . ( 2 8 : b ) (See Appendix C f o r s k i l l t e s t used

i n t h i s s t u d y . )

ntt; t7,dr.c n b IUUUCIU.

I d e a s o r f e e l i n g s t h a t one clay have about sornething

as a r e s u l t of p a s t expe r i ences , o r as a r e s u l t of imag ina t ive

l i k e s o r d i s l i k e s . ILloreover, a t t i t u d e s may change . . . \;&en c o n d i t i o n s o r changes i n t h e environment occur , whether

f o r b e t t e r o r worse, we can u s u a l l y expec t t o s e e a cha.nge i n

a t t i t u d e s . ( 2 4 : 3 9 6 ) (See Appendix D f o r a t t i t u d e ques t i on -

n a i r e used i n t h i s s t udy . )

Beginner swinmer . One who h a s no t passed t h e Red Cross Water S a f e t y

Pre-Eegiriner t e s t o r e q u i v a l e n t ; vl!o cannot swin f i f t e e n f e e t

on h i s s tonach o r back; and irho has n o t t aken swimning l e s s o n s

p rev ious ly .

Lli.3ITli%IOJ,TS OF STUDY

The fol-lowing l i m i t z t i o n s a p p l i e d t o t h i s s tudy:

1. The ssniple was r e s t r i c t e d t o Grade Three ' s , en-

r o l l e d i n t h e publ-ic s c h o o l s of Vancouver and Coquitlam,

B r i t i s h Coluxbia.

2. Only chi]-dren i n t h e age rEnge of e i g h t t o t e n

yea r s were i nc luded i n t h e sample.

3. The s t u d y was l i n i t e d t o t h o s e s t u d e n t s who d i d

no t pos se s s p h y s i c a l o r mental d e f e c t s .

4. Children who could a l r e a d y s w i m ( i . e . had passed

t h e Red Cross Pre-Deginner t e s t o r e q u i v a l e n t ) were no t i n -

cluded.

5. P r a c t i c e o u t s i d e of t h e p r e s c r i b e d l e s s o n s was n o t

and it was assumed t h a t it was n o t s i g f i i f i c a n t l y

d i f f e r e n t f o r ea.ch group.

6. Exper ience i n t each ing both swimling a d e lementz ry

p h y s i c a l educe t ion was r e q u i r e d o f a l l i n s t r u c t o r s .

7. The s t u d y measured r e s u l t s a s l i m i t e d by t h e i n -

stru-ments des igned f o r t h i s s t udy .

OVERVIEL' OF STUDY

Having a l r e a d y o u t l i n e d t h e problem and t h e need f o r

t h e s t u d y , t o g e t h e r w i th p e r t i n e n t background in fo rma t ion ,

Chapter 2 w i l l proceed t o a n a ~ a l y s i s o f r e l a t e d r e s e a r c h

and theory . Chapter 3 w i l l d e a l w i t h t h e exper imenta l de-

s i g n and procedures . Chapter L+ ana lyzes and d i s c u s s e s t h e

r e s u l t s of t h e s tudy , and Chapter 5 p r e s e n t s a summary of t h e

f i n d i n g s r i i t h c o n c l u s i o ~ s and impl ica . t ions ,

Chapter 2

RELATED RESIC!iRCIi' AIUI TIIEORY

Ihch of t h e r e s e ~ r c k i i n physic2.1 educa t ion f o l l o w s

t h e corn-lon des ign of comparing t h e r e s u l t s ob t a ined through

use of a p a r t i c u l a r method t o r e s u l t s ob ta ined through u s e

of a c o n t r o l method, t h e o b j e c t being t o demonstra te t h e

s u p e r i o r i t y of t h e exper imenta l method. The i n s t r u c t i o n used

i n t h e exper imenta l method t a k e s s e v e r a l forms b u t t h e t rz-

d i t i o n a l method ( i n v o l v i n g t h e p a t t e r n of explanat ior i -

demons t ra t ion-execu t ion) is i n v a r i a b l y used a s t h e c o n t r o l .

A s t h i s s t u d y makes such a comparison between a t r a d i t i o n a l

and novement educa t ion approach t o t e a c h i n g b e g i n ~ i n g s w i m -

ming, par t i cu1a . r a t t e n t i o n w i l l be g iven t o t h i s a r ea . I n

a d d i t i o n , an a t t e m p t w i l l be made t o draw some conc lus ions

i n t h e a r e z s of a t t i t u d e and s k i l l development.

I n many s t c d i e s , t h e a r e a s of methodology, s k i l l de-

velopment, and a t t i t u d e change a r e c l o s e l y i n t e r - r e l a t e d .

This p o i n t i s amply i l l u s t r a t e d by Oxendine i n h i s d i s c u s s i o n

of t h e need f o r e f f i c i e n c y i n t e a c h i n g and l e a r n i n g :

The need f o r e f f i c i e n c y i n t e s c h i n g s k i l l s i s apparen t f o r a number of r ea sons . F i r s t , e f f i c i e n c y w i l l s ave t ime and a l l ow t h e t e a c h i n g of more ac - t i v i t i e s i n t h e s c h o o l progrm,. Then, t o o , e f f i c i e n t methods w i l l enab le each i n d i v i d u a l t o a t t a i n a

hi6,her degree of s k i l l . I n a d d i t i o n , w i t h t h e b e s t t e a c h i n g t echn iques be ing e~~;p loyed , it is l i k e l y t h a t t h e i n d i v i d u a l w i l l develop a more p o s i t i v e a t t i t u d e toward t h e p a r t i c u l a r a c t i v i t y . (36 :5)

l j h i l e t h i s ? r e s e c t s a problem i n a n a l y s i s , t h i s i n t e r - r e l a t i o n

is n o t s u r p r i s i n g . A s a r e s u l t , sone s t u d i e s may appear more

t h a n one t i z e i n t h i s c h a p t e r , be ing c i t e d under each of t h e

head ings t o which t h e y apply.

I n d i s c u s s i o n of methodology, one r e c u r r i n g theme

s t a t e d by s e v e r a l r e s e a r c h e r s is , t h a t t h e r e is no one "bes tv t

method o f t e ach ing . \Jingo s t a t e d , it as s u c c i n c t l y a s any

when he wro te :

The s a f e s t g e n e r a l i z a - t i o n probably is t h a t e x t a n t ev idence i s i n s u f f i c i e n t t o e s t a b l i s h t h e s u p e r i o r i t y of any s i n g l e g e n e r a l methodology. It f o l l o w s t h a t any e f f o r t t o p r e s c r i b e a s i n g l e g e n e r a l methodology f o r e x c l u s i v e u s e i n a s c h o o l system on t h e suppos i - t i o n t h a t i t s r e l a t i v e m e r i t over a l l o t h e r metholol -

'i i e s h a s been e s t a b l i s h e d i s f r a u g h t wi th e r r o r . 57:850-1)

I n f a c t , he goes on t o s t a t e t h a t i n many c a s e s much of t h e

evidence produced by resea . rch , t aken whole, i s i n t e r n a l l y

c o n t r a d i c t o r y .

I 'lor,etheless, t h e r e is evidence of a growing d i s enchan t -

ment w i t h teacher-dominated methods. There is a p e r s i s t e n t

c o n v i c t i o n t h a t methods tha. t p rov ide f o r i n d i v i d u a l d i f - f e r e n c e s , t h a t encourage s t u d e n t i n i t i a t i v e , and t h a t s t i r ; l u l a t e

i n d i v i d u a l and group p a r t i c i p a t i o n a r e s u p e r i o r t o t h o s e t h a t

do no t . Hw{~evcr, it i s i n t e r e s t i n g t o n o t e t h a t v e r y

t r a d i t i o n a l zpproaches a r e s t i l l used and work s t i l l gub-

l i s h e d advoca t ing it , a s f o r example, ::cPee (35 ) , Armbruster

e t a1 ( l ) , and K r m p and S u l l i v a n ( 2 9 ) .

A c a r e f u l s t u d y d e a l i n g wi th adap t ing i n s t r u c t i o n t o

i n d i v i d u a l needs (57:854) sou&t t o f i n d o u t whether c h i l d r e n

would make g r e a t e r p rog re s s i n l e a r n i n g t h e cormon e lementa ry

s choo l s k i l l s (Grade Four ) when t h e y were t a u g h t a t t h e i r own

l e v e l o f achievement r a t h e r t h a n when t h e y were t a u g h t under

t h e u s u a l mass educa t ion procedures , By p rov id ing m a t e r i a l

f o r t h e exper imenta l group which ranged i n d i f f i c u l t y from

Grade Two t o S i x and r e s t r i c t i n g t h e c o n t r o l group t o Grade

Four m a t e r i a l s on ly , c o n s i s t e n t advantages were observed f o r

t h e exper i inenta l group. These advantages were g r e a t e r f o r

t h e slow and averege a b i l i t y s t u d e n t s t han f o r t h e super ioi -

s t u d e n t s . Th is evidence is c o n t r a d i c t o r y t o t h e c o m o n b e l i e f

t h a t on3.y very s u p e r i o r o r v e r y slow c h i l d r e n a.re i n need of

i n d i v i d u a l a t t e n t i o n i n i n s t r u c t i o n .

S k i l l

One of tke ma.ior o b j e c t i v e s of p h y s i c a l e d u c a t i o n i s

t h e dcveloprnent o f ~ n e u r o n u s c u l a r s k i l l s (24 :340) , i i i t h o u t a

doubt , nuch of t h e t o t a l p h y s i c d eciuc~. t ion program i s devoted

to s k i l l development. A s s t k t e d by Smith ( 4 7 : 3 , 4 ) s k i l l - de-

velopment may be viewed a s a p roces s invo lv inc t h e fo l l owin&:

1. The l e a r ~ e r beg ins w i t h an a c t i o n he can per - form now t h a t i s as xuch l i k e t h e d e s i r e d s k i l l as is p o s s i b l e f o r him.

2. The i n i t i a l performance has some of t h e d e s i r e d c h a r a c t e r i s t i c s b u t i s crude and incomplete ,

3. P r a c t i c e is a p roces s of s u c c e s s i v e m o d i f i c a t i o n , g r adua l metzmorphosis, and shap ing o r cha in ing .

4. P r a c t i c e a i m t o smooth o u t d e s i r a b l e e lements , add miss ing e lements , and e l i m i n a t e unnecessamy e l e - ments.

5 , P r a c t i c e i s no t on e i t h e r t h e whole s k i l l o r on p r e c i s e pa- r t s l i f t e d from t h e whole b u t on whole a c t i o n s t h a t make s e n s e t o t h e l e a r n e r ( q u a l i t a t i v e wholes ) .

6. The l e a r n e r i s e f f e c t i v e l y involved i n d e c i s i o n s r e g a r d i n g n a t u r e o f p r a c t i c e , pace , and sequence. T h i s a s s i s t s g r e a t l y i n keeping both a n x i e t y and d i f - . f i c u l t y t o l e r a b l e and r e a l i s t i c .

7. Cor r ec t i on from t h e i n s t r u c t o r i s p o s i t i v e , conc re t e and s p e c i f i c .

8. Feedback t o t h e l e a r n e r is s t r u c t u r e d t o i n d i c a t e bo th t h e q u a n t i t y and q u z l i t y of p rog re s s compared t o t h e i n d i v i d u a l s own p a s t a b i l i t y .

Var ious methods have been used t o f a c i l i t a t e t h i s ac -

q u i s i t i o n and many t e s t s des igned t o measure t h e e x t e n t t o

which t h e ob - j ec t i ve i s be ing met. OfNeal (37) concluded

t h a t i n g e n e r a l , t h e r e was no d i f f e r e n c e i n a proera-m of

games on ly and a program of games combined witah developmental

s k i l l s o r motor a b i l i t y performances of e lementa ry s choo l

c h i l d r e n . Graham ( l g ) , i n r e s e a r c h under taken t o a t t emp t t o

d e f i n e t h e r o l e o f augnented feedback i n t h e l e a r n i n g of

p h y s i c a l s k i l l . s , s t a t e d t h a t it would a.ppear t h a t i n f o r n a t i o n

feedback i s a c r i t i c 2 1 f a c t o r i n f a c i l i t a t i n g s k i l l ac -

q u i s i t i o n .

The concern i n t h i s s t u d y is t h e e x t e n t t o which s k i l l

development can be used t o h e l p e v a l u a t e t h e i n s t r u c t i o n a l

proLram i n terms of t h e e f f e c t i v e n e s s of t h e t e a c h i n g ne thods .

A t t i t u d e

One of t h e most e f f e c t i v e means of mo t iva t i on a v a i l -

a b l e t o t h e t e a c h e r l i e s i n a r r a n g i n g l e z r n i n g s i t u a t i o n s s o

t h a t every s tcder , t expe r i ences a r ea sonab le degree of s u c c e s s ,

S tuden t s who a r e s u c c e s s f u l , and who t h e r e f o r e d e r i v e s a t i s -

f a c t i o n frorr, a l e a r n i n g a c t i v i t y , a r e mot iva ted toward ad-

d i t i o r i a l l e a r n i n g . (57: 856)

Vincent ( 5 2 ) , makes t h i s e x a c t p o i n t i n h e r s t udy of

c o l l e g e women when s h e concludes t h a t t h e r e i s a s i g n i f i c a n t

r e l a t i o n s h i p between exp re s sed a t t i t u d e s and succes s i n

p h y s i c a l educa t ion and t h a t f o rma t ion of t h e s e f a v o u r a b l e

a t t i t u d e s and w i l l i n g n e s s t o p a r t i c i p a t e i n v i p r o z s activities

could have been based on p a s t s u c c e s s i n p h y s i c a l educa t ion .

Carr ( 8 ) a l s o no t ed t h a t a t t i t u d e s he ld by e n t e r i n g freshman

g i r l s i n f luenced t h e i r succes s i n p h y s i c a l educa t ion and t h a t

t h e r e was a s i g n i f i c a . n t d i f f e r e n c e i n t h e a t t i t u d e s r e l a t e d

t o p h y s i c a l educa t ion of t h e s u c c e s s f u l group as compared

wi th t h o s e of t h e unsucces s fu l group,

A t t e r ~ p t s t o determine a t t i t u d e s have been plagued by

two c l o s e l y r e l a t e d problems: d e f i n i t i o n and measurement.

Shm and Iclr ight (41+:3) a l o n e c i t e six d i f f e r e n t d e f i n i t i o n s

and Kenyon ( 2 5 ) summarizes an a d d i t i o x a l seven. Even w i t h

t h e d i f f e r e n c e s i n conno ta t i on , a t t i t u d e s a r e s a i d t o pos-

s e s s t h e fo l l owing g e n e r a l c h a r a c t e r i s t i c s : (44: 6-9)

1. They a r e based on e v a l u a t i v e concep ts r e g a r d i n g c h a r a c t e r i s t i c s of t h e r e f e r e n t o b j e c t and g i v e r i s e t o mot iva ted behavior .

2. They a r e cons t rued a s va ry ing i n q u a l i t y and i n t e n s i t y ( a s t r e n g t h ) on a continuum froln p o s i t i v e through n e u t r a l t o nega t ive .

3. They a r e l e a r n e d , r a t h e r t h a n i n n a t e a s a r e - s u l t of c o n s t i t u t i o n a l development and matura t ion .

4. They have s p e c i f i c s o c i a l r e f e r e n t s , o r s p e c i f i c c l a s s e s t h e r e o f .

5 . They possess va ry ing degrees of i n t e r - r e l a t e d - n e s s t o one m o t h e r .

6. They a r e r e l a t i v e l y s t a b l e and endur ing.

A s f a r as measurement i s concerned, a t t i t u d e s c a l e s

measure o n l y one dimension of t h e a f f e c t i v e r e a c t i o n s :

P o s i t i v i t y - n e g a t i v i t y . The most f r e q u e n t l y used methods

of measuring a t t i t u d e (Thurs tone S c a l e , L i k e r t S c a l e , semant ic

d i f f e r e n t i a l ) r e q u i r e s u b j e c t s t o i n d i c a t e t h e i r agreement o r

d isagreement w i t h a s e t of s t a t e m e n t s about t h e a t t i t u d e ob-

j e c t . The e x t e n t t o which t h e s t a t e m e n t s chosen a c c u r a t e l y

r e f l e c t t h e a t t i t u d e i n q u e s t i o n has a g r e a t dea l t o do w i t h

i t s a c c e p t a b i l i t y . A s S e l l t i z e t a 1 remark:

Although some u s e r s of s c a l e s have i n v e s t i g a t e d t h e r e l i a b i l i t y and v a l i d i t y o f t h e i r measures , it i s probably s t i l l t r u e . . . t h a t t h e r e has been more measurement t h a n v a l i d a t i o n .

However, t h e r e a r e ~ n d e ~ s t m d a b l e r ea sons f o r t h e l a c k o f a t t e n t i o n t o v a l i d i t y - - n o t a b l y t h e d i f - f i c u l t y o f de te rmin ing what would be a p p r o p r i a t e c r i t e r i a f o r v a l i d i t y f o r measures of complex a t - t r i b u t e s . . . (43:383-4)

Notwiths tanding t h e d i f f i c u l t i e s noted above, t h e s t u d y

of a t t i t u d e s i n p h y s i c a l educa t ion and o t h e r s u b j e c t s ha s been

f a i r l y e x t e n s i v e and h a s probed s e v e r a l d i f f e r e n t a r e a s .

1.IOVHiVUT EDUC ATIOIJ

I n comparing t h e problem-solving method t o t h e

t r a d i t i o n a l method, Z i e g l e r (581, i n a s tudy of t e a c h i n g g p -

n a s t i c s t o Grade Eleven g i r l s , found t h a t q u a l i t y o f novenent

was n o t no re h i g h l y developed i n t h e problem-solving approach.

S c h l o t t ( l + O ) , i n comparing t h e two methods i n t e a c h i n g f i e l d

hockey, concluded t h e r e was no s i g n i f i c a n t d i f f e r e n c e s i n

l e a r n i n g o r performing between them, R u s s e l l (39) used t h e

two methods i n t e a c h i n g t h e windmil l s e r v e i n v o l l e y b a l l and

l i k e w i s e found t h a t t h e d i f f e r e n c e s between groups on t h e

f i n a l t e s t were n o t s i g n i f i c a n t . However, t h e inprovement

i n t h e problem-solving groups was g r e a t e r t h a n t h a t of t h e

t r a d i t i o r i a i group. Gariand s (15 j s t u d y of t e a c h i n g t h r e e

d i f f e r e n t s w i m s t r o k e s t o u n i v e r s i t y wonen, w h i l e showing t h e

problem-solving method t o be s u p e r i o r t o t h e t r a d t i o n a l method

i s o n l y one s t r o k e , found it t o be more s u c c e s s f u l i n s t i n u -

l a t i n g mo t iva t i on and s e l f - d i r e c t i o n i n r a t e of p rog re s s ion .

S e v e r a l s t u d i e s have used t h e problem-solving method

as it a p p l i e s t o movement educa t ion , Tanner ( 5 0 ) , i n a s t u d y

under taken t o a s s e s s t h e outcomes of a bas i c movement program

i n r e l a t i o n t o a n o t h e r program of e lementa ry educa t ion

( a c t i v i t i e s - o r i e n t e d ~ r o g r a r n ) , found a s i g n i f i c a n t d i f f e r e n c e

i n t h e c h i l d r e n ' s f e e l i n g s towards t h e i r own movement i n

. f avo r of t h e b a s i c movement approach. She concluded t h a t

t h i s i n d i c a t e d a more p o s i t i v e a t t i t u d e toward t h e i r own

movement and would t h e r e f o r e tend t o j u s ' t i f y t h e i n c l u s i o n

of t h i s p a r t i c u l a r approach a t t h e primary s c h o o l l e v e l . I n

a s i m i l a r v e i n , S c o t t ( 4 2 ) found t h a t t h e i n fo rma l (movement

e d u c a t i o n ) approach was more e f f e c t i v e i n t h e development of I

c r e a t i v e a b i l i t y i n Grade One p u p i l s t h a n t h e fo rma l ( i , e ,

t r a d i t i o n a l approach 1. L e s l i e ( 3 1 ) showed t h a t a movement

e x p l o r a t i o n approach c o n t r i b u t e d more p o s i t i v e l y t o bo th

p h y s i c a l f i t n e s s and motor a b i l i t y t h a n t h e t r a d i t i o n a l

p h y s i c a l educa t ion program i n Grades K - 3. On t h e o t h e r

hand, Lackey ( 3 0 ) , was unable t o shox any s i g n i f i c a n t d i f -

f e r e n c e s i n p h y s i c a l f i t n e s s , motor s k i l l s , o r a t t i t u d e i n

groups t a u g h t by t h e movement e x p l o r a t i o n method and t h e

t r a d i t i o n a l method a t t h e tirade Two Level . He d i d , however,

no t e t h a t d i s c i p l i n a r y problems were more p r e v a l e n t i n t h e

t r a d i t i o n a l c l a s s e s t h a n i n t h e movement e x p l o r a t i o n c l a s s e s .

I n h e r s t u d y , ilasche (32), concluded t h a t a s t r u c t u r e d program

of v o l l e y b a l l and b a s k e t b a l l s k i l l s i n s t r u c t i o n cha l l enged and

i n t e r e s t e d Second Grade s t u d e n t s more t h a n a program of low

o r g a n i z a t i o n p l a y and movement e x p l o r a t i o n .

Lackey ( 3 0 ) , i n a s t u d y p r e v i o u s l y no t ed , found no

d i f f e r e n c e i n a t t i t u d e between Second Grade c h i l d r e n who had *

exper ienced a program of movement e x p l o r a t i o n and t h o s e i n a

t r a d i t i o n a l program. He no t ed i n s t e a d t h a t s t u d e n t s i n bo th

groups developed a p o s i t i v e a t t i t u d e toward p h y s i c a l educa t ion .

C a i : ~ ~ b e l l ( 5 ) , l i k e w i s e found no s i g n i f i c a n t d i f f e r e n c e among

c o l l e g e men a s a r e s u l t of t h e program of phys i ca l educa t ion

exper ienced . Brumbach (l+:2l3 ) observed t h a t a p h y s i c a l con-

d i t i o n i n g course f o r male c o l l e g e s t u d e n t s l a c k i n g i n p h y s i c a l

f i t n e s s can be conducted i n such a manner t h a t no t on ly t h e i r

p h y s i c a l f i t n e s s b u t a l s o t h e i r a t t i t u d e s toward p h y s i c a l

educa t ion can be s u b s t a n t i a l l y improved. He a t t r i b u t e s t h i s

i n p a r t t o improvement i n s t u d e n t - t e a c h e r r a p p o r t . B e l l

(2:385 ) a l s o no ted a p o s i t i v e and s i g n i f i c a n t r e l a t i o n s h i p

i n u n i v e r s i t y wonen between t h e e x t e n t t o which t h e i n s t r u c t o r s

a r e i n t e r e s t e d i n them as i n d i v i d u a l s and t h e e x t e n t t o which

t h e y en joy t h e i r p h y s i c a l educa t ion c l a s s e s .

Four r e c e n t s t u d i e s comparing movement e x p l o r a t i o n

( e x p e r i e n c e s ) t o a c o n t r o l method t a u g h t i n t h e t r a d i t i o n a l

nanner have produced c o n t r z d i c t o r y r e s u l t s . Leclcsy ( 3 0 ) found

t h a t no d i f f e r e n c e s which were s i g n i f i c a n t e x i s t e d between t h e

t ~ o groups on t h e p h y s i c a l f i t n e s s and motor s k i l l t e s t s .

V i t a l o n e ( 5 3 ) , hoplever, found q u i t e t h e oppos i t e . He s t e t e d :

I n eve ry a s p e c t of t h e measurement of t h e per - forcnance of phys i ca l s k i l l s , t h e s tudy groups exceeded t h e c o n t r o l group. It appears t h a t t h i s i s a r e f l e c t i o n of t h e k ind of p h y s i c a l educa t ion program exper ienced by t h e chi]-dren. It imp l i e s t h a t r~overnent expe r i ences may f a c i l i t a t e t h e l e a r n - i n g of s k i l . 1 ~ and t h e inprovenent i n t h e performance o f t h e s e s k i l l s. S ince t h e p r o g r m of novezent ex- p e r i e n c e s cons idered r e a d i n e s s , p rog re s s ion , v ~ r i e t y and p r z c t i c e a s impor tan t p r i n c i p l e s , it i s i n f e r r e d t h a t t h e s e p r i n c i p l e s should be cons idered i n a l l programs of p h y s i c a l educa t ion . (53 : l l O - 1 )

Gravlee ( l 9 ) , us in^ t h e Johnson I Iotor. Achievement

t e s t t o d e t e r n i n e s k i l l development, found t h e r~lovement ex-

p l o r a t i o n method t o be more e f f e c t i v e f o r improving a b i l i t y

on t h e a g i l i t y r u n and s t a n d i n g broad jump b u t n e i t h e r method

t o be more e f f e c t i v e f o r throwing and c ~ t c h i n g o r b a t t i n g .

S c o t t , i n a s t u d y c i t e d e a r l i e r , found t h a t t h e fo rmal and

in fo rma l methods of t e a c h i n g p h y s i c a l educa t ion do n o t v a r y

i n t h e i r e f f e c t on p e r c e p t u a l motor development.

I n compzring v a r i o u s i n s t r u c t i o n d methods i n ' t h e

a r e a of sv~irnning, much t h e same s o r t of r e s u l t s appear .

McCatty i j j j , found no s i g n i f i c a n t d i f f e r e n c e between groups

t a u g h t w i th t h e a i d of a s p e c i a l f l o a t a t i o n d e v i c e and t h o s e

t a u g h t i n a t r a d i t i o n a l manner, a l though p u p i l s t a u g h t by

t h e t r a d i t i o n a l method a c t u a l l y achieved h i g h e r mean s c o r e s

t h a n t h e p u p i l s t a u g h t by t h e f l o a t a t i o n dev ice . Clayton

( 9 ) , s i m i l a r l y found t h a t a method enp loy ing use of l a n d

d r i l l s and one employing w a t e r p r a c t i c e e n t i r e l y were equall-v

e f f e c t i v e i n t e a c h i n g t h e b r e a s t s t r o k e and crawl s t r o k e t o

c o l l e g e men. I n a s t u d y comparing a s p e c i a l method of i n -

s t r u c t i o n t o a t r a d i t i o n a l method, Hol t (221, found t h e

Hand-Foot Concept :Jethod t o be s i g n i f i c a n t l y s u p e r i o r t o t h e

Red Cross ( t r a d i t i o n a l ) method on f o u r o u t of t h e f i v e v a r i -

a b l e s t e s t e d . I n a s t u d y d e a l i n g wi th p e r s i s t e n t non-svrimners

( i n d i v i d u ~ . l s who have r e c e i v e d prev ious i n s t r u c t i o n b u t a r e

s t i l l u x b l e t o s w i r n ) , l J h i t i ng ( 5 5 ) sugges t s t h a t swimling

methods i n g e n e r a l u se a r e no t t h e most s u i t a b l e . He proposes

a method airned a t overcor.;ing t h e p o s s i b l e cond i t i oned f e a r s

and i n h i b i t i o n s encounte red by such swirnrlers.

Smith ( 4 7 ) , i n d i s c u s s i n g t h e whole vs . p a r t methods

o f t e a c h i n g , s a y s t h a t l e a r n i n g is n o t on e i t h e r t h e whole

s k i l l o r p r e c i s e p a r t s l i f t e d frors t h e whole b u t r a t h e r on

whole a c t i o n s ( q u a l i t a t i v e wholes ) t h a t make s e n s e t o t h e

l e a r n e r - - i n o t h e r words, " the l a r g e s t manageable chunk."

Kna.pp a l s o coricurs b u t f i n d s a p l a c e f o r p a r t l e a r n i n g as

w e l l :

It is probab1.y b e s t i n t h e l e a r n i n g of s k i l l s i n phys i ca l educa t ion and p h y s i c a l r e c r e a t i o n t o s t a r t w i th t h e whole method wh i l e f e e l i n g f r e e t o con- c e n t r a t e a t any t i u e i n t h e ca se o f a p a r t i c u l a r i n - d i v i d u a l on any p a r t where t h e r e i s some d i f f i c u - l t y o r wea.kness i n ~ e d i n g t h e p roduc t ion and p e r f ec t i o r i o f t h e whole s k i l l . (28: 69)

I , loncr ieff , I'.:orford, and Howell ( 3 6 ) i n v e s t i g a t e d t h e

e f f e c t of t h r e e f a c t o r s on t h e a c q u i s i t i o n o f e lementa ry

strir:riing s l ; i l l s . They found t h e f r equency of l e s s o n s ( two

c l a s s e s a week f o r t h r e e weeks vs . t h r e e t i m e s a week f o r two

weeks) t o have no s i g n i f i c a n t d i f f e r e n c e i n t h e percen tage of

s u c c e s s ; no ~ i g n i f i c a ~ t d i f f e r e n c e between groups on t h e

achievement of t h e s i x e lementa ry wa te r s k i l l s t e s t e d ; and

t h a t t h e o r d e r o f t e a c h i n g t h e e lementa ry w a t e r s k i l l s as

recormended by c e r t a i n manuals should be changed.

Two o t h e r s t u d i e s f u r t h e r s u b s t a n t i a t e t h e above f i n d -

i n g of f r equency of p r a c t i c e . S c o t t ( 42 ) noted t h a t f o u r

twenty-1:linute p e r i o d s pe r week and two t h i r t y - m i n u t e pe r iods

p e r week d i d n o t a p p r e c i a b l y e f f e c t perceptual -motor de-

velopment. S c o t t (41) found no conc lus ive d i f f e r e n c e s i n

t h e nuaber of days r e q u i r e d t o pas s t h e t e s t between f o u r ,

t h r e e , o r two days-per-week schedu le s . She f u r t h e r no ted

t h a t p rog re s s i n s m a l l groups and c l a s s e s was s i m i l a r ; t h a t

t h e accorcplishnents of t h e f i rs t l e s s o n a r e i n d i c a t i v e of

p robable l e a r n i n g r a t e ; and t h a t s w i m e r s can be i n t roduced

s u c c e s s f u l l y t o deep-water s k i l l s i n t h e second and t h i r d

l e s s o n .

I n r e g a r d t o t h e r o i e of f e a r i n i e a r n i n g t o s w i m ,

S n i t h ( 4 7 ) s t a t e s t h a t a n op t ima l l e v e l of f e a r ( u n c e r t a i n t y )

is g e n e r a l l y cons ide red t o be t h e e s sence of mo t iva t i on of

behavior b u t t h a t extreme f e a r ( a r o u s a l ) i n t e r f e r e s w i t h bo th

per fornance and l e a r n i n g and may even make r e sponses imposs ib le .

Whit ing (55 : 23 ) l i k e w i s e f e e l s t h a t t h e problem i n t e a c h i n g

t h e p e r s i s t e n t non-swimr?er is rernoving o r a l l e v i a t i n g t h e

f e a r , and n o t t h e d i f f i c u l t y of a c q u i r i n g t h e s k i l l t echn ique .

I n a s t u d y t h a t compwed t h e e f f e c t i v e n e s s of a pro-

gramned i n s t r u c t i o n a l method w i t h a t r a d i t i o n a l i n s t r u c t i o n a l

method on t h e ach ievenent o f s e l e c t e d e lementary g o l f s k i l l s ,

Hol t ( 2 3 ) concluded t h a t t h e methods were e q u a l l y e f f e c t i v e

i n producing d e s i r e d per for~ :~ance . She a l s o concluded t h a t

t e a c h e r d i f f e r e n c e s a l o n e a r e a p p a r e n t l y r e s p o n s i b l e f o r

v e r y l i t t l e v a r i a b i l i t y i n t h e a ch ievenent of e lementa ry g o l f

s k i l l s . Th i s i s i n de fe r ence t o I k C a t t y ( 3 3 ) whose f i n d i n g s

focused a t t e n t i o n on t h e i ~ l p o r t z n c e of t h e i n s t r u c t o r on t h e

a c q u i s i t i o n of beginning swirming s k i l l s .

C e r t a i n l y t h e ev idence c i t e d h e r e does n o t suppor t

t h e b e l i e f t h a t s u c c e s s f u l t e a c h i n g i s p o s s i b l e on ly th rough

whic11 they a r e i n v a r i a b l y conpared when t h e u s u a l t e s t s t h a t

scl lools u se t o measure t h e p rog re s s of t h e i r s t u d e n t s and t h e

s u c c e s s of t h e i r programs a r e exployed. L'ithout a t t z c h i n g a

p o s i t i v e va lue t o f i n d i n g s of "no s i g n i f i c a n t d i f f e r e n c e , l1

it would s t i l l appear t h a t t h e movement e d m a t i o n approach is

a v i a b l e one. However, generc?l iza t ions beyond t h i s p o i n t w i l l

be avoided f o r t h e impor t an t r ea son t h a t r e s e a r c h e r s a r e

c a r e f u l t o p o i n t out--namely, p a t t e r n s of i n s t r u c t i o n o r

g e n e r a l methodology a r e d i f f i c u l t t o c a t e g o r i z e , and even

when t h e y a r e g iven a name, t h e p a t t e r n s a s t h e y a c t u a l l y

work o u t i n v a r i o u s t y p e s of s i t u a t i o n s may d i f f e r g r e a t l y .

On tile o t h e r hand, p a t t e r n s trhich have been g iven d i f f e r e n t

na:;es o f t e n nay be q u i t e s i r ~ i l a r i n c h a r a c t e r (57:850) .

Such is t h e problem h e r e .

It seems f a i r t o s a y t h a t t h e s k i l l a s p e c t o f s w i m i n g

can be acqu i r ed by all excep t perhaps t h e n o s t s e v e r e l y handi-

capped. A ~ a i n , t h e r e i s evidence t o f a v o u r d i f f e r e n t ne thods

w i th no one rlethod hav ing been slioxn t o be t h e b e s t f o r every

s k i l l . I n f a c t , even w i t h one p a r t i c u l a r s k i l l , t h e b e s t

method i s o f t e n dependent t o a c e r t a i n e x t e n t on t h e i n d i v i d u z l

l e a r n e r . S k i l l i s a c q u i r e d through i rn i t a t i on , expe r imen ta t ion ,

s e l e c t i o n and r e p e t i t i o n . ~ t t e ; : ~ t s t o f o r c e a l l c h i l d r e n t o

conform t o a cormon p a t t e r n would appear t o be e d u c a t i o n a l l y

unsound.

h ? , > I ILLIIOL~GI causes of a -c t i t ude i n manjr c a s e s cannot be

d e t e r n i n e d , it h a s been found t h a t c e r t a i n a t t i t u d e s can be

d e t e c t e d , r e l a t i o n s h i p s a s c e r t a i n e d and change ove r a p e r i o d

of t ime can be measured. The p o s s i b i l i t y e x i s t s t h a t people

have p o s i t i v e a t t i t u d e s toward p h y s i c a l educa t ion i n s p i t e

o f r a t h e r t h a n because of t h e s choo l programs. Then aga in ,

t h e dcvelopnent of a t t i t u d e s has n o t always been s p e c i f i c a l l y

plznned f o r i n a l l t e a c h i n g of p h y s i c a l educa t ion a c t i v i t i e s ,

even i f a f e e l i n g t h a t f avourab l e a t t i t u d e s a r e be ing de-

veloped i s f r e q u e n t l y hoped f o r and expressed. If our s choo l

programs a r e t o be s u c c e s s f u l , t h e n we must knot? t h a t t h e y

c o n t r i b u t e t o t h e development of p o s i t i v e a t t i t u d e s toward

continued active participation. (26:243-1,)

Chapter 3

IIGSZAKCI1 XTlIOLlOLOGY

STUDY DESIGN

The s t u d y adhered t o t h e form of t h e P r e t e s t - Pos t -

t e s t Cont ro l Group Design as o u t l i n e d by Campbell and S t a n l e y

( 6 ~ 3 - 2 b ) . The c o n t r o l group c o n s i s t e d of t h o s e s t u d e n t s

who r e c e i v e d i n s t r u c t i o n by a t r a d i t i o n a l approach and t h e

e x p e r i r i e n t d group t h o s e who r e c e i v e d i n s t r u c t i o n by a rnove-

ment educa.tion approach.

I

DATA REQUIRED

I n o r d e r t o determine t h e e f f e c t i v e n e s s of t h e two

approaches i n t e a c h i n g beginning swimming, and i n l i n e w i t h

t h e d e s i g n of t h e s t u d y , p r e - t e s t and p o s t - t e s t performances

on a 20-item t e s t des igned t o measure s k i l l development were

ob ta ined a s wel l a s p r e - t e s t and p o s t - t e s t s c o r e s on a 20-

i t em q u e s t i o n n a i r e des igned t c i n d i c z t e a t t i t u d e s toward

swiiming and v!ater. I n both c a s e s , t h e arnount of change

t h e t occur red between t h e f i r s t and seccnd admin is t rz . t ion of

t h e i n s t rumen t s was t h e n a i n cons i d e r a t i o n .

In s t rumen t s t o de te rmine both s k i l l development and

a t t i t u d e t o ~ ~ a r d s w i m i n g and w a t e r were c o n s t r u c t e d by t h e

w r i t e r f o r t h i s s t u d y s i n c e a s ea rch of t h e l i t e r a t u r e and

i n t e r v i e w s w i t h people e c t i v e l y invo lved i n swim~ning i n -

s t r u c t i o n f a i l e d t o uncover s u i t a b l e ins t rument s a l r e a d y i n

e x i s t e n c e .

A Q u e s t i o n n a i r e t o Determine A t t i t u d e s Toward - - Swimming & \ l a t e r - of ~ r a d e Three Chi ld ren

I n deve lop ing t h e a t t i t u d 8 e s c a l e , it was f i r s t de-

c ided t h a t it should encoxpass s e v e r a l a r e a s of a t t i t u d e .

As a r e s u i t of persoriai expe r i ence and a i s cus s io r i s w i t h i n -

d i v i d u a l s a c t i v e i n both swimming i n s t r u c t i o n and program

a d m i n i s t r a t i o n , t h e f o u r a r e a s chosen were: (1) General Fee l -

i n g s About \ l a t e r ; ( 2 ) Apprehension of t h e U a t e r ; (3 ) In-

s t r u c t i o n a l Aspects ; and (4) Evalue t ion . Using Vangts (54:116)

c r i t e r i a f o r w r i t i n g a t t i t u d e s t a t e m e n t s as a g u i d e , a t o t a l

of 67 s t a t e m e n t s cover ing t h e f o u r a r e a s were drawn up.

These s t a t e ;nen t s d e a l t w i t h a c t i v i t i e s t h e s t u d e n t would be

l i k e l y t o expe r i ence i n a s e r i e s of swimming l e s s o n s (e.g.

"How would you f e e l about p u t t i n g your f a c e i n t h e wa te r ? " )

a s w e l l as s t a t e m e n t s d e a l i n g w i th w a t e r a c t i v i t i e s t h e y

probably had n o t y e t exper ienced b u t were w i t h i n t h e rea lm

of p o s s i b i l i t y ( e . ~ . "How would you f e e l about t a k i n g a r i d e

i n a motor-host?") The form of t h e s e s t a t e n e n t s therriselves--

"How ~ j o u l d you f e e l about . . . "--was adapted f r o n Tanner (50)

who used a s i r l i l a r form t o determine m o v e ~ e n t s a t i s f a c t i o n -

d i s s a t i s f a c t i o n w i th Grade One and Two c h i l d r e n i n a s t u d y of

l i k e des ign .

These s t a t e n e n t s were t hen submi t t ed t o a g r o u p of

f i f t e e n e x p e r t s t o determine t h e worth of e a c h s t a t e x e n t as

a d e t e r n i n e r of a t t i t u d e . These judges inc luded u n i v e r s i t y

f a . cu l ty members, a q u a t i c s u p e r v i s o r s , p h y s i c a l educa t ion

s u p e r v i s o r s and p h y s i c a l educa t ion t e a c h e r s . They i n d i c a t e d

whether each s t a t e m e n t was (1) s a t i s f a c t o r y a s s t a t e d ; ( 2 )

s a t i s f a c t o r y b u t r e q u i r i n g minor c h a n ~ e s (which t h e y i n d i c a t e d ) ;

( 3 ) unsztisf~etory anc! should be eiiiitted; or. ( & ) i i s i e d under

t h e wrong heading o r a r e a . Four teen r e p l i e s were r e c e i v e d ,

one o f which was d i s r e g a r d e d a s t h e i n s t r u c t i o n s a s o u t l i n e d

had n o t been fo l lowed . Fror? t h e t h i r t e e n r e p l i e s , 35 s t a t e n e n t s

were deemed t o be comple te ly s a t i s f a c t o r y a s s t a t e d o r s a t i s -

f a c t o r y w i t h n i n o r changes as i n d i c z t e d by t h e judges. These

~ n i n o r changes u s u a l l y were i n t h e form of word usage. An ad-

d i t i o n a l f o u r s ta te rnen ts were f e l t by o n l y a s i n g l e judge t o

be c o ~ p l e t e l y u n s a t i s f a c t o r y o r i nc luded i n t h e wrong a r ea .

Two o t h e r s t a t e n e n t s , whi le s a t i s f a c t o r y , were f e l t by

s e v e r a l judges t o be i nc luded i n t h e wrong a r e a .

These 41 s t a t e m e n t s , wi th changes i n c o r p o r a t e d a s i n - ,

d i c a t e d by t h e judges , were t hen submi t ted t o a g roup of t e n

e lementary s choo l s p e c i a l i s t s (c lass roo i r t e a c h e r s and v.ni-

v e r s i t y f a c u l t y a s s o c i a t e s ) wi th i n s t r u c t i o n s t o i n d i c a t e i f ,

i n t h e i r op in ion , t h e s t a t e m e n t s as p r i n t e d would be e a s i l y

unders tood by Grzde Three boys and g i r l s . Suggested ~ l i n o r

changes were a g a i n asked f o r if t h i s was a l l t h a t was needed

t o nake a s ta te rnea t more meaningful . On t h e b a s i s of t h e

r e p l i e s r e c e i v e d from a l l t e n of t h e s e judges, f u r t h e r changes

i n wording and s e n t e n c e c o n s t r u c t i o n were made.

From t h i s group of 41 s t a t e m e n t s , f i v e were randoriily

chosen from each of t h e f o u r a r e a s o r i g i n a l l y dec ided upon,

g i v i n g a f i n a l a t t i t u d e s c a l e of 20 i t ems . The o r d e r i n which

t h e 20 i t ems appeared was a l s o determined by randomizat ion.

On t h e b a s i s of t h e p rocedure h e r e o u t l i n e d , it was deemed

t h a t t h i s ins t rurnent con ta ined bo th f a c e and c o n t e n t v a l i d i t y ,

Any f u r t h e r checks on v a l i d i t y were cons ide red beyond t h e

scope o f t h i s s t udy .

I n o r d e r t o s c o r e t h e q u e s t i o n n a i r e and t h e r e b y de-

t e r m i ~ e t h e f a v o r a b l e n e s s o r unfavorab leness of t h e c h i l d ' s

a t t i t u d e toward swinaing and w a t e r (and a l s o any change

t h e r e i n ) , a L i k e r t f i v e - p o i n t s c a l e was used. I n t h i s r e g a r d ,

a mechanical dev i ce was dev i sed ( s e e Appendix E ) u s i n g t h e

c u r r e n t l y popula r "Happy Face" rnotif t o r e p r e s e n t t h e f i v e

po in t s - -a ve ry happy f a c e r e p r e s e n t i n g a s c o r e of f i v e and

i n d i c a t i n g a v e r y f a v o r a b l e a t t i t u d e ; a v e r y unhappy f a c e r ep -

r e s e n t i n g a s c o r e of one and i n d i c a t i n g a v e r y unfavorab le

a t t i t u d e ; a s l i a t l y happy f a c e r e p r e s e n t i n g a s c o r e of f o u r

and i n d i c a t i n g a f a v o r a b l e a t t i t u d e ; a s l i g h t l y unhappy f a c e

r e p r e s e n t i n g a s c o r e of two and i n d i c a t i n g a n un favo rab l e

a t t i t u d e ; and an e x p r e s s i o n l e s s f a c e r e p r e s e n t i n g a s c o r e of

t h r e e and i n d i c a t i n g u n c e r t a i n t y of a t t i t u d e . Thus t h e

h i g h e s t p o s s i b l e s c o r e would be 100 and would i n d i c a t e a v e r y

p o s i t i v e f e e l i n g t o u a r d a l l t h e s t a t e inen t s i n t h e q u e s t i o n n a i r e .

Likewise , t h e l owes t p o s s i b l e s c o r e would be 20 and would i n -

d i c a t e a v e r y n e g a t i v e f e e l i n g toward a l l t h e s t a t e m e n t s i n

t h e q u e s t i o n n a i r e . Tne t o t a l s c o r e ob t a ined would t h u s measure

t h e s t u d e n t ' s f a v o r a b l e n e s s o r unfavorab leness t o swimming

and water .

P rev ious t o t h i s i n s t rumen t being used on t h e f i rs t

s t u d y sample, it was a d x i n i s t e r e d t o a g roup of 29 Grade

Three c h i l d r e n i n an e lementa ry s choo l i n P o r t Coqui t l an w i t h

one week e l a p s i n g between i t s f i r s t and second a d m i n i s t r a t i o n

and wi th no swinming i n s t r u c t i o n r e c e i v e d by any of t h e

c h i l d r e n i n t h e i n t e r v e n i n g t i n e . On t h i s b a s i s , t h e t e s t -

r e t e s t r e l i a b i l i t y was c a l c u l a t e d t o be .8275. It was a l s o

found t h a t t h e c h i l d r e n i n t h e p i l o t p r o j e c t i d e n t i f i e d v e r y

r e a d i l y wi th t h e "Happy FacestT and exper ienced no problem

u s i n g t h e mechanical d e v i c e t o i n d i c a t e t h e i r answers.

The re fo re , t h i s p a r t i c u l t i r p rocedure was r e t a i n e d wi th no

changes.

A s a f u r t h e r check on t h e i n s t r u m e n t 7 s r e l i a b i l i t y ,

a group of 26 s t u d e n t s f r o x t h e second school invo lved i n t h e

s t u d y b u t who d i d n o t r e c e i v e any swirnming i n s t r u c t i o n what-

s o e v e r , were a l s o g iven t h e q u e s t i o n n a i r e b u t w i t h one month

e l a p s i n g between t h e f i r s t and second a d m i n i s t r a t i o n . The

t e s t - r e t e s t r e l i a b i l - i t y i n t h i s i n s t a n c e was .7850, i n d i c a t -

i ng a h igh o r marked r e l i a b i l i t y .

S k i l l T e s t f o r Grade Three -- Beginning Svirzmers

I n deve lop ing t h e s k i l l t e s t , heavy r e l i a n c e was

p l a c e d upon c u r r e n t and p a s t Red Cross and YIlCA l i a t e r S a f e t y

T e s t s and t h e Province of A l b e r t a Elementary P h y s i c a l Educat ion

Cnrriculuz Guide. !,%ilc the tssts lil exis ience a r e c e r t a i n l y

adequa te f o r cor.munity p r o g r a m , t h e y were n o t conprehens i v e

enough t o s e r v e as bo th a p r e - t e s t t o d e t e n i i n e what t h e c h i l d

could a l r e a d y do i n t h e w a t e r and a p o s t - t e s t t o d e t e r n i n e

t h e i n c r e a s e i n s k i l l development as t h e r e s u l t of i n s t r u c t i o n

r e c e i v e d . k wide range of s k i l l s was c a l l e d f o r , r ang ing

from t h e s i m p l e s t non-swirmer s k i l l s t o t h o s e :nore-advanced

sk i1 l . s ob t a ined through wa te r exper ience .

I!ith t h i s i n mind, t h e s k i l l s t o be t e s t e d were f i rs t

of a l l s e p a r a t e d i n t o f o u r areas--ea.ch one f e l t t o have a

unique purpose i n t h e p roces s of l e a r n i n g t o s w i m . These

f o u r c a t e g o r i e s were: (1) Adjustment t o l i a t e r ; ( 2 ) Buoyancy

and S t a b i l i t y ; ( 3 ) P ropu l s ion ; and ( 4 ) Deep l J a t e r liork.

t i i t h i n eacli a r e a , t h o s e s k i l l s t h a t p e r t a i n e d t o it were

i t emized . An e f f o r t was made t o l i s t t h e s e i n o r d e r of i n -

c r e a s i n g d i f f i c u l t y . Twenty such s k i l l s were chosen. A s

w i t h swirnriing t e s t s a l r e a d y i n e x i s t e n c e , each t e s t i t em was

i n d i c a t e d by a s h o r t 17ca.tch phrase1? (e.g. F l o a t on b ~ . c k ) and

by a "det;ilecl d e s c r i p t i o n " trhich s e rved as t h e s t a n d a r d of

perforlnance t h e c h i l d was t o a t t a i n (e.g. liay assume any

shape on t h e bzcl,:; r e n a i n s a f l o a t f o r more t h a n t h r e e seconcls

and t h e n r e g a i n s f e e t e a s i l y ) . A l l i t ems were s co red as

e i t h e r pass o r - f a i l w i t h t h e d e t a i l e d d e s c r i p t i o n s e r v i n g as

t h e c r i t e r i a .

These s k i l l t e s t i teras were t h e n submi t ted t o a group

s k i l l development as a r e s u l t of t h e i n s t r u c t i o n t h e c h i l d r e n

would be r e c e i v i n g . The e x p e r t s were t h e r e f o r e t o i n d i c s t e

a .

$I+ i f : (1) t h e i t ems could be used. t o determine t h e p r e s e n t s k i l l

l e v e l of t h e c h i l d ; ( 2 ) t h e i t e n s cou ld be used t o de te rmine

t h e s k i l l l e v e l of t h e c h i l d a f t e r r e c e i v i n g i n s t r u c t i o n ;

( 3 ) each i t em measures a d e s i r a b l e e lementa ry w a t e r s k i l l ; and

(4) any ite;:i f a v o r s one approach t o t e a c h i n g beginning s w i m -

ming over m o t h e r .

On t h e b a s i s o f t h e r e p l i e s r e t u r n e d ( n i n e o u t o f t e n ) ,

a l l 20 i t e n s were r e t a i n e d . I n each c z s e , a t l e a s t f i v e of

. t h e n i n e e x p e r t s f e l t a l l t h e c r i t e r i a were s a t i s f i e d . How-

e v e r , numerous changes were made i n t h e wording of t h e

"catch phrases" and i n t h e " d e t a i l e d d e s c r i p t i o n s f f . T h i s

was nain1.y because t h e t ~ o r d i n ~ as o r i g i n a l l y s e t o u t was

b e l i e v e d t o f a v o r one of t h e approaches no re t h a n t h e o t h e r .

A s a r e s u l t of t h e s e p rocedures , it was f e l t t h a t t h e i n -

s t rument had both f a c e acd c o n t e n t v a l i d i t y . F u r t h e r checks

on v a l i d i t y , a l t hough p o s s i b l e , were cons idered t o be beyond

t h e scope of t h i s s tudy .

I n o r d e r t o d e t e r n i n e t h e r e l i a b i l i t y of t h i s i n -

s t rumen t , a group of 15 Grade Three s t u d e n t s were g iven t h e

t e s t and one month l a t e r were r e t e s t e d . IJo swimming i n -

s t r u c t i o n occu.rrec! between t h e f b s t and second a d m i n i s t r a t i o n

of t h i s t e s t . The t e s t - r e t e s t r e l i a b i l i t y as d e t e r n i n e d by

computer was .@3g, i n d i c a t i n g a high t o marked c o r r e l a t i o n .

PROCEDURES

The s t u d y was conducted on two occas ions u s i n g d i f -

f e r e n t s a i ~ p l e s , p o o l s , and i n s t r u c t o r s . Although both of t h e

sa iples n e t t h e requ i rements of t h e s t u d y and were t r e z t e d i n

t h e saxe manner, t h e y were by no means equal . The Coquitlam

s m p l e was composed e ~ t i r e l y o f c h i l d r e r . of Canadian d e s c e n t ;

t h e Seymour sample was l a r ~ e l y Chinese-Canadians ; t h e Coqu i t l an

s a x p l e drew f r o n a middle t o h igh socio-economic a r e a , t h e

Seymour s a n p l e from a low socio-ecor.omic a r e a ; t h e Coquitlam

s a x p l e had a n i ndoor pool i n c l o s e p rox imi ty t o t h e i r home

o r sck.001; t he Seymour s a r ~ p l e had n e i t h e r ; t h e C o q u i t l ~ m

szrnple began t h e l e s s o n s w i th a r ea sonab ly h igh s k i l l l e v e l

(12.38) ; t h e Seymour sample began them w i t h a low s k i l l

l e v e l ( 2 . 5 3 ) ; t h e Coquitlam sal-ple had a v e r y f a v o r a b l e a t -

t i t u d e to:;ards swizmin;: and t :ater (81.71) ; t h e Seynour

sample was sornewh~.t lower a l t hough still f a v o r a b l e (73 3 6 ) .

These d i f f e r e n c e s were impor tan t t o t h e s t u d y f o r

s e v e r a l r e a s o n s : F i r s t , t o determine if t h e methods would be

e f f e c t i v e w i t h c h i l d r e n of d i f f e r e n t socio-economic back-

grounds ; second, t o d e t e r n i n e how impor tan t t h e i n s t r u c t o r

v a r i z b l e vould be t o t h e epproaches; and t h i r d , t o d e t e r n i n e

i f c h i l d r e n a t d i f f e r e n t s t a g e s of r e a d i n e s s , a s neasured by

t h e p r e - t e s t of' s k i l l deve lopnent , would p rog re s s a t d i f -

f e r e n t r a t e s . Iiov~ever, each s t u d y used t h e saxe l e s s o n

p l a n s , t h e a l l o t m e n t s , and g rade and age l e v e l ,

Grade Three t s were chosen a s t h e most s a t i s f a c t o r y

l e v e l f o r t h e f o l l o w i n g r e a s o m : F i r s t , If the b e s t l e a r n i n g

ages f o r s w i m i n g a r e s i x t o e i g h t yea r s . Ages s i x t o t e n ,

t h e f i r s t f o u r y e a r s o f e lementary s c h o o l educa t ion , a r e t h e

b e s t y e a r s f o r t h e development of novenent q u a l i t i e s - - t o

l e a r n how t o ( 3 2 - 3 1 Second, t h e h e i g h t o f t h e

s t u d e n t s i s such t h a t t h e y can t a k e p a r t i n sha l low w a t e r

i n s t r u c t i o n s a f e l y i n groups. T h i r d , many s t u d e n t s a t t h i s

l e v e l a r e s t i l l non-svinners . And f o u r , t h e y unders tand

and d i s l i k e s about s e l e c t e d a s p e c t s of s t r i m i n g and v a t e r ,

The Coqui t l an Study - Thi s sa::ple \:as d r a r n frorn Grade Three s t u d e n t s en-

r o l l e d i n t h e f i v e e l e x e n t a r y s choo l s i n t h e i r m e d i a t e v i c i n i t y

o f t h e D i s t r i c t of Coqu i t l an ' s Chino Indoor Pool , Permiss ion

was ob t a ined fro11 t h e s choo l p r i n c i p a l s and n o t i c e s p u b l i c i z -

i n g t h e p r o p a n were s e n t home w i t h a l l Grade Three non-

swirnmers by t h e s c h o o l s , t h e n o t i c e s t o be r e t u r n e d one week

l a t e r , For ty - four a p p l i c a t i o n s were r e t u r n e d , 40 o f which

i n d i c a t e d a w i l l i n g n e s s t o r e ~ i s t e r i n t h e program. T h i r t y -

s i x c h i l d r e n conp le t ed a l l p a r t s of t h e s tudy and formed t h e

f i n a l snxple . Both boys and g i r l s were inc luded i n a l l

c l a s s e s ,

Four c l a s s e s of t e n s t u d e n t s each (S?=40) were formed

w i t h two c l a s s e s r e c e i v i n g i n s t r u c t i o n by t h e movement edu-

c a t i o n approach i n t h e ha l f -hou r between 4 : O O - 4:30 p a x ,

and t h e o t h e r two r e c e i v i n g i n s t r u c t i o n by t h e t r a d i t i o n a l

approach i n t h e ha l f -hou r between 1+:30 - 5 :00 p,m, Two

q u a l i f i e d i n s t r u c t o r s (bo th ~ i a l e ) were used, each one t each -

i n g one c l a s s by each approach. Both had had p r i o r t e a c h i n g

expe r i ence ~ ~ i t l i both approaches .

Lessons b e ~ a n Konday, Ilarch 5 , 1973, and proceeded

each I;onday, Uednesday and F r iday t h r o u a t o F r i d a y , I h r c h

30, 1973, a t o t a l of twelve l e s s o n s f o r each group. The

f irst l e s s o n was used f o r t h e p r e - t e s t of t h e s k i l l l e v e l o f

t h e c h i l d r e n and t h e t w e l f t h l e s s o n as t h e s k i l l p o s t - t e s t ,

w i th t h e sane t e s t and procedures be ing used on each occas ion .

For each of t h e t e s t s , a s c o r e o u t of 20 was d e t e r n i n e d , based

on t h e i t e x t h e c h i l d passed s ; l c ce s s fu l l y . The remain ing

t e n l e s s o z s between t h e p r e - t e s t and p o s t - t e s t were used f o r

t h e a c t u a l i n s t r u c t i o n .

The t r a d i t i o n a l l e s s o n s were drawn up acco rd ing t o

t h e s v n p l e l e s s o n p l an i n d i c a t e d ' in t h e Canadian Red Cross

I n s t r u c t o r T s Guide and Reference: (7 : Chap. 2 , p. 1 5 )

The s k i l l s and procedures advocated i n t h e same t e x t were

u t i l i z e d . The movenent educa t ion l e s s o n s were drawn up ac -

co rd ing t o t h e s a n p l e l e s s o n p l ans . and theme a r e a s o u t l i n e d

by Ki rchner , Cunningham, and 3 a r r e l l ( 2 7 ) and t h e Prov ince

o f A lbe r t a Elementary P h y s i c a l Educat ion Curriculum Guide (17) .

I n o r d e r t o ensu re t h a t both i n s t r u c t o r s were a d e q ~ ~ a t e l y

p repared t o do a c r e d i b l e joS w i t h each approach, t h r e e one-

I hoar meet ings were h e l d w e l l i n advance of t h e co~mence~nent

o f t h e s tudy . During t h e s e meet ings d i s c u s s i o n c e n t e r e d on

t h e na. ture and purpose of t h e s tudy , t h e d i f f e r e n c e s between

a r;:ovenent educa t ion approzch and a t r a d i t i o n a l approach t o

t e a c h i n g beg inn ing swimming, and a n overview of t h e i n d i v i d u a l

l e s s o n s t o be used. I n a d d i t i o n t o t h i s , a ha l f -hou r d i s -

cuss ion p e r i o d p r i o r t o each l e s s o n was he ld i n o r d e r t o

emphasize impor tan t p o i n t s i n t h e upcoming l e s s o n and t o

rev iew problems a r i s i n g from t h e p rev ious l e s s o n .

I1 video tape r eco rd of each l e s s o n was main ta ined

throughout as a cross-check o f bo th approaches , and p o s s i b l e

f u t u r e u se a s a t e a c h i n g a i d . One c l a s s by each approach

w i t h t h e same i n s t r u c t o r was used f o r t h e t ap ing .

I n t h e week preced ing t h e f i r s t l e s s o n (February 25 - Liarch 3 , 1973 ) , each s t u d e n t p a r t i c i p a t i n g i n t h e experiment

was i n d i v i d u d l y i n t e rv i ewed t o de t e r f l i ne h i s a t t i t u d e t o - I

ward swir;ming and v ~ a t e r . Likewise , i n t h e week f o l l o w i n g

t h e t w e l f t h l e s s o n ( A p r i l 1 - A p r i l 7, l 9 7 3 ) , each s t u d e n t

was r e - in t e rv i ewed u s i n g t h e s a l e p rocedures and in s t rumen t

t o de te rn&e t h e change i n a t t i t u d e t h a t had occur red . The

q u e s t i o n n a i r e s t a t e n e n t s were r ead t o each c h i l d a.nd t h e

s c o r e f o r each s t a t e m e n t r eco rded on a d a t a s h e e t f o r l a t e r

coxpute r a n a l y s i s . The i n t e r v i e w was tape- recorded i n case

t h e c h i l d might wish t o v e r b a l i z e h i s responses t o a s t a t e -

ment and a l s o a s a check t h a t t h e i n t e r v i e w e r tras n o t changing

h i s p r e s e n t a t i o n from one c h i l d t o t h e nex t . The sane i n t e r -

v iewer handled both i n t e r v i e w s e s s i o n s .

The Seymour Study - Thi s s a n p l e was drawn from t h o s e Grade Three s t u d e n t s

e n r o l l e d i n Sey~?lour Elementary School i n Vancouver who had

r e c e i v e d p a r e n t a l permission t o t a k e p a r t i n t h e program.

F i f t y - s i x a p p l i c a t i o n s were r e c e i v e d of which 3 6 met t h e r e -

quirements o f t h e s t u d y . O f t h e s e 36, a l l b u t two completed

t h e l e s s o n s . Both boys and g i r l s were inc luded .

Four c l a s s e s o f n ine s t u d e n t s each (I:=36) were forrled

w i th two c l a s s e s r e c e i v i n g i n s t r u c t i o n by t h e movement edu-

c a t i o n approach i n t h e ha l f -hour pe r iod between 9:30 - 1 0 : O O

a.m, and t h e o t h e r two r e c e i v i n g i n s t r u c t i o n by t h e t r a d i t i o n -

a l approach i n t h e ha l f -hour pe r iod between 10:OO - 10:30 a.m.

The indoor pool a t Simon F r a s e r u n i v e r s i t y was used f o r a l l

l e s s o n s . Two q u a l i f i e d i n s t r u c t b r s (one male, one female )

were used, e2,ch one t e a c h i n g one c l a s s by each a p p r o ~ c h .

E o t i ~ ol" t h e i n s t r u c t o r s had had c o n s i d e r a b l e t e a c h i n g ex-

pe r i ence i n t h e a r e a of swirx,lin;: and had had exper ience w i t h

both approaches ,

The i n s t r u c t o r s met on tlio occas ions p r i o r t o t h e

beginning of l e s s o n s . On t h e f i r s t m e t i n g , t h e n a t u r e and pur-

pose of t h e s t u d y , as w e l l a s t h e p rocedures t h a t would be

fo l lowed , were thoroughly o u t l i n e d , A d i s c u s s i o n of what vrould

a c t u a l l y be enconpassed i n t h e movement educa t ion and t r a d i t i o n -

a l approaches w a s a l s o h e l d . On t h e second meet ing, t h e i n -

s t r u c t o r s viewed a n e d i t e d t a p e produced of t h e f i r s t s t u d y

a.s w e l l a s a n i n s t r u c t i o n a l f i l m of t h e movement educa t ion ap-

proach secu red fro;.? t h e Calgary School Board, Discuss ion

c e n t e r e d around t h e p rocedures observed i n t h e s e f i l n s .

I n a d d i t i o n , t h e ha l f -hou r p reced ing each l e s s o n was r e s e r v e d

t o d i s c u s s t h e upcoming l e s s o n a s w e l l a s t o go over t h e

p rev ious one.

Lessons began Konday, A p r i l 30, 1973, and proceeded

each L:onday, Uednesday and F r i d a y th rough t o VJednesday, I.lay

30, 1973, ( exc lud ing Kay 18 and 2 1 ) , a t o t 2 1 of twelve

l e s s o n s f o r a l l s t u d e n t s . A s b e f o r e , t h e f i r s t l e s s o n was

used t o determine t h e p r e s e n t s k i l l l e v e l of t h e c h i l d r e n

( p r e - t e s t ) and t h e t w e l f t h l e s s o n a s t h e p o s t - t e s t , t h e same

t e s t and procedures be ing used on each occasion. Again, a

s c o r e o u t of 20 was d e t e r n i n e d f o r ea-ch c h i l d on each t e s t

bzsed on t h e i t e n s passed su .ccess fu l ly . The t e n remain ing

l e s s o n s were used f o r t h e a c t u a l i n s t r u c t i o n , The l e s s o n

p l a n s a s c o n s t r u c t e d f o r t h e f i rs t s t u d y were used with

o n l y minor changes made,

Preceding t h e f i rs t l e s s o n of t h i s s t u d y ( A p r i l 25 - 27, l 9 7 3 ) , each c h i l d i n Grade Three, whether p a r t i c i p a t i n g

i n t h e s t u d y o r n o t , was i n d i v i d u a l l y i n t e rv i ewed t o d e t e r -

mine h i s a t t i t u d e toward swimming and wate r . Likewise , i n

t h e two days fo l l owing t h e complet ion of t h e l e s s o n s (1-lay 31

and June 1, 1973), each s t u d e n t was re - in te rv iewed u s i n g t h e

same in s t rumen t and procedures . A s p r e v i o u s l y , t h e ques t i on -

n a i r e s t a t e m e n t s were r e a d t o t h e c h i l d r e n and a s c o r e f o r

each s t a t emen t as w e l l as a t o t a l s c o r e o u t of 100 was r e -

corded on a d a t a s h e e t f o r computer a n a l y s i s , The t a p e

r e c c r d i n g a s be fo re was cont inued. The i n d i v i d u a l conduct-

i n g t h e p r e - t e s t was uriable t o a l s o handle t h e p o s t - t e s t

and a second i n t e r v i e w e r was used.

The d a t a ob t a ined from t h e s k i l l t e s t and t h e a t -

t i t u d e q u e s t i o n n a i r e i n bo th p a r t s of t h e s t u d y were t r a n s -

f e r r e d t o computer c a r d s f o r a n a l y s i s , The corqmter program

inc luded :

1. C o r r e l a t i o n t o determine t h e t e s t - r e t e s t r e l i a b i l -

i t y o f t h e t x o i n s t rumen t s ,

2. T - t e s t s t o d e t e r n i n e i n i t i a l e q u a l i t y o f a l l groups

on a t t i t u d e and s k i l l development.

3 , Two-way a n a l y s i s o f va r i ance of p r e and p o s t - t e s t

means f o r a t t i t u d e and s k i l l development t o determine i m -

provement a s t h e r e s u l t of i n s t r u c t i o n ; two-way a n a l y s i s o f

v a r i a n c e of p o s t - t e s t means f o r a t t i t u d e and s k i l l development

t o de te rmine t h e more e f f e c t i v e approach; and two -way a n a l y s i s

of v a r i a n c e of n e t s c o r e means t o conpare t h e two samples.

This c h a p t e r ha s reviewed t h e r e s e a r c h methodology

employed i n t h i s s tudy . The i n s t rumen t s c o n s t r u c t e d were

found t o be s a t i s f a c t o r y f o r t h e purposes o f t h e s t u d y .

Both p a r t s of t h e s t u d y were conducted i n t h e same manner

b u t u s i n g d i f f e r e n t samples and i n s t r u c t o r s . F i n a l l y ,

t h e s t a t i s t i c a l t r e a t m e n t o f t h e d a t a has been o u t l i n e d ,

Chapter 4

ANALYSIS OF DATA

INTRODUCTION

T h i s c h a p t e r beg ins by c o n s i d e r i n g t h e r e l i a b i l i t y

o f t h e two i n s t m n e n t s used i n t h e s t u d y and t h e i n i t i a l

e q u a l i t y of groups. It t h e n proceeds t o a n examinat ion of

t h e Coquitlam and Seymour samples , and t o r e l e v a n t com-

p a r i s o n s between t h e two samples. The c h a p t e r concludes

w i t h a summary s t a t e m e n t r e g a r d i n g s k i l l development and

a t t i t u d e s tov:ard swimming de r ived from t h e sarcples.

R e l i a b i l i t y of both i n s t rumen t s was determined by

means of t e s t - r e t e s t s c o r e s o b t a i n e d from samples n o t i n -

volved i n t h e s t u d y . The r e l i a b i l i t y of t h e a t t i t u d e

q u e s t i o n n a i r e vlas d e t e r n i n e d wi th two d i f f e r e n t groups

u s i n g d i f f e r e n t i n t e r v a l s between t h e two t e s t s . Tab les 1

and 2 summarize t h i s d a t a . The r e l i a b i l i t y of t h e s k i l l s

t e s t was d e t e r n i n e d on a s i n g l e sample drawn from Seymour

School ~ ~ i t h a one-month i n t e r v a l between t h e two a d m i n i s t r a t i o n s

of t h e t e s t . Table 3 summarizes t h i s d a t a . I n a l l c a s e s ,

t h e X v a r i a b l e r e p r e s e n t s t h e p r e - t e s t s c o r e and t h e Y

v a r i a b l e r e p r e s e n t s t h e r e t e s t s c o r e ,

The computed c o r r e l a t i o n c o e f f i c i e n t of ,6275 f o r

t h e f i r s t of t h e two p i l o t s t u d i e s on t h e a t t i t u d e ques t i on -

n a i r e i n d i c a t e d a h igh r e l i a b i l i t y and when a p p l i e d t o a

t a b l e of c o e f f i c i e n t s of c o r r e l a t i o n f o r va ry ing degrees of

f r eedou was s i g n i f i c a n t beyond t h e ,01 l e v e l . On t h e second

p i l o t s t u d y , t h e computed c o r r e l a t i o n c o e f f i c i e n t of .7850

a g a i n i n d i c a t e d a h i g h t o marked r e l i a b i l i t y and was s i g n i -

f i c a n t beyond t h e .01 l e v e l when a p p l i e d t o a t a b l e of co-

e f f i c i e n t s of c o r r e l a t i o n f o r va ry ing deg rees of freedom.

The r e l . i a . b i l i t y of t h e s k i l l t e s t was determined i n

a s i m i l a r manner on a p i l o t s t u d y group f r o n Seymour School.

T h i s group was no t p a r t of t h e sample which r e c e i v e d s w i m

r n 7 . - i i ~ s t i - i i c t i o i i , L i l t : co ru~~utec i c o r r e i a t i o n c o e f f i c i e n t of . @j8 i n d i c a t e d a h igh r e l i a b i l i t y and was s i g n i f i c a n t beyond t h e

.01 l e v e l when a p p l i e d t o a t a b l e o f c o e f f i c i e n t s of cor -

r e l a t i o n f o r va ry ing deg rees o f freedom,

I n view of t h e h igh c o e f f i c i e n t o f c o r r e l a t i o n i n

each i n s t a n c e , it was concluded t h a t t h e two in s t rumen t s

had a h i g h r e l i a b i l i t y and were t h e r e f o r e s u i t a b l e f o r a s se s -

s i n g c o n f i d e n t l y t h a t t h e observed changes between p r e and

p o s t - t e s t were t h e r e s u l t o f cor responding changes i n a t -

t i t u d e and s k i l l development.

TABLE 1

Data f o r Cor re la t ion Coeff ic ient Between Test- Re tes t Results::: on A t t i t u d e Ques t ionna i re f o r P i l o t Study - Coquitlam

TEST ( X ) RETEST ( Y )

. ---

Sum of Scores 2317 (EX) 2389 (CY)

Mean 79.89 (XI 82.38 (P) Standard Deviation 8094

Sum of Deviation of Scores from Hean 2316.6909 EX* ) 1510.6276 by2)

Sum o f a l l t h e Products of Deviation

Cor re la t ion Coef f i c i en t Between Test-Retest Resul t s .8275 (%y)

::One week between t e s t s .

TABLE 2

Data f o r Corre la t ion Coef f i c i en t Between Test- Re tes t Results::: on A t t i t u d e Ques t ionna i re f o r P i l o t Study - Seymour

TEST ( X ) RETEST (Y)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --

Swn o f Scores 1960 (a) 2041 (CY)

Mean 75.38 (XI 78.50 ( Y )

Standard Deviation 9.64 11.32 1

Sum of Deviation of Scores from Hean 2416.1544 EX* ) 2514.5000 K ~ ~ )

Sum of a l l t h e Products of Deviation

Cor re la t ion Coef f i c i en t Between Test-Retest Resu l t s .785O ( r ~ y )

:::One month between t e s t s .

TABLE 3

Data f o r Cor re la t ion Coef f i c i en t Between Test- Re tes t Results:: on S k i l l Development f o r P i l o t Study

TEST (x ) RETEST ( Y )

Standard Deviation 4.68 4.80

Sum of Deviation of Scores from Idean

Sum of a l l t h e Products of Deviation

Cor re la t ion Coef f i c i en t Between Test-Retest Resu l t s

$:One month between t e s t s .

THE COQUITLAI? SAXPLE

A s i n d i c a t e d i n Chapter Three , t h e s t u d y was conducted

on two occas ions u s ing d i f f e r e n t s a n p l e s , p o o l s , and i n -

s t r u c t o r s . The s t u d y conducted on t h e sample drawn from a

group of f i v e s choo l s l o c a t e d i n Coquitlam was coap le t ed

first.

I n i t i a l E q u a l i t y - of Groups

A t o t a l of f o u r c l a s s e s were involved. An a t t i t u d e

q u e s t i o n n a i r e and a s k i l l s t e s t was admin i s t e r ed t o each

group. Two of t h e f o u r c l a s s e s were des igned as t h e t r a d i -

t i o n a l group and t h e o t h e r two as t h e movement educa t ion

group. Two i n s t r u c t o r s were each a s s i g n e d one c l a s s f rom

each group. I n de te rmin ing t h e i n i t i a l e q u a l i t y of groups ,

s k i l l l e v e l and a t t i t u d e s toward swimming were bo th cons ide r -

ed. I n each of t h e s e , t h e t o t a l sample ( i . e . t h e combined

t r a d i t i o n a l c l a s s e s and t h e combined movement educa t ion

c l a s s e s ) was f i r s t compared. Second, t h e i n d i v i d u a l c l a s s e s

i n t h e two approaches were compared. And t h i r d , t h e two

i n s t r u c t o r groups were compared. This procedure was f o l -

lowed f o r both t h e s k i l l t e s t and t h e a t t i t u d e q u e s t i o n n a i r e .

Tab le 4 shows t h e r e s u l t s of t h e s e comparisons on t h e s k i l l

t e s t .

T o t a l sample.

There was no s i g n i f i c z n t d i f f e r e n c e between t h e com-

b ined t r a d i t i o n a l c l a s s e s and t h e combined movement e d u c a t i o n

c l a s s e s a s d e t e r n i n e d by a t - t e s t . It was t h e r e f o r e assumed

t h a t t h e s u b j e c t s had been a s s i g n e d f a i r l y t o t h e two ap-

proaches .

T r a d i t i o n a l approach.

There was no s i g n i f i c a n t d i f f e r e n c e between t h e two

t r a d i t i o n a l c l a s s e s a s determined by a t - t e s t and it was

t h e r e f o r e assumed t h a t t h e s e c l a s s e s were e q u a l i n i t i a l l y .

I3ovement educa t ion approach.

Thcrc was ns s i g n i f izai i t d l f f elxiice betwee11 iile two

novenent educa t ion c l a s s e s as determined by means of a t - t e s t

and it was t h e r e f o r e assumed t h a t t h e s e two c l a s s e s were

e q u a l i n i t i a l l y .

I n s t r u c t o r g roups . - There were no s i g n i f i c a n t d i f f e r e n c e s between t h e

two c l a s s e s a s s igned t o I n s t r u c t o r I no r t h e two c l a s s e s a s -

s i gned t o I n s t r u c t o r 11. It was t h e r e f o r e assumed t h a t t h e

two i n s t r u c t o r s were a s s igned c l a s s e s which were i n i t i a l l y

equal . I

TABLE 4

Summary of Pre-Test Results on S k i l l Test

Coquitlam Sample

DIFFERENCE

BETWEEN

N MEAN S.D. ID3ANS T-ViiLUE SIGI!IFICAI\:CE

TOTAL SNQPLE - I

Tradit ional Classes 16 13.19 4.34 IJovement Ed. Classes 19 11.70 5.50

Traditional Approach

Class A Class B

Movcnient - Ed. Approach

Class A Class B

I n s t r u c t o r - I Tradit ional Class 8 10.50 3.84 Novement ~ d . Class 10 11.40 4.63

Instructor 2 Traditional C l a s s 8 15.88 2.47 IJovenient Ed. Class 9 12.00 6.03

1.49 0*09 N i l

5.38 0.90 N i l

0.60 0.04. N i l

0,90 0.08 N i l

3.88 0.32 N i l

Table 5 shows t h e r e s u l t s of t h e comparisons be-

tween t h e v a r i o u s c l a s s e s on t h e a t t i t u d e q u e s t i o n n a i r e .

T o t a l sample . There was no s i g n i f i c a n t d i f f e r e n c e between t h e com-

bined t r a d i t i o n a l c l a s s e s and t h e combined movement educa t ion

c l a s s e s a s determined by means of a t - t e s t and it was t h e r e -

f o r e assumed t h a t t h e two groups were i n i t i a l l y equal .

Trad i t iona .1 approach.

There was no s i g n i f i c a n t d i f f e r e n c e between t h e two

t r a d i t i o n a l c l a s s e s as determined by means of a t - t e s t . It

was t h e r e f o r e assumed t h a t t h e s e two c l a s s e s were i n i t i a l l y

equa l .

Movement educa t ion approach.

There was no s i g n i f i c a n t d i f f e r e n c e between t h e two

-movement educa t ion c l a s s e s as determined by means of a t-

t e s t and it was t h e r e f o r e assumed t h a t t h e s e two c l a s s e s

were i n i t i a l l y equal .

I n s t r u c t o r groups.

There were no s i g n i f i c a n t d i f f e r e n c e s between t h e two

c l a s s e s a s s i g n e d t o I n s t r u c t o r I no r t h e two c l a s s e s as-

s igned t o I n s t r u c t o r 11. It was t h e r e f o r e assumed t h a t t h e

TABLE 5

Summary of Pre-Test Resu l t s on At t i tude Ques t ionnai re

Coquitlam Sample

DIFFERENCE BETWEEN

N Ii'lEAN S.D. MEANS T-VALUE SIGNIFICAIJCE

TOTAL SA:JPLE

T r a d i t i o n a l Classes 1 6 81.94 8.20 Movement Ed. Classes 1 9 81.59 6.79 0.35 0.017 N i l

T r a d i t i o n a l Approach

Class A Class B

Movement - Ed. Approach

Class A Class B

N i l

N i l

I n s t r u c t o r 2 T r a d i t i o n a l Class 8 80.50 6.96 1.10 0.045 N i l

10 79.40 6.62 Movement Ed. Class

I n s t r u c t o r II T r a d i t i o n a l Class 8 83.38 8.55 Movement Ed. Class 9 83.78 5.77 0.40 0.014 N i l

equa l .

Thus on t h e b a s i s of a l l t h e comparisons, it appea r s

s a f e t o conclude t h a t f o r both a t t i t u d e and s k i l l development,

a l l c l a s s e s were i n i t i a l l y equa l . Any d i f f e r e n c e s observed

a f t e r i n s t r u c t i o n could t h e r e f o r e be a t t r i b u t e d t o t h e ap-

proach used.

R e s u l t s of Coquitlam Sample.

I n a n a l y z i n g t h e r e s u l t s of t h e Coquitlam sample,

t h e s u c c e s s o f each t e a c h i n g approach i n terms of s k i l l de-

velopment and a t t i t u d e change w a s f i r s t determined. Th i s

was done by ana lyz ing t h e n e t change t h a t had occur red from

rn-?--I p r e - t e s t t o p o s t - t e s t . ~ a u e s 6 and 7 show t h e s e r e s u l t s .

Secondly, t h e two approaches were compared i n a n e f f o r t t o

de te rmine if e i t h e r of t h e approaches had been more succes-

s f u l i n terms of s k i l l development and a t t i t u d e change.

Th i s was done by comparing t h e p o s t - t e s t r e s u l t s . Table 8

shows t h i s comparison.

T r a d i t i o n a l approach.

The improvement t h a t occur red between p r e - t e s t and

p o s t - t e s t i n s k i l l development was h i g h l y s i g n i f i c a n t

( p = .0016) and was a t t r i b u t e d t o t h e t e a c h i n g approach.

However, t h e r e was no t a cor responding change i n a t t i t u d e

TABLE 6

Analysis of Variance t o Determine Difference Between Pre - and Post - Tes t

Means - T r a d i t i o n a l Approach Coquitlam Sanple

SKILL

Source of Variance df M.S. F.Ratio P

~ r e / P o s t Test Resu l t s 1171.125 12.9064 0.0016

I n s t r u c t o r s 1 112.500 8.4848 0.0069

Pre-Post Tes t Resu l t s X I n s t r u c t o r 1 21.125 1.5933 0.2151

E r r o r 28 13.259

ATT iTUDE

Source of Variance df ILS. F.Ratio P

~ r e / P o s t Tes t Resu l t s 1 91.125 1.6280 0.2102

I n s t r u c t o r s 1 45.125 0.8062 0,6196

Pre-Post Tes t Resu l t s X I n s t r u c t o r 1 2.000 0.0357 0.8455

E r r o r 28 55.973

TABLE 7

Analysis of Variance t o .Determine Difference Between Pre - and P o s t - Tes t

Means - Movement Education Appoach Coquitlam Sample

SKILL

Source o f Variance d f ' M.S. F-Ratio P

Pre/Post Test Resu l t s I 1 260.566 11.7920 0.0019

I n s t r u c t o r s , 1 0.564 0.0255 0.8684 b

Pre-post Tes t Resul t s X I n s t r u c t o r 1 1.200 0.0543 0.8119

ATT ITUDS

Source of Variance df M.S. F-Ratio P

~ r e / ~ o s t Test Resu l t s 1 213.602 6.7248

I n s t r u c t o r s 1 117.866 3.7107

Pre-post Tes t Resu l t s X I n s t r u c t o r 1 6.587 0.2074

E r r o r 34 31.764

TABLE 8

Analysis of Variance t o Determine Difference Between Post - Test Means of

T r a d i t i o n a l and 14overnent Education Approaches

Coquitlam Sample

SKILL

Source of Variance df I4.S. F-Ratio P

Approach 1 6.538 0.4904 0.5043

I n s t r u c t o r 1 8.795 0.6598 0.5718

Approach X I n s t r u c t o r 1 10.843 0.8134 0,6225

Er ro r 31 13 0331

ATTITUDE

Source of Variance d f T4.S. F-Ratio P

Approach

I n s t r u c t o r

Approach X I n s t r u c t o r

E r r o r

( p = 0.2102). It would t h e r e f o r e appear t h a t w h i l e t h e

t r a d i t i o n a l approach was e f f e c t i v e i n i n c r e a s i n g t h e s k i l l

l e v e l of t h e sample members, it d i d n o t produce a s i g n i f i -

c a n t change i n t h e i r a t t i t u d e s .

A s i g n i f i c a n t d i f f e r e n c e occur red between i n s t r u c t o r

groups i n s k i l l development ( p = .0069) b u t n o t i n t h e a t -

t i t u d e change ( p = . 6 1 9 6 ) . T h i s d i f f e r e n c e between t h e i n -

s t r u c t o r groups i n s k i l l development was most l i k e l y due t o

t h e o r i g i n a l d i f f e r e n c e s between t h e groups a s i l l u s t r a t e d

by t h e i r means (10.50 vs . 15.88 o u t o f a p o s s i b l e s c o r e o f

20) .

The i n t e r a c t i o n of i n s t r u c t o r and p r e - t e s t / p o s t - t e s t

was n o t s i g n i f i c a n t f o r e i t h e r s k i l l development ( p = . 2 l 5 l )

o r a t t i t u d e change ( p = .8455) which i n d i c a t e d t h a t t h e i n -

t e r a c t i o n e f f e c t of t h e i n s t r u c t o r and t h e p r e - t e s t / p o s t -

t e s t was n o t a f a c t o r i n e i t h e r case.

Novement educa t ion approach.

The improvement t h s t occur red between p r e - t e s t and

p o s t - t e s t i n s k i l l development was h i g h l y s i g n i f i c a n t

( p = .0019) and was a t t r i b u t e d t o t h e t e a c h i n g approach.

There was a l s o a s i g n i f i c a n t change i n a t t i t u d e between t h e

two t e s t s ( p = .0133 ). This a g a i n was a t t r i b u t e d t o t h e

t e a c h i n g approach. It t h e r e f o r e appears t h a t t h e movement

educa t ion approach was e f f e c t i v e i n p ~ o d u c i n g a s i g n i f i c a n t

change i n both s k i l l development and a t t i t u d e .

While no s i g n i f i c a n t d i f f e r e n c e occur red between i n -

s t r u c t o r groups i n s k i l l development ( p = .86&!+), a s i g n i f i -

c a n t d i f f e r e n c e ( p = .0594) d i d occur between i n s t r u c t o r

groups i n a t t i t u d e . Therefore even though t h e two i n -

s t r u c t o r s performed e q u a l l y i n r ega rd t o s k i l l development,

t h e a t t i t u d e c h m g e t h a t r e s u l t e d i n t h e i r r e s p e c t i v e c l a s s e s

was n o t equa l .

The i n t e r a c t i o n of i n s t r u c t o r and p r e - t e s t / p o s t - t e s t

was no t s i g n i f i c 2 n t f o r e i t h e r s k i l l development ( p = .8119)

o r a t t i t u d e change ( p = .6561) wl-iich i n d i c a t e d t h a t t h i s

f a c t o r d i d no t i d l u e n c e t h e r e s u l t s as observed.

CI"lil n - - - - cll.i,,n - - "-'--- - - - '1- - '--- ue b w eert u ~ t : L, w u approaches.

There were no s i g n i f i c a n t d i f f e r e n c e s between t h e

two approaches i n r e g a r d t o s k i l l development ( p = .5043 ) o r

a t t i t u d e change ( p = .5871); no s i g n i f i c a n t d i f f e r e n c e s i n

t h e way i n which t h e i n s t r u c t o r s performed ( p = .5718) f o r

s k i l l development and ( p = .22t?5 ) f o r a t t i t u d e change; and

no s i g n i f i c a n t d i f f e r e n c e i n t h e i n t e r a c t i o n of i n s t r u c t o r

and approach ( p = ,6225) f o r s k i l l and ( p = .8495) f o r a t -

t i t u d e . It was i n f e r r e d from t h i s t h a t whi le both approaches

produced s i g n i f i c a n t r e s u l t s , t h e d i f f e r e n c e s between them

were not s i g n i f i c a n t and t h e r e f o r e it was not p o s s i b l e t o

s a y one approach was s u p e r i o r t o t h e o the r . On t h e b a s i s

of t h e s e f i n d i n g s , t h e n u l l hypotheses could n o t be r e -

j e c t e d ,

THE SEYI.IOUR SAKT'LE

A s i n d i c a t e d p r e v i o u s l y , t h e s t u d y was conducted

tw ice u s i n g d i f f e r e n t samples , p o o l s , and i n s t r u c t o r s . The

second a d m i n i s t r a t i o n o f t h e s t u d y involved t h e sample

drawn from a s i n g l e s c h o o l l o c a t e d i n Vancouver,

I n i t i a l E q u a l i t y - o f Groups,

A t o t a l o f f o u r c l a s s e s were involved. Each c l a s s

was admin i s t e r ed a n a t t i t u d e q u e s t i o n n a i r e and a s k i l l t e s t .

nvrn -+-' &I-.- P-..- - l - - - - - .---- r w u ur u l ~ t : r u w L L ~ ~ ~ C C , W C L G b~ rece ive f n s t i u c t i o n t h e

t r a d i t i o n a l approach and t h e o t h e r two by t h e movement edu-

c a t i o n approach. Two i n s t r u c t o r s were used , each one t each -

i n g one c l a s s by each approach. I n de te rmin ing t h e i n i t i a l

e q u a l i t y o f g roups , s k i l l l e v e l and a t t i t u d e s toward swimming

were bo th cons idered . I n each of t h e s e , t h e t o t a l sample

( i . e . t h e combined movement educa t ion c l a s s e s and t h e com-

bined t r a d i t i o n a l c l a s s e s ) was f i r s t compared. Second, t h e

i n d i v i d u a l c l a s s e s i n t h e two approaches were compared,

And t h i r d , t h e two i n s t r u c t o r groups were compared. T h i s

procedure was fo l lowed f o r both t h e s k i l l t e s t and t h e a t -

t i t u d e q u e s t i o n n a i r e . Table 9 shows t h e r e s u l t s of t h e s e

comparisons on t h e s k i l l t e s t ,

T o t a l sample,

There was no s i g n i f i c a n t d i f f e r e n c e between t h e com-

b ined t r a d i t i o n a l c l a s s e s and t h e combined movement educa t ion

c l a s s e s and it was t h e r e f o r e assumed t h a t t h e s u b j e c t s had

been a s s igned f a i r l y t o t h e two approaches .

T r a d i t i o n a l approach,

Although approaching s i g n i f i c a n c e , t h e r e was no

s i g n i f i c a n t d i f f e r e n c e between t h e two t r a d i t i o n a l c l a s s e s

and it was t h e r e f o r e assumed t h a t t h e s e c l a s s e s were i n -

i t i a l l y equa l ,

Movement educa t ion approach,

Although approaching s i g n i f i c a n c e , t h e r e was no

s i g n i f i c a n t d i f f e r e n c e between t h e two movement educa t ion

c l a s s e s and it was t h e r e f o r e assumed t h a t t h e s e two . c l a s s e s

were i n i t i a l l y equa l ,

I n s t r u c t o r g roups ,

Although once a g a i n approach ing s i g n i f i c a n c e , t h e r e

was no s i g n i f i c a n t d i f f e r e n c e between t h e two c l a s s e s as-

s igned t o I n s t r u c t o r I no r t h e two c l a s s e s a s s i g n e d t o

I n s t r u c t o r 11. It was t h e r e f o r e assumed t h a t t h e i n s t r u c t o r s

TABLE 9

Summary of Pre-Test Results on S k i l l Test

Seymour Sample

DIFFERENCE BETkrEEN

N 13,lEAN S . D* J.ZANS T-VALUE SIGNIFICb .NCE

T o t a l Sample

Tradi t ional Classes 17 2.53 2.46 ' 0.06 I4ovenent Ed. Classes 17 2.47 1.997

Class A R Class ,

flovement - Ed. Approach

Class A 9 1.78 1 .21 Class B 8 3.25 2.30

Ins t ruc tor 2 Tradit ional Class 8 3.50 2.48 Novement Ed. Class 9 1.78 1.21

Ins t ruc tor

Tradi t ional Class 9 1.67 2.00 LIovement Ed. Class 8 3.25 2.30

0.0764 Nil

1,6018 Nil

1.5950 N i l

1.7348 Nil

1.4258 M i l

TABLE 10

Sumnary of Pre-Test Resu l t s on At t i tude Ques t ionna i re

Seymour Sample

DIFFEREHCE BETWEEN

N TIIEAN S e D . T.EANS T-VALUE S IG~~IFICi!l~CE

Tota l Sample

T r a d i t i o n a l Classes 1 7 74.35 8.01 1.55 Movement Ed, Classes 1 7 72.76 6.82 05970 N i l

T r a d i t i o n a l - Approach

Class A Class B

Eloveneiit - Ed. Approach

Class A Class B

8 73 .88 9.33 9 74.78 6.56 0.90 .2178 N i l

70*78 5*94 4.22 1.2536 8 75.00 7.05 N i l

I n s t r u c t o r L T r a d i t i o n a l Class 8 73.88 9.33 3.10 Novement Ed. Class 9 70.78 5.94 07759 N i l

I n s t r u c t o r I1 - T r a d i t i o n a l Class 9 7 4 . 7 8 6 . 5 6 0.22 Jlovement Ed. Class 8 75.00 7.05 .0625 N i l

had been a s s i g n e d c l a s s e s t h a t were i n i t i a l l y e q u a l ,

Table 1 0 summarizes t h e r e s u l t s of t h e comparisons

between t h e v a r i o u s c l a s s e s on t h e a t t i t u d e q u e s t i o n n a i r e ,

T o t a l sample,

There was no s i g n i f i c a n t d i f f e r e n c e between t h e com-

b ined movement educz t ion c l a s s e s and it was t h e r e f o r e assumed

t h a t t h e two groups were i n i t i a l l y equa l ,

T r a d i t i o n a l approach,

There was no s i g n i f i c a n t d i f f e r e n c e between t h e two

t r a d i t i o n a l c l a s s e s and it was t h e r e f o r e assumed t h a t t h e s e

two c l a s s e s were i n i t i a l l y equa l .

Movement - e d u c a t i o n approach.

There was no s i g n i f i c a n t d i f f e r e n c e between t h e two

educa t ion c l a s s e s and it was t h e r e f o r e assumed t h a t t h e s e

two c l a s s e s were equa l i n i t i a l l y ,

I n s t r u c t o r g roups ,

There was no s i g n i f i c a n t d i f f e r e n c e between t h e two

c l a s s e s a s s igned t o I n s t r u c t o r I nor t h e two c l a s s e s as-

s igned t o I n s t r u c t o r 11. It was t h e r e f o r e assumed t h a t

t h e two i n s t r u c t o r s were a s s igned c l a s s e s which were i n i t i a l l y

equa l .

On t h e b a s i s of t h e s t a t i s t i c a l a n a l y s i s d e s c r i b e d

above, it was concluded t h a t a l l groups were i n i t i a l l y

equa l i n both t h e i r a t t i t u d e s toward swimming and wate r

and i n t h e i r p r e s e n t s k i l l l e v e l . Therefore , any d i f f e r e n c e s

observed a f t e r t h e p r e s c r i b e d l e s s o n s were a t t r i b u t e d t o t h e

i n s t r u c t i o n r e c e i v e d ,

R e s u l t s of Seymour Sample.

The same procedure t h a t was used i n ana lyz ing t h e

r e s u l t s o f t h e Coqui t lan sanp le was used wi th t h e Seymour

sample. F i r s t l y , t h e succes s of each t e a c h i n g approach was

d e t e r n i n e d by ana lyz ing t h e n e t change t h a t had occur red

r n f r o = piTe-test t o p o s t - t e s t . L a L i e s ii and 1 2 show t h i s

a n a l y s i s . Secondly, t h e two approaches were compared on t h e

b a s i s of t h e i r p o s t - t e s t r e s u l t s . Table 13 shows t h i s com-

p a r i s o n ,

T r a d i t i o n a l approach.

The improvement t h a t occur red between p r e - t e s t and

p o s t - t e s t i n s k i l l development was h i g h l y s i g n i f i c a n t

( p = 0.0017). A t t h e sane t ime , t h e r e was a s i g n i f i c a n t

and corresponding change i n a t t i t u d e ( p = 0.0211). However,

no s i g n i f i c a n t d i f f e r e n c e s occur red between i n s t r u c t o r groups

i n s k i l l development ( p = .2120) o r i n a t t i t u d e change

TABLE 11

Analysis of Variance t o Determine Difference Between Pre - and Post - Test

Means : Trad i t i ona l Approach Seymour Sample

SKILL

Source of Variance d f . M.S. F-Ratio P

~ r e / P o s t Test Resul ts 1 237.815 12.3913 0.0017

In s t ruc to r s 1 30.894 1.6097 0.2120

~ r e / P o s t Test Resul ts X I n s t ruc to r 1 0.048 0.0025 0,9595

Er ror 30 19.192

ATTITUDE

Source of Variance df 1.I.S. F-Ratio P

~ r e / ~ o s t Test Resul ts 1387.695 5.8081 0.0211

In s t ruc to r s 1 10,125 0.1517 0.7014

Pre/Post Test Resul ts X I n s t r u c t o r s 1 33.254 0.4982 0.5075

Error 30 66.751

TABLE 12

Analysis of Variance t o Determine Difference Between Pre - and Post - Test

Means : Movement Education Approach Seymour Sample

SKILL

Source of Variance df M.S. F-Ratio P

Pre/Post Tes t Resu l t s 1 187.780 14.4714 0.0009

I n s t r u c t o r 1 19.414 1.4962 0.2289

Pre/Post Tes t Resu l t s X I n s t r u c t o r 1 0.014 0.0011 0.0727

Ti'--,.* 7 - n m L u A A wA 3 G ~ 6 . 7 , ~

ATTITUDE

Source of Variance df M.S. I?-Ratio P

Pre/Post Tes t Resu l t s 1 220,434 3.2890 0.0764

I n s t r u c t o r 1 127.555 1.9032 0.1749

Pre/Post Tes t Resu l t s X I n s t r u c t o r 1 0.662 0.0099 0.9183

Er ro r 30 67.021

TABLE 13 ,

Analys i s of Var iance t o Determine D i f f e r ence Between Post -Test Neans of T r a d i t i o n a l

and Idovement Educat ion Approaches Seymour Sample

SKILL

Source o f Var iance df PLS. F-Ratio P

Approach 1 3.687 0.1459 0.7065

I n s t r u c t o r 1 0.393 0.0156 0.8971

Approach X I n s t r u c t o r 1 26.562 1.0513 0.3144

E r r o r 32, 25.266

ATTITUDE

Source ~f Var iance d f M.S. F-Ratio P

Approach 1 81.827 1.1092 0.3011

I n s t r u c t o r 1 0.629 0.0085 0.9243

Approach X I n s t r u c t o r 1 91.985 1.2469 0.2725

E r r o r 3 0 73.772

( p = .7014). Ne i the r was t h e i n t e r a c t i o n between i n -

s t r u c t o r and p r e - t e s t / p o s t - t e s t s i g n i f i c a n t f o r s k i l l de-

velopment ( p = .9595) o r a t t i t u d e change ( p = .5075). It

was t h e r e f o r e concluded t h a t t h e changes t h a t had occur red

were a t t r i b u t a b l e t o t h e t e a c h i n g approach used and t h a t

it was e f f e c t i v e i n i n c r e a s i n g t h e s k i l l l e v e l of t h e

sample members and i n producing a p o s i t i v e change i n t h e i r

a t t i t u d e s toward strirnning and wate r .

lllover~ent educa t ion approa.ch.

A h i g h l y s i g n i f i c a n t d i f f e r e n c e was observed between

p r e - t e s t and p o s t - t e s t r e s u l t s i n s k i l l development

( p = 0.0009) b u t t h e cor responding a t t i t u d e change t h a t oc-

c-lii-i-ed beetweer1 tile t w o t e s t s was no t significant ( p = 0.0764j

a l though v e r y n e a r l y so. S ince no s i g n i f i c a n t d i f f e r e n c e s

r e s u l t e d between i n s t r u c t o r groups ( p = 0.2289 f o r s k i l l and

P = 0.1749 f o r a t t i t u d e ) ar,d s i n c e t h e i n t e r a c t i o n e f f e c t

o f i n s t r u c t o r and p r e - t e s t / p o s t - t e s t r e s u l t s was a l s o n o t a

f a c t o r ( p = 0,9727 f o r s k i l l and p = 0.9183 f o r a t t i t u d e )

it was t h e r e f o r e assumed t h a t t h e observed changes were

r e a l and a t t r i b u t a b l e t o t h e t e a c h i n g approach,

Conparisons between t h e two approaches.

There were no s i g n i f i c a n t d i f f e r e n c e s between t h e

two approaches i n r e g a r d t o s k i l l development ( p = 0.7065) o r

a t t i t u d e change (p = 0,3011); no s i g n i f i c a n t differences in

t h e way i n which t h e i n s t r u c t o r s performed ( p = 0,8971 f o r

s k i l l development and p = 0.9243 f o r a t t i t u d e change ) ; and

no s i g n i f i c a n t d i f f e r e n c e i n t h e i n t e r a c t i o n e f f e c t of i n -

s t r u c t o r s and approach ( p = 0.3144 f o r s k i l l and p = 0.2725

f o r a t t i t u d e ) . A s a r e s u l t it was i n f e r r e d t h a t bo th ap-

p roaches , wh i l e producing s i g n i f i c a n t r e s u l t s i n s k i l l de-

velopment and s i g n i f i c a n t o r nea r - s ign i f i c a n t r e s u l t s i n

a t t i t u d e change, t h e d i f f e r e n c e s between them were no t

s i g n i f i c a n t and it could not be s a i d t h a t one approach was

s u p e r i o r t o t h e o t h e r . The re fo re , on t h e b a s i s of t h e Seymour

sample, t h e n u l l hypotheses cou lh n o t be r e j e c t e d .

COIJPARISON BZTliJEEIJ THE Tl?O SAIJPLES

I n comparing t h e two samples , t h e d i f f e r e n c e s t h a t

e x i s t e d between them must be kep t i n mind. Also t o be k e p t

i n mind i s t h e f a c t t h a t t h e s e d i f f e r e n c e s were p a r t ' o f t h e

d e s i g n of t h e s tudy .

The Coquitlam sample w a s composed e n t i r e l y o f c h i l d r e n

o f Canadian descen t drawn from a middle-to-high s o c i o -

economic a r e a . The swimming pool was i n c l o s e p rox imi ty t o

t h e c h i l d r e n ' s hones and schoo l s and p a r t o f a v e r y popula r

r e c r e a t i o n complex. I n a d d i t i o n , t h e c h i l d r e n began t h e

l e s s o n s w i t h a r e a s o n a b l y h igh s k i l l l e v e l .

The Seymour sample was drawn from a low s o c i o -

econoa ic a r e a and was composed l a r g e l y of c h i l d r e n o f Chinese

descen t . There was no pool i n t h e community and v e r y few

r e c r e a t i o n f a c i l i t i e s . The c h i l d r e n began t h e i r l e s s o n s w i t h

a v e r y low s k i l l l e v e l .

Because of t h e s e d i f f e r e n c e s between t h e two samples ,

t h e most meaningful comparison was t h e d i f f e r e n c e between n e t

s c o r e means. Tab le 14 p r e s e n t s t h e r e s u l t s o f t h e a n a l y s i s

of v a r i a n c e of t h i s comparison, No s i g n i f i c a n t d i f f e r e n c e s

occu r r ed on any of t h e i t e n s i n r e g a r d t o s k i l l development.

S t a t e d p o s i t i v e l y , t h i s means t h a t t h e two d i s t r i c t s showed

t h e same amount o f improvement ( p = 0.9457) and t h a t t h e two

t e a c h i n g approaches produced t h e same amount of improvement

i p = 0.9745). There was a l s o no i n t e r a c t i o n between t h e d i s -

t r i c t s and t h e approaches ( p = 0.5211). For a t t i t u d e change,

t h e same r e s u l t s were r e p e a t e d : t h e two d i s t r i c t s showed t h e

s ane amount of improvement ( p = 0.199g) and t h e two t each ing

approaches produced t h e same amount of improvement ( p = 0,3130) .

The re fo re , on t h e b a s i s of t h e comparison of n e t s c o r e means,

t h e n u l l hypotheses could no t be r e j e c t e d .

The purpose of t h i s chap te r was t o examine t h e changes

t h a t had occu r r ed w i t h i n and between t h e Coquitlam and Seymour

Analysis of Variance of Net Score Means of Coquitlam and Seymour Samples

SKILL

Source of Variance df l4.S.F-Ratio P

D i s t r i c t

Approach

D i s t r i c t X flpproach

E r r o r

ATTITUDE

Source o f Variance d f I4.S. F-Ratio P

D i s t r i c t 1 57.324 1.6567 0.1998

Approach 1 0.122 0,0035 0.9515

D i s t r i c t X Approach 1 35.909 1.0378 0.3130

E r r o r 65 34.601

samples, I n each case t h e r e s u l t s were t h e same. The n u l l

hypothesis t h a t t h e r e is no s i g n i f i c a n t d i f f e r e n c e i n s k i l l

development between a movement educat ion and a t r a d i t i o n a l

approach t o t each ing beginning swimming could not be r e j e c t e d ,

Likewise, t h e n u l l hypothes is t h a t t h e r e is no s i g n i f i c a n t

d i f f e r e n c e i n t h e change of a t t i t u d e toward swimming and water

between a movement educat ion and a t r a d i t i o n a l approach t o

t each ing t h e a c t i v i t y could no t be r e j e c t e d , I n Chapter Five

conclusions and recommendations r e s u l t i n g from t h e s e f i n d i n g s

a r e presented ,

Chapter 5

SUI4NARY, CONCLUSIONS, AND RECOMIZENDATIONS

SUMMARY

The purpose of t h i s s tudy was t o compare t h e e f f e c t i v e -

ness o f a movement educat ion approach wi th a t r a d i t i o n a l ap-

proach i n t h e teaching of swimming t o beginners a t t h e Grade

Three l e v e l . S p e c i f i c a l l y , comparisons were made i n s k i l l

development and a t t i t u d e s toward swimming and t h e water. I n

t h i s regard , a review of t h e l i t e r a t u r e and in terv iews wi th

people a c t i v e l y involved i n swimming i n s t r u c t i o n d i d n o t

produce evidence of eva lua t ive instruments s u i t a b l e t o t h e

study. Two t e s t s were t h e r e f o r e cons t ruc ted wi th r e l i a b i l i t y

and v a i i d l t y e s t a b l i s h e d f o r each,

The two samples used i n t h e s t u d y were sub jec ted t o t h e

same con t ro l s . For both samples, t h e same d a t a was c o l l e c t e d

using t h e instruments cons t ruc ted f o r t h i s study. The r e l i a -

b i l i t y c o e f f i c i e n t o f t h e f i n a l form of both instruments was

high enough t o be s i g n i f i c a n t beyond t h e ,01 l e v e l . The

v a l i d i t y of t h e instruments was e s t a b l i s h e d according t o ac-

cepted procedure. The r e s u l t s f o r both samples were analyzed

s e p a r a t e l y wi th only a s i n g l e comparison being made between

samples, namely t h e d i f f e r e n c e s between n e t sco re means.

Analysis of d a t a w a s c a r r i e d out a t t h e Simon Frase r Univers i ty

Computing Center with t h e fo l lowing d a t a format being used:

CONCLUSIONS

With due regard t o t h e procedures followed and t h e

l i m i t a t i o n s imposed on t h e s tudy , t h e fo l lowing conclusions

seem j u s t i f i e d :

1, A v a l i d and r e l i a b l e s k i l l t e s t t o measure s k i l l

development of Grade Three ch i ld ren e i g h t t o t e n yea r s o ld

was developed. With it, it was p o s s i b l e t o measure the pro-

g r e s s of each sample from p r e - t e s t t o pos t - t e s t .

2. There is a wide range i n t h e s k i l l l e v e l of Grade

Three ch i ld ren e n t e r i n g an i n s t r u c t i o n a l swimming program f o r

beginners. This was i l l u s t r a t e d by t h e p r e - t e s t f i n d i n g s

which showed a number of ch i ld ren unable t o pass a s i n g l e .

i tem and o t h e r s capable of pass ing a l l of them.

3 . There is no s i g n i f i c a n t d i f f e r e n c e between a move-

ment educat ion and a t r a d i t i o n a l approach t o teaching begin-

n ing swimming i n regard t o s k i l l development, This was t r u e

f o r both samples. Both approaches a r e capable o f producing

s i g n i f i c a n t r e s u l t s when handled by capable ind iv idua l s

f a m i l i a r with t h e given approach, The f a c t t h a t t h e t r a d i -

t i o n a l approach can and has been e f f e c t i v e i n t each ing

m i l l i o n s of youngsters and a d u l t s t o s w i m is indisputable .

The f i n d i n g s show t h a t t h e movement education approach can

be e q u a l l y as e f f e c t i v e , On t h i s b a s i s , it was f u r t h e r con-

cluded t h a t t h e movement educat ion approach warrants a t -

t e n t i o n as a v i a b l e means of teaching ch i ld ren t o s w i m ,

4, A v a l i d and r e l i a b l e a t t i t u d e s c a l e t o measure at-

t i t u d e s of e i g h t t o t e n year o ld Grade Three s t u d e n t s towards

swimming and water was developed,

5, There is no s i g n i f i c a n t d i f f e r e n c e between a movement

educat ion and a t r a d i t i o n a l approach t o teaching beginning

swimming t o Third Grade c h i l d r e n i n r ega rd t o t h e i r a t t i t u d e s

towards swimming and water , The majo r i ty of t h e Grade Three

c h i l d r e n had a very favorab le a t t i t u d e towards swimming and

water before beginning i n s t r u c t i o n , and i n almost every case

it became s i g n i f i c a n t l y more favorab le a f t e r i n s t r u c t i o n ,

Although t h e f i n d i n g s a r e somewhat inconclus ive , both ap-

proaches seem t o be capable of producing s i g n i f i c a n t and

p o s i t i v e changes i n ch i ld ren ' s a t t i t u d e s toward swimming and

water,

6, The inf luence of t h e i n s t r u c t o r i n t h e r e s u l t s ob-

t a i n e d was minor and can be discounted, Therefore t h e r e s u l t s

observed were l i k e l y those r e s u l t i n g from t h e approaches em-

ployed,

1. It is recommended t h a t f u r t h e r research be con-

ducted t o develop a v a r i e t y of a t t i t u d e and s k i l l t e s t i n g

instruments s u i t a b l e f o r t h i s age group.

2. It is recommended t h a t f u r t h e r r e sea rch be con-

ducted regarding methods of i n s t r u c t i o n which produce t h e

most f avorab le r e s u l t s i n r e l a t i o n t o elementary school

c h i l d r e n of o t h e r ages and grade l e v e l s ; promote s o c i a l

growth; develop motor f i t n e s s ; and overcome f e a r of t h e

water.

3 . Fur ther r e sea rch should be conducted t o determine

t h e reasons f o r the favorable o r unfavorable a t t i t u d e o f be-

ginning swimmers toward swimming and water.

4. Inasmuch as t h e p resen t research was confined t o

swimming, it is recommended t h a t f i n d i n g s be supplemented ,by

information on o t h e r a s p e c t s of t h e elementary school cur-

r iculum, namely: games, gymnastics, and dance.

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16, Goodlad, John I, The Chan i School Curriculum, New York: Fund f o r T e ? dvancement o f Education, 1966.

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18, Graham, Robert D, "Towards a D i f f e r e n t Approach i n t h e Teaching of Physical S k i l l s , " Univers i ty of Waterloo, A Paper Presented a t IQ4, September, 1972, M i a m i Beach, (~ imeographed) ,

19, Gravlee, Gayle. *A Comparison of t h e Ef fec t iveness of Two Methods of Teaching a Four-Week Unit on Se lec ted Motor S k i l l s t o F i r s t Grade Children," Completed search i n Health, Phvs ica l Education, Recreation,

1966,

20, Halsey, El izabeth , Ph s i c a l Education. and Febyer, T k -

21, Hanson, Margie R, (ed, ), Physical Education - f o r Children 's Heal thfu l Living, Washington: Associat ion f o r Child- hood Educztion I n t e r n a t i o n a l , 1968,

22, Holt , Alyce, JoAnne Thorpe and Lawrence Hall. "Two Methods of Teaching Beginning Swimming," Research Q u a r t e r l y , 41:371-7, October, 1970,

23, Holt , V i r g i n i a Raye, "A Comparison of t h e Ef fec t iveness of a T r a d i t i o n a l I n s t r u c t i o n a l Method on t h e Achieve- ment of Se lec ted Elementary Golf S k i l l s , " Abstract of Unpublished Ph,D. Disse r t a t ion . D i s s e r t a t i o n & s t r a c t s I n t e r n a t i o n a l , 31:4521-A, March, 1971,

24, Johnson, Barry K, and Jack L, NelSon. P r a c t i c a l Neasure- inents f o r Evaluat ion i n Ph s i c a l Education, Idinnea- pol is : -8urgess Publ ishing - '-69 Co., ,

25, Kenyon, Gerald S, nSix Sca les f o r Assessing At t i tude To- ward Phys ica l Act iv i ty ," Research Q u a r t e r l y , 39:566-73, October, 1968,

26, Keogh, Jack, ttAnalysis of General At t i tudes Toward Physical Education, Research Q u a r t e r l y , 33 : 239-44, May, 1962,

27, Kirchner , Glenn, Jean Cunningham and E i l een Warrell, In t roduc t ion t o Movement, Education, Dubuque : Wrn. C. Brown Co., 1970,

28, Knapp, Be S k i l l i n Spor t - The Attainment of P ro f i c i enc ~ o n d o n : m l e d g e and K ~ E 'Paul ~ i m i t e d , -c-= 19 3

29, Kranp, Harry and George S u l l i v a n , Swimmin f o r Boys and G i r l s , - Toronto : The Ryerson ~ r e s ~ , l - 9 % 6 ~

30, Lackey, Donald Dwaine, "Movement Explorat ion and E5c- p l ana t ion - Demonstration - Performance - Analysis - Methods of I n s t r u c t i o n : A Comparative Study," Abstract of Unpublished Ph,D, ~ i s s e r t a h . o n , ~ i s s e r i a t i o n Ab- s t r a c t I n t e r n a t i o n a l , 32 : 2468-A, November, 1971,

31, L e s l i e , Nary Dee, "Effects of Movement Explorat ion on Phys ica l F i t n e s s and Motor A b i l i t y i n Kindergarten and Primary Grades," Abst rac t o f Unpublished Ph,D, D i s - s e r t a t i o n , D i s s e r t a t i o n Abst rac ts I n t e r n a t i o n a l , 30: 5271-A, June, 1970,

32, Masche, Kathleen A, nEf fec t s of Two Di f fe ren t Programs of I n s t r u c t i o n on Motor Performance of Second Grade Students ," Research Q u a r t e r l y , 41 :406-10, October, 1970.

33. McCatty, Cressy A,M, "Effec ts of t h e Use of a Floa ta- t i o n Device i n Teaching Non-Swimmers," Research Q u a r t e r l y , 39:621-6, October, 1968,

3 6 . McKeachie. W.J. *Student-Centered versus I n s t r u c t o r - ~ e n t e G e d ~ i s t m c t i o n , " Journal of Educat ional Psvcholoky, 45 :143-50, b r c h , l T 4 .

35. McPhee, Harry, Learning t o Swim. Vancouver: Mi tche l l Press Limited, 1970.

36. Moncrieff, John, W,R. Morford and lilaxwell L, Howell. "Acquisit ion of Elementary Swimming S k i l l s , " Research Q u a r t e r l y , 33~405-9, October, 1962.

37. O'Neal, E,C. "A comparison of t h e E f f e c t s of Two Physical Education Programs on t h e Motor A b i l i t y Performances of Elementary School Children, Abst rac t of Unpublished Ph.D. D i s s e r t a t i o n , D i s s e r t a t i o n Abst rac ts I n t e r n a t i o n a l , 29:1440-A, November, 1968.

38. Oxendine, Joseph B. Ps cholo of Motor Learning. ~ e w --T= York: Appleton-Century- r a f t c 1968;

39. Russe l l , Marilyn R.E. "Effect iveness of Problem-Solving - -

~ e t h o d s in- Learning a Gross Motor S k i l l , If completed- Researce i n Health, Physical Education, & Recreat ion, 10:701, 1x7.

40. S c h l o t t , Karen OtConnor. "A Comparison of Two Methods of ~ e a c h i n g Se lec ted S k i l l s ' i n ~ i e l d Hockey," Completed Research i n Health, Physical Education, Recreat ion, 12:361, 1 q 9 ,

41. S c o t t , Me Gladys, "Learning Rate of Beginning Swimmers ," Research Q u a r t e r l y , 25:91-8, March, 1954.

42, S c o t t , Robert S, "A Comparison of Teaching Two Methods of Phys ica l Education w i t h Grade One Pup i l s f f , Research Q u a r t e r l y , 38:151-3, March, 1967.

43. S e l l t i z , C l a i r e and o t h e r s , Research Methods - i n S o c i a l Rela t ions . (Rev, ed.) , New York: Holt , Hinehart , and Winston, 1959.

44. Shaw, Narvin Eo and Jack M o Wright, Sca les f o r t h e Measurement of At t i tude . New ~ o r k : r K ~ m Book ~ o m ~ a n ~ T l 9 6 7 .

45. S inger , Robert N o " D r i l l Versus t h e Problem-Solving Approach, TI Se lec ted Readings i n Novement Education. R O T . ~weene-(ea,). ~ e a d i n g :-Addison-Wesley Pub- l i s h i n g Co,, 1970,

46. S lusher , Howard S. and Aileene So Lockhart. (ed. ). Anthology of Contem o r a r Readin s An In t roduc t ion - ' - 2 d - ~ ~ u c p e : Wm. C. t o Physical Education, - Brown Coo, 1970,

47. Smith, l ~ h r r a y . "Outline of Talks by Murray Smith, Facu l ty of Phys ica l Education, Univers i ty of Alber ta , Edmonton, Alber ta a t t h e I n t e r n a t i o n a l Aquatic Con- f erence, " 1970. fblimeographed).

48. Smith, Nurray. "Teaching Methods f o r Swiming In- s t r u c t o r s , " Edmonton: Univers i ty of Alberta , January, 1970.

49, Smith, Murray. "Towards a Modern Approach t o t h e Teach- of Swimming, " Edmonton: Unive r s i ty of Alber ta ,

19 in% 7. (ldimeographed) ,

iner , P a t r i c i a W. The Rela t ionships of Se lec ted Measures of Body E g e and biovement~oncept &I -

es of Programs of Phys lca l Education i n t h e '&s, Ann A r b o r n n i v e r s i t y ~ i c r o f i l m c E.

Two -

51, Thompson, Margaret M o "Movement P a t t e r n s and The i r Basic Elements - Types of A c t i v i t i e s , " Se lec ted Readings in Movement Education, ROT. Sweeney ( e d , ) , Reading: Addison-Wesley Publishing Co,, 1970,

52, Vincent, Marilyn F o "Att i tudes of College Women Toward Physical Education and The i r Re la t ionsh ip t o Success i n Phys ica l Education," Research Q u a r t e r l y , 38:126-31, March, 1967,

V i t

54. Wear, Carlos L, "The Evalua t ion of A t t i t u d e Toward phys ica l Education as an A c t i v i t y Course," Research Q u a r t e r l y , 22 :114-126, March, 1951,

55. Whiting, H.T ,A, Teachi t h e P e r s i s t e n t Non-Swimmer. London: G, Be d o n s , 1970.

56, Williams, Donald Harry, "The E f f e c t of an Organized Swimming Program on Motor F i tness . " Unpublished Master 's Thesis , t h e Univers i ty of Alber ta , 1970.

57, Wingo, lilax G, Wethods of Teaching," i n Enc c l o e d i a

New York : The NacMillan Co, , 1960, ,-+&- of Education Research, Chester W. Harris -

58, Z ieg le r , Yvonne P, "A Comparison of Two Methods of Teaching G y r n n a s t i ~ s , ~ ~ Corn l e t e d Research i n Health, aE- Physical Education and e c r e a t i o n , 8 : 5 3 8 , T g r

APPENDICES a

APPENDIX A

LESSON PLANS

FOR

MOVEMENT EDUCATION APPROACH

A Movement Education Lesson Plan* -

Free P r a c t i c e Before Lesson S t a r t s - This i s a nbonustt t ime f o r t h e c h i l d r e n who change

qu ick ly and wish t o e n t e r t h e water . The c h i l d i s allowed t o p r a c t i c e any previous ly l ea rned movement p a t t e r n o r t o experiment with small equipment such as b a l l s , hoops, f l u t t e r boards, e t c . During t h i s t ime, t h e t e a c h e r has an oppor tuni ty t o t a l k wi th t h e c h i l d r e n and provide a s s i s t a n c e o r encouragement wherever he f i n d s it necessary. A s a genera l r u l e , t h i s p a r t of t h e l e s s o n should be approximately 3 - 4 minutes long, o r u n t i l a l l c h i l d r e n a r e on deck. Create a few c lear -cut r u l e s regarding use of t h i s time - f o r example: p r a c t i c e should be r e s t r i c t e d t o i n d i v i d u a l s k i l l s ; horseplay w i l l n o t be t o l e r a t e d ; i n s t r u c t o r and l i f e g u a r d must both be on deck before the c h i l d may e n t e r t h e water ; e t c .

I

In t roduc to ry A c t i v i t y

A c t i v i t i e s i n t h i s p a r t of t h e l e s son may be: i n - denondon+. --r --"--- prac t i ce usir-< small equipment !ba l l s , hoops, f l u t t e r boards, e t c . ) ; independent p r a c t i c e on m a t e r i a l of t h e l a s t l e s s o n ; o r t eacher -d i rec ted a c t i v i t i e s where t h e t e a c h e r s e t s t a s k s t h a t in t roduce t h e theme. It should be an a c t i v e per iod, emphasize i n d i v i d u a l work, and last f o r a maximum of 5 minutes. The in t roduc to ry a c t i v i t y should n o t be devoid of s k i l l o r thoughtfulness . It i s as important t o "coachn, s t imula te , and " re f inen t h e performance of t h i s p a r t of t h e l e s s o n a s it is i n t h e main p a r t of t h e l e s son ,

Movement Training

This is t h e p a r t of t h e l e s son where t h e c h i l d r e n g a i n s k i l l . A vocabulary of movement is developed. A c t i v i t i e s a r e l a r g e l y i n d i v i d u a l i n na ture . These a c t i v i t i e s would a l l r e l a t e t o a theme o r c e n t r a l movement idea. Each theme w i l l be covered a t a d i f f e r e n t r a t e depending upon t h e i n d i v i d u a l s i n t h e c l a s s . One theme may t a k e p a r t of a l e s s o n t o develop, whereas another theme may t a k e two, t h r e e , o r more lessons .

* Glenn Kirchner ,

In t roduc t ion - t o ~ o v e m e n t 1970 1

Jean Cunningham and Ei leen Warre l l , Education (Dubuque: Wm. C, Brown,

A s c h i l d r e n become more s k i l f u l , t h e t ime a l l o t e d t o t h i s p a r t of t h e l e s son is shortened. Some r u l e s t o bea r i n mind a r e : teach one aspec t of your theme and l e t them explore poss ib le v a r i a t i o n s ; exp lo ra t ions w i l l be a ided by phrases such as "Can you show me...,n "Is it p o s s i b l e t ~ . . . , ~ "How many d i f f e r e n t ways...,n e t c : a f t e r present ing a t a s k , a l low s u f f i c i e n t t ime f o r t h e ch i ld ren t o t h i n k about it and work ou t t h e i r ideas .

F i n a l A c t i v i t y - I n t h i s p a r t of t h e l e s s o n , t h e movement a c t i v i t i e s

developed are put t o p r a c t i c e i n game s i t u a t i o n s t h a t r e l a t e t o t h e theme. This per iod w i l l f r e q u e n t l y inc lude p a r t n e r and group work and t h e use of smal l apparatus . It rece ives a b r i e f por t ion of t ime i n t h e beginning s t a g e s bu t as t h e c h i l d ga ins more s k i l l , it becones longer.

I Department of Education, Alberta , Elementary Phys ica l

Education (Edmonton: L.S. W a l l , 1969).

Movement Education Approach

Overview - of Themes S k i l l s

A. Orien ta t ion

1. Buoyancy 2, Propulsion 3 . Rela t ive Temperature 4. Chlorine and Chemicals 5. Pool Regulations and Courtesy 6, Phys ica l Understandings 7. Psychological Understandings

B, Adaptation & Water

1, Gett ing i n t o water - e n t e r i n g t h e water without sp lash ing - water e n t r i e s : jumping, f l y i n g , tu rn ing , s l i d i n g , e t c . 2. Balance and S t a b i l i t y - bouncing, walking, running, e t c , - i n d i v i d u a l , p z r t z e r , a d g r m p v ~ r k 3 . Underwater Adjustment - f a c e i n water - open eyes under water - submerging

C, Breath Control

1. Blow Bubbles - through mouth, nose, mouth and nose - water i n cupped hands - f a c e i n water 2. Bob and Breathe - i n d i v i d u a l l y and wi th p a r t n e r - d i f f e r e n t ways

D. Buoyancy

- 1, Develop Various Shapes - f e e t on t h e bottom - body i n and o u t of water - wide, long and narrow, twis t ed , round - d i f f e r e n t p a r t s high

2. Develop F l o a t s i n Various Shapes - f e e t o f f the bottom - on t o p and under t h e water - wide, long and narrow, twis t ed , round - d i f f e r e n t p a r t s h igh 8

- recovery from f l o a t i n g p o s i t i o n s - changing from one shape t o another

E, Propulsion - and Body P o s i t i o n

1, Gliding - pushing o f f of w a l l , o f f of .bottom - on d i f f e r e n t body p a r t s 2. Using A r m and Leg Action - g l i d e with propulsion: - a r m s only, l e g s only, both - on s i d e , back, f r o n t - while changing p o s i t i o n from back t o f r o n t , e t c , - on t o p of water , under water

F. Adaptation t o Deep Water - . 1. Adjustment t o Deep Water - e n t e r i n g s a f e l y . .

2. Buoyancy - -. - - making shapes whi le holding onto edge, pole , e t c , - f l o a t while i n d i f f e r e n t shapes

3 , Propulsion - on f r o n t , back, s i d e - kick , arm a c t i o n , b rea th ing 4, Jumping I n t o Deep Water - holding onto pole , u n a s s i s t e d - f e e t first, d i f f e r e n t p a r t s l ead ing - followed by s w i m - . - .

5, Keep Afloat - s w i m i n place, t r e a d , drownproff, f l o a t

Topic :

Approach :

Theme : - Mater ia l s :

Lesson &

Swimming - Grade Three Pre-Beginners

Movement Education

Adjustment t o Water

Hoops, canes, b a l l s

~ c t i v i t ~ and Class Organizat ion

Suggested Methods and P o s s i b l e Commands

INTRODUCTORY ACTIVITIES (3 - 5 minutes )

Welcome, at tendance, Af te r welcoming t h e ch i ld ren important r u l e s of pool, and checking a t tendance , d i s - r o u t i n e s , e t c , cuss those procedures t h a t are I n s t r u c t o r and c h i l d r e n t o be followed, on pool deck.

MOVFJENT TRAINING (12 - 15 minutes)

Adjustment t o Water 1, Get t ing I n t o t h e Water, Children s i t t i n g on pool edge i n i t i a l l y , then s t and ing o r kneel ing, Unhurried experience i n which c h i l d g e t s used t o t h e temperature of t h e water and g e t t i n g i n t o t h e pool,

Limi ta t ion: - How many d i f f e r e n t p a r t s of your body can you rub with HZO? - Can you f i n d a way of washing your stomach wi thout using your hands? - Show me a way t o s l i d e s a f e l y i n t o t h e water f e e t f i rs t , - Try t o e n t e r t h e water s o t h a t only one f o o t g e t s wet, -Who can e n t e r t h e water f e e t f irst without making a sp lash? . . ,making j u s t a l i t t l e sp lash? - How many d i f f e r e n t ways can you e n t e r t h e water s o t h a t your b a c k . . , s t ~ m a c h , ~ . s i d e is c l o s e s t t o t h e edge of t h e pool?

A c t i v i t y and Class Organization

Suggested Methods and P o s s i b l e Commands

Adjustment t o Water 2. Balance and S t a b i l i t y . Children s c a t t e r e d i n shallow water. S t a t i o n a r y a c t i v i t i e s i n i t i a l l y then on t h e move. A c t i v i t i e s t o inc lude t h o s e i n which s t u d e n t g e t s used t o l o s s of equi l ibr ium i n t h e water and i t s e f f e c t on body buoyancy,

*How can you enter. . .get out of ,.. t h e water using a p a r t n e r t o h e l p you? Wan you and your p a r t n e r be l i k e a mir ror and do e x a c t l y - t h e same t h i n g s t o g e t i n t o and out of the water? *How slowly can you e n t e r t h e water?.,.How f a s t ? L imi ta t ion : - Show me a way o f balancing on two f e e t , on one f o o t , on one toe . What p a r t of you is c l o s e s t t o t h e c e i l i n g ? - See i f you can make a shape t h a t t a k e s up a l o t of space . . . t h a t i s very small, - See if you can -ba lance wi th j u s t your f a c e out o f t h e water . - Is it poss ib le t o walk i n t h e water on your t i p t o e s ? ..,on t h e o u t s i d e of your f e e t ? , . .en t h e inside cf ysur f e e t ? - Try t o take g i a n t s t eps . - Show me a way of running i n t h e water , - Can you bounce on one f o o t ? ... one f o o t and t h e n t h e o t h e r ? ... two f e e t ? - Who can move t h e f a r t h e s t whi le t h e y bounce? - Discover a way t o e n t e r t h e wa te r f e e t f irst , move through t h e water on your f e e t , and f i n i s h i n a balance, - P r a c t i c e f o r a minute and then I want t o s e e what you have done. Wan you balance on one f o o t i n s i d e your hoop? *How many t imes can you run around your hoop before I s a y STOP?

A c t i v i t y and Class Suggested Methods and Poss ib le Organizat ion Commands

*Is it poss ib le t o move a b a l l i n t h e water without us ing your hands ? *Play a game of follow-the- l e a d e r showing me d i f f e r e n t ways of moving.. .of balancing. Each time I c l a p my hands t h e o t h e r person becomes l eader . -

3 . Underwater Ad jus trnent A c t i v i t i e s t o inc lude Limi ta t ion:

those i n which s tuden t - Show me a way of washing your

g e t s used t o t h e e f f e c t f a c e with: one hand, o t h e r hand,

of water on t h e eyes, two hands, back of hands, no

e a r s , nose, and mouth. hands. - How s o f t l y can you put your f a c e i n t h e water? - Can you put your head com- p l e t e l y under water? - Try t o submerge s lowly and come up quickly. - pow many d i f f e r e n t ways can you f i n d of submerging yourse l f? - Can you g e n t l y p lace your f a c e i n water and open your eyes t o see y o w toes?...tc see t h e l i f e g u a r d ' s p e t g o l d f i s h ? - Can you open one eye?. . .both eyes? - Can you wink? b l ink? *Who can s e e t h e i r p a r t n e r smi le under water? *Can you count your p a r t n e r s f i n g e r s ? Wan you f i n d and p ick t h e puck up off t h e pool bottom? W r y t o duck under t h e water and come up i n s i d e your hoop. Wan you come up head f i r s t , hands f irst , elbow f i r s t ? Wan you t e l l what c o l o r of but ton your p a r t n e r has i n h i s hand?

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

FINAL ACTIVITY ( 5 - 10 minutes)

Games r e l a t i n g t o theme o f lesson. *Partner t a g ,

W u r t l e t a g ,

*Red l ight ,Yel low l i g h t , Green l i g h t . *Children make up a game,

Di rec t :

*Play i n two's, Tag only your par tner . *Same but if you submerge, your p a r t n e r c a n ' t touch you u n t i l he counts t o 10 , *Red=stop; yellow=go slow; greensgo fast , *Use any small equipment YOU wish,

Lesson &

Topic : Swimming - Grade Three Pre-Beginners

Approach : Novement Education

Theme : - Adjustment t o Water, P a r t I1

Mater ia ls : Hoops

Rela t ionship - t o Previous Lesson:

Continues and extends work of l e s s o n one.

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

FREE TITJIE (1 - 3 minutes )

Unhurried p r a c t i c e and experimentation i n t h e water. Chi ldren work ind iv id - u a l l y on a c t i v i t i e s which may include small equipment.

I n d i r e c t : - Show me what you can do i n t h e water , Use some of t h i s equipment if you wish.

INTRODUCTORY ACTIVITIES (3 - 5 minutes )

P r a c t i c e of s k i l l s from Limi ta t ion: l e s s o n one, - Show me 3 ways of e n t e r i n g Ind iv idua l o r p a r t n e r t h e water without making a work ( i f covered pre- splash...making j u s t a l i t t l e v i o u s l y ) . splash. - How many p a r t s of your body

can you touch t h e bottom of t h e pool wi th? ( i n d i v i d u a l l y and a t t h e same t i m e ) ,

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

- See if you can run , fol lowing a curvy pathway, wi thout bumping i n t o anyone! .., fol lowing a zig-zag path- way1

1. Get t ing I n t o t h e Water - Children spread ou t a long pool edge working inde- pendent ly of each o ther . E n t r i e s from s tanding , kneel ing, l y i n g pos i t ion . Combine wi th body-part - l e a d i n g and shape.

Fur the r exp lo ra t ion of ways t o %get i n t o t h e water - hoops o r tubes t o . add v a r i e t y - conbine wi th d i s t a n c e and height . --

*Diving - s t r e s s on those a c t i v i t i e s designed t o encourage a head-f irst e n t r y i n t o t h e water. ~ q u i p m e n t may be used i f des i red ,

Limi ta t ion: - How many d i f f e r e n t ways can you f i n d t o e n t e r t h e water from a s tanding p o s i t i o n on t h e deck? What p a r t of t h e body e n t e r s f i r s t ? - How can you e n t e r t h e water while l y i n g on your stoimach on , t h e deck? - Is it poss ib le t o e n t e r t h e water seat-f i rs t? . . .hands f i b s t ? . . .e tc . - Can you f ly . . . twist . . . into t h e water? - Can ycu enter the water I n a long-narrow shape?. . . i n a round shape? - Can you jump i n t o your hoop froin t h e pool deck? How e l s e can you g e t i n t o i t ? Can you jump over i t ? See i f you can e n t e r t h e water and come up i n s i d e of..,go r i g h t under,.. your hoop. How far away can you p lace your hoop and s t i l l jump i n t o it?,.,come up i n - s i d e i t ? How high can you jump i n t o t h e a i r when e n t e r - i n g your hoop? *Can you g e t i n t o t h e water s o t h a t your f e e t a r e t h e l a s t t h i n g s t o g e t wet? Can you be i n a long narrow shape? Etc ,

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

Children s c a t t e r e d i n shal low water working i n t h e i r own space. 2. Balance and S t a b i l i t y A c t i v i t i e s t o inc lude balancing on f e e t , hands, f e e t and hands, and o t h e r body p a r t s - com- bine wi th shapes.

W i t h equipment - use equipment t o f u r t h e r de- velop balance and s t a b i l i t y i n t h e water - s t a t i o n a r y and on t h e move.

+With p a r t n e r - working wi th p a r t n e r i n shal low water t o f u r t h e r develop balance and s t a b i l i t y .

3 . Underwater Adjustment Working wi th p a r t n e r i n shallow water p laying games involving ducking under t h e water.

- Who can balance on one f o o t and be i n a t w i s t e d shape ... round shape?...wide shape? Try t o balance s o t h a t one f o o t and one hand...two hands and one foot. . .are touching bottom. s e e if you can put both hands on t h e bottom and l i f t your feet up. Are you a b l e t o l i e down on t h e bottom? *Show me a shape i n s i d e your hoop.. .while holding onto your hoop. Holding onto your hoop i n some way, l e t me s e e you t r a v e l i n t h e water . Show me another way of doing it. *Show me a shape w i t h your p a r t n e r s o t h a t both of you a r e i n a wide shape. Can you and your p a r t n e r make a shape under water? 96Heads o r Tails: drop pennies i n the water f o r your p a r t n e r who' t h e n t r i e s t o s e e i f i t ' s heads o r t a i l s . *Speak t o your p a r t n e r under water. What d i d he say? *Hum a tune under water. Can you hea r i t ? Well, hum along wi th him then. *Clap your hands under water . Stamp your f e e t . Can you hea r it, p a r t n e r ?

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

- - - - -

FINAL ACTIVITIES

*Big A, L i t t l e A, Bouncing B

*1hs ica l hoops

Games o r simple c o n t e s t s Di rec t : r e l a t i n g t o theme of l e s son , *Pk, Wolf What t ime is it M r . Wolf?

Time t o bounce on one foot.. . t u r n around and around... duck under t h e water...etc. SWDQ4ING TIIm I I I *Big A, l i t t l e a, bouncing B, c a t ' s i n t h e cupboard but he can ' t catch me. Cat (when ready) : Yes, I can!!! W r a v e l around hoops and when I c l a p my hands, every- body i n t o a hoop as quickly as t h e y can.

Lesson &

Topic : Swimming - Grade Three Pre-Beginners

Approach: Movement Education P E~ Theme : Breath Control

Mate r i a l s : Hoops o r tubes

Rela t ionship & Previous Lesson:

In t roduces brea th ing technique t o a c t i v i t i e s performed i n e a r l i e r l e s sons ,

Ac t iv i ty and Class Organization

Suggested Methods and Poss ib le Commands

FREE TIPIE (1 - 3 minutes)

Ind iv idua l exp lo ra t ion i n I n d i r e c t : shal low end, - Work i n your own space, Children work independently; What can you do i n t h e water? equipment, as s e t out by Let me s e e everybody busy, i n s t r u c t o r , may be used,

INTRODUCTORY ACTIVITIES ( 3 - 5 minutes )

Independent p r a c t i c e on Limi ta t ion: m a t e r i a l of l a s t l e s son , - Show me some of t h e ways of Ind iv idua l o r p a r t n e r u s i n g your hoop t o h e l p you work; teacher-d i rec ted balance o r ge t i n t o t h e water , a c t i v i t i e s t o inc lude - What e l s e can you do wi th balancing, g e t t i n g i n t o your hoop? t h e water , and under- - How can you and your p a r t n e r water work, use your hoop underwater?

Show me a way of us ing it one a t a t ime and then toge the r ,

A c t i v i t y and Class Organization

101

Suggested Methods and Poss ib le Commands

MOVEIvlENT T R A I N I N G (12 - 15 minutes)

Breath Control, Children spread o u t i n -- shallow water and work in t h e i r own space; inc lude p a r t n e r work, 2, Breath holding - a c t i v i t i e s t o inc lude submerging and holding brea th f o r varying Tengths o f t ime, Contests involving s e l f , group, and p a r t n e r w i l l a l s o be used,

2. Blowing bubbles - - a c t i v i t i e s t o inc lude b rea th ing through mouth, nose, mouth and nose, f a c e down, f a c e t o s i d e , f a c e up,

L imi ta t ion and Di rec t : - Can you t a k e a b rea th , sub- merge, and hold it while you are under water? - This t ime, while you're under, count s lowly as h igh a s you can, See if you can b e a t your own record t h e second time you t r y it, Count t h e same as l a s t t ime, How many b e a t t h e i r record? , , . t i e d i t ? , . .d id b e t t e r t h e f i rs t time, - Who can be t h e l a s t one t o come up f o r a i r i n t h i s group? Whoever i s t h e person is t h e one w e t r e going t o t r y and b e a t next t ime, - Work wi th a p a r t n e r now, Who can s t a y down longer? Can you go under before your p a r t n e r counts t o 3 a f t e r he comes up? Take t u r n s , - Scoop up some water i n your hands. Can you blow it ou t through your mouth?,,. nose?...mouth and nose?... s i d e of your mouth?...etc, - Place your f a c e i n t h e water. Can you blow bubbles? See if you can blow l i t t l e ones,..medium ones...giant ones, - Who can blow them s o t h a t t h e y ' l l go i n t o your r i g h t e a r ? , . . l e f t ear?. . .under your chin, - Can you blow them down t o t h e bottom of t h e pool?

A c t i v i t y and Class Organizat ion

Suggested Iblethods and Poss ib le Commands

- Try t o look up a t t h e c e i l i n g while you're under water and blow them,

3 . Bobbing and brea th ing - - How many t imes can you bob i n d i v i d u a l and p a r t n e r and b rea the before I say a c t i v i t i e s t o inc lude STOP? va r ious speeds, ways of - How slowly can you go submerging, and ways of under, brea the ou t , and come brea th ing , up? - How many can t a k e a b rea th ,

blow it out under water , but be i n a new place when t h e y come up? - Show me a way of bobbing and brea th ing s o t h a t you t u r n your head r a t h e r than l i f t it t o t a k e your brea th .

FINAL ACTIVITIES ( 5 - 10 minutes) 1

Games o r simple com- p e t i t i o n s r e l a t i n g t o theme of b rea th c o n t r o l , A c t i v i t i e s i n which t h e i n d i v i d u a l competes a g a i n s t t h e group, Di rec t : *In and Out of Hoops - Who can be t h e f irst t o

duck i n and out of t h e i r hoop 5 t imes?

Wr. Wolf - as - Time t o bob and b rea the previous ly played but two times...blow bubbles with a c t i v i t i e s from under your arm...etc. t h i s l e s s o n added,

Lesson &

Topic :

Approach :

Theme : - Mater ia l s :

Swimming - Grade Three Pre-Beginners

Movement Education

Buoyancy: Adaptation t o Deep Water ( ~ n t r o d u c t i o n )

Hoops, f l u t t e r b o a r d s , masks and snorke l s , reaching pole ,

Re la t ionsh ip - t o Previous Lesson:

Introduces f l o a t i n g techniques t o previous s k i l l s .

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

FREE TINE (1 - 3 minutes )

Ind iv idua l p r a c t i c e of I n d i r e c t : s k i l l s i n t h e shallow - P r a c t i c e some of t h e t h i n g s wat e r , you've l ea rned i n your previous Children work inde- lessons . pendently with i n s t r u c t o r providing a s s i s t a n c e o r encouragement wherever necessary,

- - -

ACTIVITIES

P r a c t i c e of teacher- d i r e c t e d a c t i v i t i e s from previous l e s sons , Indiv idual and p a r t n e r work wi th a c t i v i t i e s t o inc lude breath c o n t r o l and s e l e c t e d aspec t s of f i r s t two l e s sons ,

L i m i t a t i o n : - Take a b rea th , submerge your body, and then show me one p a r t of you s t i c k i n g out of t h e water whi le t h e r e s t of you is under. - Show me a d i f f e r e n t p a r t ou t of t h e water. - How many t imes can you bob

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

and b rea the while t u r n i n g around and around?

M O V D E N T T R A I N I N G (10 - 1 2 minutes )

1, Buoyancy Independent p r a c t i c e follow- ed by p a r t n e r work wi th ch i ld ren working i n t h e i r own space, 2. Developing var ious shapes - a c t i v i t i e s t o i n - c lude exp lo ra t ion of long narrow, wide, round, and t w i s t e d shapes,

3. F loa t ing i n var ious shapes - explor ing var ious f l o a t i n g p o s i t i o n s and va r ious methods of r e - coverin5 from them,

- 4. In t roduc t ion t o Deep Water . Ind iv idua l o r small group p r a c t i c e of previous ly l ea rned shallow water s k i l l s .

I n d i r e c t and l i m i t a t i o n : - Show me a shape. - Show me another shape. - Show me a shape t h a t is long and narrow,..round...twisted... wide, - Can you make a shape under water? Limi ta t ion : - Make a shape with your f e e t o f f t h e bottom but f i n i s h wi th both f e e t f i r m l y on t h e bottom of the pool, - Can you f l o a t one of your shapes?. . . another one? F i n i s h by s tanding up each t ime, - Can you f l o a t i n a t w i s t e d shape?, . , long shape?. . .wide shape?...streamlined shape? - Can you make a shape on your back and recover?...on your f r o n t ? - With a pa r tne r , one of you make a shape and t h e n your p a r t n e r copy it. - Nake a shape while holding onto a hoop.; . f l u t t e r board: - Change from one shape t o another and then recover . Direc t and l i m i t a t i o n : - Show me a s a f e way of en te r - i n g t h e water by climbing down t h e l a d d e r , holding onto t h e pole , o r hold ing onto t h e edge of the pool.

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

- -

A c t i v i t i e s t o inc lude - Can you e n t e r and submerge e n t e r i n g s a f e l y and b r e a t h while s t i l l holding onto t h e cont ro l . Keep i n i t i a l ? exposure b r i e f and maintain T r y t o bob and b r e a t h e while c l o s e superv i s ion a t a l l hold ing onto t h e -, t imes. Use t h e corners of t h e pool. Use a pole a s a t each ing a i d ,

FINAL ACTIVITIES (10 - 15 minutes)

Games, competi t ions, o r f u r t h e r a c t i v i t i e s r e - l a t i n g t o buoyancy. A c t i v i t i e s involv ing i n - d i v i d u a l , p a r t n e r s , and group work. Direct: Wr, Uolf - a s previous ly Wime t o f l o a t i n a shape l i k e p l a y e d b u t w i t h a c t i v i t i e s a b a l l . . , f l o a t w i t h y o u r b a c k from t h i s l e s s o n added. t o t h e c e i l i n g , e t c . *Float with a i d of mask *Let ts s e e i f we can make some and/or snorkel . of t h e s e f l o a t s whi le wearing

a mask and/or snorkel .

Lesson &

Topic : Swimming - Grade ~ h r e e Pre-Beginners

Approach : PIovement Education

Theme : - Buoyancy (cont inued ) Deep Water Work (continued )

Mater ia l s : Hoops, reaching pole

Re la t ionsh ip - t o Previous Lesson:

Continuation and extens ion of Lesson #4,

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

FREE T I I E (1 - 3 minutes)

Indi~~iduaa p r a c t i c e 2nd h d i r e c t : experiment a t i o n i n - Everybody busy by themselves shallow water. p r a c t i c i n g some of t h e t h i n g s Children work independ- you've l ea rned s o far , e n t l y wi th o r without small equipment.

II\TTRODUCTORY ACTIVITIES (3 - 5 minutes)

P r a c t i c e of teacher- Limi ta t ion: d i r e c t e d a c t i v i t i e s from - Show me t h r e e d i f f e r e n t ways previous l e s son , of f l o a t i n g on your back ( o r Ind iv idua l and/or p a r t n e r f r o n t o r s i d e ) . work wi th a c t i v i t i e s t o - Can you f l o a t i n t h r e e d i f - inc lude developing and f e r e n t ways i n a long, narrow f l o a t i n g var ious shapes. shape? (a wide shape o r round

shape o r t w i s t e d shape) . - Make a shape i n t h e water while holding onto t h e hoop wi th your hands.. .your f e e t . , . with t h e hoop around your middle.. .while l y i n g on the hoop

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands - - - - - - - - - - - - - - -- -

I4OVEIEXT T R A I I d I N G (10 - 1 2 minutes )

1. Buoyancy Organization a s before. A c t i v i t i e s , while depending on what was covered i n pre- v ious l e s son , t r i l l inc lude a cont inuat ion of developing shapes and f l o a t i n g i n va r ious shapes, and inc reas - i n g t ime ch i ld can remain i n a f l o a t i n g pos i t ion .

2. Deep IrJater Work Organizat ional d e t a i l s as before. A c t i v i t i e s t o inc lude making var ious shapes. S l i g h t l y longer per iod than f irst time.

Limi ta t ion: - Can you f l o a t with your back ... stomach...side...arm...foot ... e tc . c l o s e s t t o t h e c e i l i n g ? -What shape can you be i n whi le you do i t 3 - How long can you f l o a t on your stomach?. . .back? - See if you b e a t your record...your p a r t n e r ' s r ecord ... t h e c l a s s record. - How many d i f f e r e n t shapes can you make while f l o a t i n g ? Limi ta t ion and d i r e c t : - Take a deep b rea th , (hold ing on), duck under and make a shape. - Can you make a long, narrow shhpe?...round shape?,.. t w i s t e d shape?...wide shape? - Can you be on your stomach ... back...side,.,and make a shape. - Change from a shape from on your f r o n t , t o a shape on your back. - Try t o make a shape i n s i d e t h e hoop he ld by your par tner .

FINAL ACTIVITIES (10 - 15 minutes)

Games, competi t ions, o r a c t i v i t i e s t h a t f u r t h e r i n c r e a s e s k i l l i n f l o a t i n g . A c t i v i t i e s involv ing i n d i v i d u a l , p a r t n e r , and/or group work. :::Follow t h e l e a d e r

Di rec t and l i m i t a t i o n : *In two's, p a r t n e r makes a f l o a t i n g shape ( o r s e r i e s of shapes ) and o t h e r p a r t n e r then t r i e s t o do t h e same.

i *Donkey (Horse, e t c . ) *Same i d e a a s above but t a k e can be played us ing any t u r n s being l e a d e r and each word t h e c h i l d can t ime they cannot copy t h e i r s p e l l . p a r t n e r , t hey g e t a l e t t e r of

t h e word DONKEY u n t i l one of them has a l l t h e l e t t e r s .

Lesson &

Topic : Swimming - Grade Three Pre-Beginners

Approach: Movement Education

Theme: - Propulsion; Deep Water Work

Mate r i a l s : Flu t t e rboards , hoops, pole

Rela t ionship - t o Previous Lesson:

Child begins t o move t h e shapes previous ly developed,

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

FREE TIIilE (1 - 3 minutes)

Independent p r a c t i c e of I n d i r e c t : any previous ly l ea rned - P r a c t i c e some of t h e t h i n g s movement p a t t e r n , you've learned s o f a r , Children work i n d i v i d u a l l y with i n s t r u c t o r providing- ass is t ance o r encourage- ment,

INTRODUCTORY ACTIVITIES (3 - 5 minutes )

Teacher - d i r e c t e d p r a c t i c e Limitat ion: of a c t i v i t i e s from pre- -. Can you f l o a t while holding vious lesson. onto a f l u t t e r board? Indiv idual and/or p a r t n e r - Hold t h e board i n some work covering buoyancy. o ther way and be on a d i f f e r e n t

p a r t of your body while you're f l o a t i n g , - Can you f l o a t i n a shape t h a t looks l i k e a l e t t e r ? P a r t n e r t r y t o guess what l e t t e r it is.

Activi ty and Class Suggested ~ e t h o d k and Possible Commands Organization ,

L

MOVEMENT- TRAINING (10 - 12-minut e s )

1, Propulsion ' Limitation: Children working ind iv idua l ly - How f a r can you @ide on your on a c t i v i t i e s designed t p front?...on your back? propel shapes through t h e - Can you g l i d e i n a long narrow water with t h e rms, l egs , shape on your front?. , ,on your o r both the s and- l e g s k back?

Lu- -- --- --

simltane y;-S.t;re~Sl- - -Rt i i -far c &n -you gcF u s xng your p a r t i c u l s t roke form only arms and l e g s t o he lp you? Try a f t e r chi ldren have had suf- t o beat your own record each f i c i e n t experience i n the time. water ., - Holding onto' a'hoop o r f l u t t e r

- 'I - - -

- - - - - - - - board show -diT•’erent ways of - ---

moving your legs,, ,your arms, - Make any shape and then t r y t o make it move through the water by using 'your hands,,, your legs, . ,both your hands and

' legs,.. .with your. f a c e f ace out,..of t h e w a t -

. 2. Deep Water Work Limitat ion : - Hold onto t h e edge Individual , pa r tner , o r $mall group p rac t i ce pool,,.the ladder, . .r around corner of deep pole,, ,hoop he& d- by @r&ner ly- end. i i n g down on deck,..and make a Ac t iv i t i e s t o include shape l i k e a ball . . ,pencil . , ,

/

a s s i s t e d and unass is ted star,,.corkscrew...on your f l oa t ing , f ron t , . ,on your back. - How long can you f l o a t each

pos i t ion? -,Which shape ean you f l o a t ?or the longes t? - Can you f l o a t while holding

'i/ on with only one- hand? ' . '-', . - See i f you can f l o a t a shape .

and then l e t go aqd still f l oa t . ~ry' t o f lo& longer t h e second tfrne,

-- - - - -

FINAL A C T N I T B S (10 - 15 minutes). ,

Games, competitions, o r f u r t h e r a c t i v i t i e s r e l a t i n g t o propulsion,

A c t i v i t y and Class Suggested Methods and Poss ib le Organizat ion Commands

A c t i v i t i e s involving in - d i v i d u a l , p a r t n e r , and group work, * H i l l D i l l (Tag game) Children s tand i n a l i n e f a c i n g ??itn and t r y t o g e t p a s t him t o second l i n e without being tagged, *Crusts and crumbs ( t a g game) - c h i l d r e n s tand- back t o back i n two l i n e s f o u r f e e t a p a r t , one l i n e t h e "crus ts t t - t h e o t h e r t h e "crumbsv. I n s t r u c t o r c a l l s out e i t h e r one who then t r i e s t o t a g h i s p a r t n e r i n t h e o t h e r l i n e before he reaches t h e s a f e t y zone,

I

Direct : *The person cannot t a g you while you a r e swimming, You cannot s t a r t u n t i l he says l t H i l l D i l l come over t h e h i l l , o r e l s e 1'11 catch you s tand- i n g still , '? Etc. *You cannot t a g your p a r t n e r while he i s swimming, If you're tagged, you switch l i n e s with your pa r tne r , Remember t h e name of the l i n e you're in . Etc,

Lesson jQ

Topic :

Approach :

Theme :

Mater ia l s :

Swimming - Grade Three Pre-Beginners

Movement Education

Propulsion; Deep Water Work

Hoops, f l u t t e r b o a r d s , pole

Re la t ionsh ip - t o Previous Lesson:

Continues and extends propulsion and deep water work.

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

FREE T I N 3 (1 - 3 minutes)

I n d i v i d u a l p r a c t i c e of I n d i r e c t : s k i l l s l ea rned s o far. - Work by yourse l f i n t h e Ind iv idua l a c t i v i t i e s shallow water , p r a c t i c i n g any- wi th o r wi thout equipment. t h i n g you've learned .

INTRODUCTORY ACTIVITIES (3 - 5 minutes)

Teacher-directed a c t i v i t i e s r e l a t i n g t o propulsion s k i l l s previous ly covered. Ind iv idua l and/or p a r t n e r work wi th a c t i v i t i e s t o inc lude g l i d i n g on f r o n t and back and p r o p e l l i n g va r ious

Limi ta t ion: - P u l l your p a r t n e r i n a round ... wide ... long, narrow... twisted. . .shape. Which is the e a s i e s t ? - How many g l i d e s w i l l it take you t o reach t h e second black l i n e ? Try t o do it i n one l e s s t h e second time. - Show me two d i f f e r e n t ways of moving your legs...your arms... while on your front...back.

A c t i v i t y and Class Organizat ion

113

Suggested Methods and Poss ib le Commands

MOVENEIJT TRAIRIMG ( 8 - 1 0 minutes )

1, Propulsion Organizat ion and a c t i v i t i e s a s before , This l e s son simply ex- tends t h e work of the previous one,

2, Deep Water Work Organization as before. A c t i v i t i e s t o inc lude g l i d i n g and arm and l e g ~ c % i n n , Work ing i n corner of pool o r a long edge, c h i l d pushes o f f and t r a v e l s the s h o r t d i s t a n c e t o t h e o t h e r s i d e o r t o t h e i n s t r u c t o r ' s pole. Distance t r a v e l l e d w i l l be s t e a d i l y increased.

L imi ta t ion : - Hake a f l o a t with your stomach ... back..,facing t h e c e i l i n g and then make it move by k icking your legs,.,moving your arms,.. moving your arms and l e g s a t t h e same time, - What o t h e r ways can you f i n d of moving your i e g s . . .arms. . , l e g s and arms a t the same t ime? - Try t o move your body while changing p o s i t i o n from f r o n t t o back and back t o f r o n t . - Can you move your arms and l e g s i n t h e same way?...in d i f - f e r e n t ways ? Limita t ion: - Push o f f from t h e s i d e of the pool and g l i d e on our stomach ( f a c e i n . f a c e out i t o t h e o t h e r s i d e (i--.i-he nnlo y--.--, \ r - This t ime, k ick your legs. . . move your arms and k ick your l e g s a t t h e same time, - Try t o t a k e one,. ,two . . . brea th ( s ) a s you s w i m , - Use a f l u t t e r b o a r d t o p r a c t i c e ,

FINAL ACTIVITIES (15 - 20 minutes)

Games, competi t ions, o r f u r t h e r a c t i v i t i e s r e - l a t i n g t o themes of lesson. Children working ind iv idua l - l y , wi th a p a r t n e r , o r i n groups a s it b e s t s u i t s t h e a c t i v i t y ,

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

- Jumps i n t o deep water Di rec t and l i m i t a t i o n : holding onto t h e pole. - Hold onto t h e pole u n t i l

y o u r r e above water aga in , then t a k e a brea th and back t o t h e edge.

+Swim under p a r t n e r s ::Can you s w i m under your l e g s o r through hoop p a r t n e r s legs? . . .through t h e he ld under water hoop? (shallow end ) . How can you do it? +Swim under water Wee i f you can s w i m under

water. <

Lesson &

Topic :

Approach :

Theme :

Mater ia l s :

Swimming - Grade Three Pre-Beginners

Movement Education

Propulsion; Deep Water Work

Five c l o t h s t r i p s , pole

Rela t ionship - t o Previous Lesson:

Develops s t i l l f u r t h e r propulsion and deep water work,

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

FREE TINE (1 - 3 minutes )

Indiv idual p r a c t i c e of s k i l l s I n d i r e c t : learned t o da te . - Let me s e e some of t h e t h i n g s Children allowed t o work on you can do i n t h e water . t h e i r own and a c t i v i t i e s of t h e i r own choosing.

INTRODUCTORY ACTIVITIES (3 - 5 minutes)

Teacher-directed p r a c t i c e Limi ta t ion: of propulsion s k i l l s from - Show me 2 d i f f e r e n t ways of previous 2 lessons . k icking your legs. . .moving your Ind iv idua l work w i t h arms..,while on your back..,on a c t i v i t i e s t o emphasize your stomach, arm, l e g , and combined - With which kick,..arm a c t i o n arm and l e g ac t ion . ... can you go t h e f a r t h e s t ? - Make a f l o a t on your s i d e

and t r y t o move it by k icking your legs...moving your arms.., doing both.

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

- Can you move your hands while on your back.. .stomach,. .so t h a t t h e y s t a y below t h e su r - f a c e of t h e water?,..so t h a t t h e y come out of t h e water some t ime?

MOVEMENT T R A I N I N G (8 - 1 0 minutes)

1, Propulsion L imi ta t ion : (shal low water ) - While on your stomach, can Organization and a c t i v i t i e s you move your arms s o t h a t as i n l e s sons 6 and 7. your elbow po in t s t o t h e c e i l - This l e s son cont inues t h e i n g when you l i f t it out of work begun i n t h e previous t h e water? 2 lessons by g iv ing a t t e n t i o n - Can you t u r n your head t o t o t h e refinement of var ious t h e s i d e , p u t t i n g your e a r i n swiming s t rokes such a s t h e water , t o t ake your brea th? crawl, s i d e , elementary back, - Try t o l e t your knees bend e t c . s l i g h t l y when you kick. - Etc. , e t c . 2, Propulsion . . Limita t ion: -A-A . . (deep w a t e r ) - Bow far can you s w i m a l o n g Organizat ion as before. A s t h e s i d e of t h e pool without s k i l l and confidence develop, s topping? l a r g e r numbers of ch i ld ren - Try t o use some of the can be i n the water a t one s t r o k e s we've j u s t been time. A c t i v i t i e s t o focus p r a c t i c i n g i n the shallow water. on propulsion techniques - Which is your b e s t s t r o k e ? a l r eady l ea rned i n shallow - Can yau begin swimming on your water . back and t h e n r o l l over onto

your stomach and keep going? - Show me how you can t u r n a corner.. . tu rn r i g h t around.

FINAL A C T I V I T Y (15 - 20 minutes)

Games, competi t ions, o r f u r t h e r a c t i v i t i e s r e l a t i n g t o themes of l e s son ,

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

Children working a s before by themselves, wi th a p a r t n e r , o r a s a group. Limi ta t ion and Direct : - Jumping i n t o deep water - Jump i n t o t h e water hold ing

onto t h e pole , s u r f a c e , l e v e l of f , and s w i m . Can you go f u r t h e r next t ime? - Jump i n t o t h e corner of t h e deep end t h e pole , - Can .you head does

Watch a t i g e r by t h e Whe only

- without us ing

jump i n so t h a t your not go under? t ime you can ca tch -

t a i l a t i g e r by t h e t a i l i s when One p a r t n e r tucks t h e end he is s tanding on t h e bottom, of a f o o t long p iece of s o s w i m t o prevent being c l o t h i n t o h i s t runks and caught. t r i e s t o prevent h i s p a r t n e r from g e t t i n g it, *Swim ac ross the pool :::How many t imes d i d you touch (shallow wate r ) bottom while swimling a c r o s s

t h e pool?

Topic :

Approach :

Theme :

Mater ia l s :

Lesson &

Swimming - Grade Three Pre-Beginners

Movement Education

Deep Water Work

hoops

Rela t ionship - t o Previous Lesson:

Adds t r e a d i n g t o deep water s k i l l s a l r e a d y learned.

A c t i v i t y and Class Suggested Nethods and Poss ib le Organizat ion Commands

FREE TIDE (1 - 3 minutes) -

Independent p r a c t i c e of ~ n c i i r e c t : water s k i l l s , - P r a c t i c e some of t h e t h i n g s Children work i n d i v i d u a l l y you've l ea rned s o far. on whatever a c t i v i t i e s they choose,

INTRODUCTORY ACTIVITIES ( 3 - 5 minutes)

Teacher-directed p r a c t i c e of propuls ion s k i l l s . Ind iv idua l o r p a r t n e r work. A c t i v i t i e s t o focus on r e f i n i n g t h e va r ious swimming s t r o k e s the ch i ld ren have developed,

Limi ta t ions : - Show ne how you can s w i m on your stomach.,.on your back,.. us ing your arms and l e g s both. - This time t r y not t o s p l a s h as Qou s w i m , - Can you brea the a s you swim? Try it.

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

I4OVEIENT T R A I N I N G (8 - 1 0 minutes)

Deep Water Vork Limi ta t ion: Children working i n d i v i d u a l l y - Jump i n t o t h e water , s u r f ace, wi th i n s t r u c t o r o r wi th and then t r y t o s w i m with your p a r t n e r i n corner o r a long head out of t h e water and s t a y s i d e of pool. i n one spo t , A c t i v i t i e s t o focus on juip- - Can you s w i m i n p lace . . . f loa t ing i n t o t h e water (wi th and ... i n s i d e a hoop he ld by your without po le ) and keeping a f l o a t p a r t n e r ? - t r e a d , s w i m i n p lace , e tc . - How long can you s t a y up?

Can you make it a longer time each time you t r y i t ? - Can you jump i n t o t h e water , come up i n s i d e your hoop and t r e a d water i n s i d e i t ?

FINAL A C T I V I T Y (15 - 20 minutes)

Games, c o n t e s t s , and f u r t h e r a c t i v i t i e s r e l a t i n g t o theme. Ind iv idua l and p a r t n e r work i n t h e deep end. A c t i v i t i e s t o inc lude "ducking undern, t u r n i n g corners , and more work on s t r o k e s and e n t e r i n g t h e water ,

Limi ta t ion: - Can you t a k e a b rea th , duck under t h e hoop he ld by your p a r t n e r on t o p of t h e water , and come up i n s i d e ? - Can you g e t out of it i n t h e same way? - Can you s w i m around a hoop h e l d by your p a r t n e r on t h e su r face of t h e water? - Can you do it i n t h e o t h e r d i r e c t i o n ? +How fa r can you jump? Wan you e n t e r t h e water i n a way o t h e r than jumping? *Enter the water and s w i m as f a r a s you can wi th your b e s t s t roke .

Lesson @

Topic : Swimming - Grade Three Pre-Beginners

Approach: Movement Education

Theme : Review of Lessons 1 - 9 o r make-up t ime

Mater ia ls : Those of previous l e s s o n s

Re la t ionsh ip - t o Previous Lessons:

Brings toge the r themes and s k i l l s i n a f i n a l p r a c t i c e ,

PART ONE (15 - 20 minutes )

A c t i v i t i e s i n t h i s p a r t of t h e l e s son should inc lude p r a c t i c e of ind iv idua l s k i l l s and groups of s k i l l s . The at tempt of t h e i n s t r u c t o r , through h i s a s s i s t a n c e and encouragement, w i i i be t o zcoacnir, s t i n u i a t e , and " r e f i n e n the performance of t h e ch i ld ren - j u s t a s he has done i n t h e previous n ine lessons . This l e s s o n w i l l cont inue t o emphasize t h e problem- s o l v i n g approach and provide f o r i n d i v i d u a l d i f f e r e n c e s by o f f e r i n g a wide v a r i e t y of movement t a sks . This is not a p r e - t e s t but a time t o he lp t h e c h i l d consol ida te simple s k i l l s i n t h e water.

PART TWO (10 - 15 minutes)

This p a r t of the l e s son w i l l c e n t e r around games, con tes t s , and/or work with equipment with t h e i n t e n t being t o o f f e r a v a r i e t y of a c t i v i t i e s i n which the c h i l d can f u r t h e r put h i s newly-acquired s k i l l s t o p r a c t i c e . Teacher o r s tudent - d i r e c t e d a c t i v i t i e s can be used,

APPENDIX B

L E S S O N PLANS

FOR I

T R A D I T I O N A L APPROACH

A T r a d i t i o n a l Lesson Plan *: - - I n s t r u c t o r Lesson

Level Class #

Reference

Equipment

Visual Aid

In t roduc to ry A c t i v i t i e s

In t roductory a c t i v i t i e s may inc lude a warm-up d r i l l , land d r i l l , water s a f e t y s k i l l s , o r on t h e odd occasion, a f r e e s w i m , The warm-up period is not wholly a , condi t ioning pra.ct ice b u t i s a l s o of value i n preparing t h e pup i l f o r t h e water and f o r f u r t h e r s k i l l s , Water s a f e t y i tems may a l s o be taught a t t h i s time,

New S k i l l S t roke - This is t h e important p a r t of t h e

plan. The explanat ion, demonstration, and . p r a c t i c e of t h e s t roke o r s k i l l occurs a t t h i s t ime, A s h o r t review of t h e pre- vious days work may a l s o be included here ,

The i n s t r u c t o r should have h i s l e s son w e l l prepared so t h a t h i s ex- *

p lana t ions and demonstrations a r e c l e a r and concise,

Taperin6 - O f f A c t i v i t i e s

Formation

This per iod of time may be used f o r r e c r e a t i o n a l games and r e l a y s , water : s a f e t y i tems, infornial competit ion, s t u n t s , . o r f r e e s w i m , It should be meaningful

a c t i v i t y t h a t is provided. . The pup i l s should be c a l l e d out .

of the water while t h e y a r e s t i l l happi ly a c t i v e and t h e c l a s s per iod should end on time. .

JI ?'

Canadian Red Cross Socie ty , Water S a f e t y Service . I n s t r u c t o r s t -- Guide and Reference. Chap. 2, pp. 7, 15.

T r a d i t i o n a l Approach

Lesson Progression, S k i l l s , - and St rokes

Lesson #1 - Enter ing t h e Water Pu t t ing Face i n Water Bobbing and Breathing

Lesson #2 - Opening Eyes Under Water Front Tow Recovery from Front

Lesson #3 - Front F l o a t Front Glide J e l l y - f i s h F l o a t

Lesson #4 - Back Tow Recovery from Back Back F l o a t ( i n t r o d u c t i o n )

Lesson if5 - Back F loa t Back Glide

Lesson #6 - Front Glide and F l u t t e r Kick Back Glide and F l u t t e r Kick In t roduc t ion t o Deep Water

Lesson #7 - Dog Paddle (human s t roke ) S t r a i g h t A r m Crawl Back Glide with Finning and F l u t t e r Kick

Lesson #8 - Turning Around i n t h e Water R o l l i n g Over - Front t o Back Rol l ing Over - Back t o Front

Lesson #9 - Jump In to Deep Water Treading Water

Lesson #10 - Review

Lesson

Topic : Swimming - Grade Three Pre-Beginners

Approach: T r a d i t i o n a l

S k i l l s : Enter ing t h e water ; Pu t t ing f a c e s i n water ; Bobbing and brea th ing ,

N a t e r i a l s : None

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

INTRODUCTORY ACTIVITIES (3 - 5 minutes)

Welcome, a t tendance, Af te r welcoming t h e ch i ld ren important r u l e s of pool, and t ak ing at tendance, d i scuss r o u t i n e s , e tc . b r i e f l y some of t h e procedures Children s i t t i n g i n semi- t h a t w i l l be followed. c i r c l e i n f r o n t of in- s t r u c t o r on pool deck.

NEW SKILLS AND STROKES (12 - 15 minutes)

1. Enter ing t h e water Direc t : Proceed cau t ious ly so as - Everyone s i t on t h e edge of n o t t o f r i g h t e n ch i ld ren ; t h e pool with your f e e t dangl ing keep a c t i v i t i e s simple; use i n t h e water. *funn a c t i v i t i e s . - Scoop up some water i n your

hand and rub it on t h e back of your neck, on your ches t over your h e a r t , and on your face . W i c k your l e g s i n a f l u t t e r k ick ac t ion . Ijlake t h e water r e a l l y bubble and b o i l , - Now holding onto t h e edge of t h e pool wi th both hands, lower yourself i n t o t h e water u n t i l you ' re s tanding with both f e e t on t h e bottom.

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

2. P u t t i n g Face i n Water and Submerging Children s tanding i n semi- c i r c l e i n water f a c i n g pool edge. Begin by submerging p a r t of t h e f a c e i n hands f u l l of water and proceed t o submerging t h e whole head f o r varying l e n g t h s of t ime; encourage and p r a i s e those who succeed; some c h i l d r e n may p r e f e r t o work i n p a i r s .

3 . Bobbing and Breathing Children holding onto pool edge i n t h e water f a c i n g t h e i n s t r u c t o r on t h e deck.

- Walk over t o t h e black l i n e on t h e bottom of t h e pool t h e r e and t u r n around t o f a c e me. When I say ' g o t , s e e who can be t h e f i r s t back t o t h e edge of t h e pool. '*Mary's t h e leader . Everybody fo l low h e r ( l i k e a b i g l o n g snake) as she moves around i n t h e water. D i rec t : - Cup your hands t o g e t h e r , f i l l t h e n up with water , and t h e n simply p lace your f a c e i n it. - Bend a t your knees, and lower your body u n t i l your shoulders a r e under water . . .unt i l h a l f your head is under.. . u n t i l your whole head i s under. Now t h i s t ime, s e e if you can keep your whole head under f o r a longer per iod of time. =;Take a b i g b rea th , 91-1-t your hands on your l e g s , and then s l i d e them down u n t i l your f a c e i s i n t h e water and you a r e touching your toes . Do it again and t h i s t ime s t a y under f o r a longer per iod of time. *Hold your p a r t n e r ' s hands and one person submerge whi le t h e o t h e r watches. Take tu rns . *;All j o i n hands i n a b i g c i r c l e and s i n g as you walk around t o t h e l e f t : llRing Around t h e Rosey, Pockets F u l l of Poseys, etc.lT Di rec t : - Take a b i g b rea th , bend your knees u n t i l you ' re r i g h t under t h e water , and then blow ou t your b rea th t o make n ice , b i g bubbles.

A c t i v i t y and Class Organization

Suggested I~Iethods and Poss ib le Commands

Review brea th holding ; p r a c t i c e a c t i o n on l and f i r s t ; i n ches t deep water , a t tempt t o es- t a b l i s h rhythm; u s e p a r t n e r a c t i v i t i e s .

Move c h i l d r e n one l a r g e s t e p backward away from edge s o t h e y cannot touch pool wal l .

- This time, s e e i f you can do it two t imes without s topping. Remember now, blow ou t a l l your b rea th under water , only one b r e a t h when you come up, and t h e n r i g h t back down again. Now t r y it t h r e e t imes , f o u r t imes, f i v e t imes. - Let ' s t r y it again wi thout holding onto t h e pool edge. Make it smooth now. Lots of bubbles. *Now l e t ' s t r y t h e same t h i n g i n chest-deep water. Do e x a c t l y t h e sane t h i n g s as you d i d before. *Join hands with a par tner . One a t a t ime, go down and blow o u t your b r e a t h and then when you come up, your p a r t n e r must go down. L e t ' s s e e which group is the bes t .

TAPERIIIG OFF A C T I V I T Y ( 5 - LO minutes)

Game - Tag

*Tag V a r i a t i o n s

Direc t : - Let ' s f i n i s h wi th a game of tag . "John's Itv. A s soon as you're touched, you 're "It". Ready? Go1 Limi ta t ion: V h i s t ime, . . .

Lesson &

Topic :

Approach:

S k i l l s :

Mater ia l s :

Swiming - Grade Three Pre-Beginners

T r a d i t i o n a l

Opening Eyes Under Water; Front Tow; Recovery from Front

None

Re la t ionsh ip - t o Previous Lesson:

Continues progress ion begun i n f i r s t lesson.

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands - - -- - - - - -

IlJTRODUCTORY ACTIVITIES (3 - 5 minutes)

Review s k i l l s from Lesson #1 Enter ing t h e water ; p u t t i n g f a c e i n water and submerging; bobbing and breathing.

Di rec t : - S i t down on t h e edge of t h e pool l i k e we d id l a s t time and l e t ne s e e you k ick our f e e t . (Refer t o Lesson #1, 7

1JE;U SKILLS MJD STROKES (12 - 1. Opening eyes under water Children i n s t r a i g h t l i n e o r c i r c l e formation i n t h e water. Break t h e s k i l l down i n t o small s t e p s , guard a g a i n s t rubbing t h e eyes ; in t roduce o b j e c t s t o pick up, maintain f u n element.

15 minutes)

Direc t : - Cup your hands j u s t below t h e s u r f a c e of t h e water , p lace your f a c e i n them, and open your eyes. When you come up, run your hands smar t ly over your f a c e but do not rub your eyes. - This t ime, wi thout us ing your hands, bend a t t h e wa i s t and p lace your f a c e i n t h e water r i g h t up t o your e a r s and open your eyes.

A c t i v i t y and Class Suggested Methods and Poss ib le Organizat ion Commands

2. Front Tow Double s t r a i g h t l i n e us ing p a r t n e r system. Face may be kept out of water a t f irst ; gradua l ly inc rease d i s - t a n c e ; encourage p lac ing f a c e i n water f o r b e t t e r body pos i t ion . Demonstrate wi th a member of t h e c l a s s .

3 . Recovery from Front Double s t r a i g h t l i n e using p a r t n e r system. Break t h e s k i l l i n t o smal l s t e p s , teaching and p r a c t i c i n g each s t e p ; have p a r t n e r s tand by t o a s s i s t and observe; p r a c t i c e i n c h e s t o r w a i s t deep water. Demon- s t r a t e while c h i l d r e n watch,

YfiSearch f o r pennies. *Search f o r co lored ob jec t s . D i rec t : - Hold onto your p a r t n e r t s hands and p u l l him a s h o r t d i s t a n c e through t h e water. Let your f e e t come o f f t h e bottom s o you a r e on your stomach, - Now change with your pa r tne r . - This time, see if you can p lace your f a c e i n t h e water as you a r e being pul led , - One l a s t t r y and t h i s time s e e i f you can go f u r t h e r than you d i d l a s t time. Direc t : - Try t o s tand up from t h e prone pos i t ion . You must l i f t up your head, touch your knees t o your c h e s t , and sweep your hands back t o your ches t - a l l a t t h e sane t ime - t hen s t r a i g h t e n your l egs . Try it w i t h your p a r t n e r now. - Keep t r y i n g it u n t i l you can do it smoothly and e a s i l y .

TAPERING OFF ACTIVITIES ( 5 - 10 minutes)

Games Di rec t : *Keep Away - Let ' s p l a y a game t o f i n i s h *London Bridge Is F a l l i n g o f f t h i s lesson.. . Down $Bobbing Contest

Lesson &

Topic :

Approach :

S k i l l s :

Ida ter ia l s :

Swiming - Grade Three Pre-Beginners

T r a d i t i o n a l

Front F loa t ; Front Glide; J e l l y - f i s h F l o a t

S tou t rope, f l u t t e r boards, water wings

Re la t ionsh ip - t o Previous Lesson:

Continues f r o n t s k i l l s and a c t i v i t i e s from previous lessons .

A c t i v i t y and Class Organizat ion

Suggested Methods and Poss ib le Commands

INTRODUCTORY A C T I V I T I E S (3 - 5 minutes)

T?eyicw a l l s k i l l s l e ~ - n e < * b

i n Lesson #2. Opening eyes under water ; f r o n t tow; recovery from f r o n t .

n - u l r e c t : - Bend a t t h e t r a i s t , p lace your f a c e i n t h e water , and open your eyes. How many can s e e t h e i r t o e s ? e t c . (Refer t o Lesson #2. )

NEI'J SKILLS A1.D STROKES (12 - 15 minutes)

1. Front f l o a t Children along pool edge i n i t i a l l y , then douSle s t r a i g h t - l i n e us ing p a r t - n e r system i n deeper water. Begin w i t h shallow water f l o a t wi th hands on bottom o r edge; teach t h e c h i l d t o r e l a x and hold h i s b rea th ; maintain p o s i t i o n

Direc t : - Hold onto the edge of t h e pool and s t r e t c h your l e g s o u t behind you, l e t your body f l o a t ,

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

as long as poss ib le . - Now t r y it wi th your f a c e i n Demonstrate wi th s tuden t t h e water. a s par tner .

2. Front g l i d e Double s t r a i g h t l i n e using p a r t n e r system i n ches t deep water. Emphasize crouch p r i o r t o push-off t o e s t a b l i s h g l i d e position and prc- vent s lnklng; a t t e n t i o n t o head p o s i t i o n i s i m - p o r t a n t , a l s o ; g l i d e s h o r t d is tance . Demonstrate, showing long g l ide .

- Everybody ge t a p a r t n e r and move out t o t h e black l i n e the re . - I want you t o h e l p your pa r t - n e r t o f l o a t on h i s stomach by hold ing him l i k e t h i s (demon- s t r a t i o n ) and then g radua l ly t a k e your hands away. S t a y c l o s e t o h e l p him up i f he needs it. - The o t h e r person t r y it now. - See how long you can f l o a t before you have t o come up f o r a i r . Make it longer every time . Direc t : - Watch c l o s e l y while I demonstrate. - Now, a l l t h e #its, place your f e e t t o g e t h e r and crouch u n t i l t h e water is j u s t over your t.he.,l PI..".- O A l W U I U C A 3 . - Extend your ams over your head, take a b i g brea th , p lace your f a c e i n t h e water , ,and push-off g l i d i n g t o your pa r t - ner. - Okay, #2's ready! Go$ - Spread f u r t h e r a p a r t t h i s time. #its ready again! Go! - #2 s, your t u r n . Gol

3 . J e l l y - f i s h f l o a t Double s t r a i g h t l i n e using p a r t n e r system i n ches t deep water. Direc t : S t r e s s holding t h e breath. - Feet shoulder width a p a r t . Avoid jumping i n t o Take a deep brea th and then p o s i t i o n , b r i ~ g i n g f e e t up s l i d e your hands down your l e g s t o hands with head above and g rasp your ankles . Keep s u r f a c e , keeping head up, t h e l e g s s t r a i g h t and don ' t f a l l and pushing o f f bottom. forward o r backward.

A c t i v i t y and Class Suggested FJlethods and Poss ib le Organization Comands

Continue p r a c t i c e u n t i l A s your f e e t cone o f f t h e p o s i t i o n can be he ld f o r bottom, your back w i l l come out extended per iod of t ime, of t h e water. Denonstrate, showing - Par tne r s , make su re you he lp p a r t n e r ' s job p r i o r t o them back t o t h e i r f e e t , p r a c t i c e , - A l l t h e # l f s first, - Now t h e #2's. - Keep p r a c t i c i n g now u n t i l you

can r e a l l y hold it f o r a long t ime,

TAPERING OFF ACTIVITIES ( 5 - 10 minutes)

Game s +Float ing Competition +Gliding Competition Wug 0 ' War

Direc t : - Let ' s p lay a game t o f i n i s h of f , . .

Lesson &

Topic :

Approach :

S k i l l s :

Swimming - Grade Three Pre-Beginners

T r a d i t i o n a l

Back Tow; Recovery from Back; Back F l o a t ( i n t r o d u c t i o n )

2 b a l l s

Re la t ionsh ip - t o Previous Lesson:

Continues f l o a t i n g progress ions begun i n Lesson #3.

A c t i v i t y and Class Organization

Suggested Eethods and Poss ib le Commands

INTRODUCTORY ACTJXITIES (3 - 5 minutes)

Review s k i l l s l ea rned i n Direc t : Lesson #3 Everybody g e t your p a r t n e r and Front f l o a t ; f r o n t g l i d e ; p r a c t i c e f l o a t i n g on your j e l ly - f i s h f l o a t , stomach, e t c .

( r e f e r t o Lesson $3)

hTEl;r SKILLS AICD STROIiES (12 - 1 5 minutes )

1. Back Tow Direc t : Children i n double l i n e u s i n g - Stand behind your p a r t n e r , t h e p a r t n e r sys tem. both f a c i n g me. Demonstrate t h e s k i l l ; A l l t he people i n f r o n t bend ch i ld ren work with p a r t n e r your knees and l ean back. t ak ing t u r n s p u l l i n g each P a r t n e r s , p lace one hand o t h e r ; c o r r e c t t h e f l o a t e r ' s under t h e i r shoulders and p o s i t i o n on t h e back; do no t one hand under t h e i r head. l e t p a r t n e r s provide t o o P u l l them g e n t l y through t h e much suppor t ; c o r r e c t common water. e r r o r s a s they occur. - Change and l e t the o t h e r

person t r y it.

A c t i v i t y and Class Organization

Suggested Nethods and Poss ib le Commands

2. Recovery from Back Double s t r a i g h t l i n e us ing p a r t n e r system. Break the s k i l l i n t o small s t e p s , teaching and p r a c t i c i n g one p a r t a t a t ime; have p a r t n e r s t and by t o assist and observe; p r a c t i c e i n w a i s t t o ches t deep -water . Explain and demonstrate t h e s k i l l be- f o r e beginning p r a c t i c e . Correct p r a c t i c e as necessary. 3 . Back F l o a t Children along edge of pool i n i t i a l l y , then double s t r a i g h t l i n e us ing p a r t n e r system. Review shallow water f l nat.ing 7,rith hands cz - --- ---*

pool edge; s t r e s s holding t h e b rea th , keeping h ips up, head w e l l back, hands a t s i d e f o r balance. Explain and demonstrate t h e s k i l l before c h i l d r e n begin. Correct p r a c t i c e a s necessary.

- Keep p r a c t i c i n g it u n t i l you can a l l do it. - To s tand up from the back f l o a t p o s i t i o n , l i f t your head, draw your knees up t o your ches t , and use your hands t o balance o r push ( a l l t h i s done a t the same t i m e ) t h e n s t r a i g h t e n your l egs . - A l l t h e number 1's t r y it f i rs t . - Now t h e number 2 ' s t r y it. - Keep p r a c t i c i n g u n t i l you can do it e a s i l y a l l by yourse l f .

D i rec t : - Hold' onto edge of pool and l e t your l e g s f l o a t up t o t h e t o b of t h e water. - Everybody g e t a p a r t n e r and move out t o t h e black l i n e . .- - - Yeutrc g ~ i n g tc help yo-= ~ a r t n e r f l o a t on h i s back bv helping him l i k e t h i s

. (demonstrate ) . Remember, don ' t hold your p a r t n e r up, j u s t h e l p him. - Alr igh t , f irst group t r y it. - Now t h e o t h e r group. - Keep t r y i n g it u n t i l you can do it e a s i l y toge the r ,

TAPERIRG OFF ACTIVITIES (5 - 1 0 minutes)

Games Direc t : *Ball r e l a y - two s t r a i g h t %:Line up i n two l i n e s , t h e l i n e s , b a l l passed over person i n f r o n t has t h e b a l l , head t o person behind, l a s t ... e t c . person runs it up t o t h e f r o n t , continue u n t i l t h e f i r s t person is back i n f r o n t . +Var ia t ion of above - pass '::as above b a l l under l e g s , e t c .

Lesson &

Topic : Swimming - Grade Three Pre-Beginners

Approach: T r a d i t i o n a l

S k i l l s : Back f l o a t ; Back g l i d e ,

Mater ia ls : 1 b a l l and hoop

Rela t ionship Previous Lesson:

Continues back f l o a t a c t i v i t i e s begun i n previous lesson.

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

INTRODUCTORY ACTIVITIES (3 - 5 minutes)

Review of a c t i v i t i e s on Direc t : back from previous Everybody g e t a p a r t n e r and g e t lesson. ready t o p r a c t i c e t h e back tow. Double l i n e us ing Remember the t h i n g s we d i d l a s t p a r t n e r system. time.. . ( r e f e r t o Lesson #4) , Back tow and recovery from back,

NEW SKILLS AND STROKES (12 - 1 5 minutes)

1. Back F l o a t Direc t : (cont inued from Lesson #4) - Now, l e t ' s t r y it without your Double s t r a i g h t l i n e p a r t n e r he lp ing you. A s soon as us ing p a r t n e r system. your p a r t n e r is on h i s back, Review p a r t n e r - slowly t ake away your hands and a s s i s t e d a c t i v i t i e s of l a s t l e t him f l o a t by himself. lesson. Then, g radua l ly S tay c l o s e by t o h e l p him if remove support u n t i l c h i l d needed, though. is f l o a t i n g by himself. - F i r s t group ready? Try it Re-emphasize important now poin ts . Demonstrate and - Now t h e o t h e r group. c o r r e c t performance a s needed.

A c t i v i t y and Class Organization

Suggested 14ethod s and Poss ib le Comands

2. Back Glide Double l i n e us ing t h e p a r t n e r sys ten. Can be done by pushing off s i d e of pool o r s t and ing on bottom; s t r e s s keeping t h e head w e l l back, h i p s up, and f i l l i n g t h e lungs wi th a i r t o mainta in body p o s i t i o n and keep t h e f a c e above t h e water ; g radua l ly in - c rease length of g l ide . Explain, demonstrate, p r a c t i c e , and c o r r e c t .

- Keep p r a c t i c i n g it u n t i l you can s t a y a f l o a t by yourse l f f o r a long time. Di rec t : - Place your f e e t t o g e t h e r , crouch dotm s o your shoulders a r e j u s t beneath t h e water , t ake a brea th and hold it, r e s t back i n t o t h e water and push of f , g l i d i n g t o your par tner . The hands remain a t t h e s ide . Watch as I demonstrate. - Now, t h e f irst group t r y it. See if you can make it t o your pa r tne r . - Change and o t h e r t r y t h e same t h i n g . - This t i n e , move f a r t h e r a p a r t s o you have t o g l i d e f u r t h e r .

1

TAPERIIJG OFF ACTIVITIES ( 5 - 1 0 minutes)

Games :::Pig i n t h e Kiddle

W a t e r Basketba l l

Direct : ::'Form a c i r c l e , John 's i n the middle. Pass t h e b a l l and t r y t o keep it away from John, etc.. . . ';:Each team t r y t o put t h e b a l l i n t o t h e o t h e r team's hoop, etc... .

Lesson #6

Topic :

Approach :

S k i l l s :

Mater ia ls :

Swimming - Grade Three Pre-Beginners

T r a d i t i o n a l

Front g l i d e and f l u t t e r 'k ick; Back g l i d e and f l u t t e r kick, In t roduc t ion t o Deep 17ater

1 0 f l u t t e r b o a r d s

Re la t ionsh ip - t o Previous Lesson:

Addition of propulsion t o f r o n t and back s k i l l s previous ly learned ,

A c t i v i t y and Class Organizat ion

Suggested I4ethods and Poss ib le Commands

INTR03UCTORY ACTIVITIES (3 - 5 minutes)

Review Lesson #5 Di rec t : Work with p a r t n e r a s i n - Take t u r n s p r a c t i c i n g previous lesson. pushing o f f from s i d e and Back f l o a t and back g l i d i n g t o your par tner . In- g l i d e , c rease t h e d i s t a n c e each t ime ,

Etc , , , , ( r e f e r t o Lesson #5).

NEW SKILLS AND STROKES (12 - 1 5 minutes)

1, Front g l i d e with F l u t t e r k ick Ind iv idua l a t f i r s t , then double l i n e us ing pa r tne r s . Use land d r i l l , s i d e of pool, f l u t t e r b o a r d s , and t h e n u n a s s i s t e d pro- g ress ion ; keep a c t i v i t i e s r e l a t i v e l y s h o r t ; a s s i s t ch i ld ren by holding t h e i r

Direc t : - S i t down on t h e deck, r e s t back on your elbows, and p r a c t i c e t h i s a l t e r n a t e up and down l e g a c t i o n , Relax t h e l e g , point t h e t o e , keep it steady. - Everybody i n t o the water now and hold onto t h e s i d e . Do t h e k ick e x a c t l y t h e same a s before.

Act iv i ty and Class Organization

Suggested J,Iethods and Poss ib le Comands

ankles a s needed; keep - This time, hold onto t h e k ick shallow and slow; f l u t t e r b o a r d l i k e t h i s and do expla in , demonstrate, t h e kick. Try t o go f u r t h e r p r a c t i c e , and c o r r e c t each time. throughout. - Now, t r y it on your own,

Remember t o s t r e t c h out arms i n f r o n t and keep your f a c e i n the water. See if you can make it all t h e way t o your p a r t n e r without s topping,

- A s on f r o n t ( see above). 2. Back g l i d e wi th F l u t t e r k ick Teach and p r a c t i c e t h e f l u t t e r kick on t h e back us ing s i m i l a r s t e p s a s on t h e f r o n t . One a t a time us ing p a r t n e r as a s a f e t y f a c t o r .

Direc t : 3. In t roduc t ion t o - ,Take a b i g breath. Deep Uater - Lean forward s l i g h t l y . Begin jumping i n t o ches t - Keep your arms out f o r balance. o r shoulder deep water from a crouch pos i t . ion ; - Try t o go r i g h t under,

have p a r t n e r s t and by t o assist. A s before , ex- p l a i n , demonstrate, and allow a ~ p l e p r a c t i c e time.

TAPERII'TG OFF ACTIVITIES ( 5 - 1 0 minutes )

Gaines Di rec t and l i m i t a t i o n : :::Flutter kick r a c e s - w i t h :::Hold onto t h e f l u t t e r and wi thout f l u t t e r board. as you,.. :::Relay r a c e - on pool deck, :::The f i r s t person w i l l jump i n , g l i d e and f l u t t e r i n , ... kick out and back, then

board

jump

next person. :::Inner tube r a c e s - s i t i n :::See who can be f i r s t t o i n n e r tube and paddle and kick.

Lesson &

Topic :

Approach :

S k i l l s :

Mater ia l s :

Rela t ionship

Swimming - Grade Three Pre-Beginners

T r a d i t i o n a l

Back g l i d e with f inning and f l u t t e r k ick; dog paddle; s t r a i g h t arm crawl,

F lu t t e rboards i f des i red .

Previous Lesson:

Continues propuls ion and begins f r o n t and back s t rokes .

A c t i v i t y and Class Suggested Kethods and Poss ib le Organization Conmands

IKTRODUCTCRY ACTIVITIES (3 - 5 minutes)

Review Lesson #6 Direc t : Work with p a r t n e r a s i n - Spread out along t h e s i d e of previous lesson, t h e pool. Holding onto it with Front g l i d e and f l u t t e r your hands, push o f f , g l i d e on k ick ; back g l i d e with your back, and then s t a r t kick- f l u t t e r k ick; i n t r o d u c t i o n ing. Away you go etc.... t o deep water. ( r e f e r t o Lesson #6 ) . NEW SKILLS AND STROKES (12 - 15 minutes)

1, Back g l i d e with f i n n i n g and f l u t t e r k ick . Double l i n e using ~ a r t n e r s . Begin by conbining l e g s and arms while l y i n g on t h e deck; perform back tow with f i n n i n g and f l u t t e r kick a c t i o n ; perform back g l i d e and p r a c t i c e f i n n i n g and

Direc t : - Lie down on your back on t h e pool deck. Begin a f l u t t e r k ick and then a t the same time move your hands l i k e t h i s (demonstrate) . - Everybody i n t o the water. P r a c t i c e t h a t arm and l e g a c t i o n wi th your p a r t n e r tow- i n g you. Take tu rns . - Now t r y it by yourse l f ,

A c t i v i t y and Class Organiza-tion

Suggested 1-lethods and Poss ib le Commands

f l u t t e r kick ac t ion ; g radua l ly increase d i s t ance . Explain, denionstrate, p r a c t i c e , and c o r r e c t ,

2. Dog paddle (human s t r o k e arm a c t i o n ) . Double l i n e us ing p a r t n e r system. A c t i v i t i e s t o inc lude p r a c t i c e on l and and s t and ing i n +h>?s t deep water before at tempting complete s t r o k e ; s t r e s s should be placed on t h e pushing down and back arm a c t i o n ; keep head i n water i n i n i t i a l s t a g e s ; keep i n i t i a l d i s - t ances shor t . Explain, demonstrate, p r a c t i c e , and c o r r e c t a s before.

3. S t r a i g h t arm crawl ( i n t r o d u c t i o n ) Double s t r a i g h t l i n e . P r a c t i c e arm a c t i o n on pool deck, and then i n

Direc t : - Lie down on your back on the pool deck. Begin a f l u t t e r kick and then a t the same time move your hands l i k e t h i s (demon- s t r a t e ), Keep p r a c t i c i n g it. - Everybody i n t o t h e water. P r a c t i c e t h a t arm and l e g a c t i o n wi th your p a r t n e r , towing you. Take tu rns . - Now t r y it by y o u r s e l f , pushing o f f i n t o a back g l i d e , s t a r t i n g your k ick , and t h e n adding t h e arm ac t ion . Go a s f a r as you can before you s top . - Nove f a r t h e r apa r t . See i f you can make it a l l the way t o your p a r t n e r without stopping. Work hard, Direc t : - Spread out along t h e deck h e r and l e a n over s l i g h t l y fro^ the wais t . Nove your hands i n t h i s (demonstrat ion) a l t e r n a t i n g ac t ion . I n the water , our-hands would s t a y below t h e sur face . - Now l e t s t r y it s tand ing i n t h e water with our f e e t on t h e bottom. Don't f o r g e t t o reach w e l l forward. - P r a c t i c e g l i d i n g on your stomach and t h e n beginning t h e arm ac t ion , - Do it again and t h i s t ime add a f l u t t e r kick. - Keep p r a c t i c i n g and see if you can l i f t your head t o t ake a b r e a t h a s you 're swimming, - Keep your head out of t h e water t h i s time. See how f a r you can go.

Di rec t : - Spread out along t h e deck. Bend over a t t h e wa i s t , extend- i n g your arms out i n f r o n t l i k e

A c t i v i t y and Class Organization

Suggested 1,:ethods and Poss ib le Comands

ches t deep water ; combine wi th f r o n t g l i d e and f l u t t e r k ick ; s t r e s s arms c l e a r i n g t h e water and p u l l i n g and pushing t o t h e r e a r . Keep head down on f i r s t at tempts . Ex- p l a i n and demonstrate. P r a c t i c e and c o r r e c t .

t h i s (demonstrate ) . Now move t h e r i g h t arm i n t h i s manner. See how it w i l l come out of t h e water t h i s time. Now t h e l e f t a r m , now together . - Try it i n t h e water . - Push o f f i n a f r o n t g l i d e , s t a r t moving your arms and then add t h e kick. - Keep p rac t i c ing .

TAPERITJG OFF ACTIVITIES ( 5 - 1 0 minutes)

Games . Direc t : ::Races - dog paddle, $:You must do t h e dog paddle. s t r a i g h t arm crawl, and/or See who w i l l be f i r s t t o ... back s t roke . :::Dodge b a l l ::Form a l a r g e c i r c l e he re i n

t h e shallow water . . .

Lesson fi

Topic :

Approach :

S k i l l s :

Mater ia l s :

Swimming - Grade Three Pre-Beginners

T r a d i t i o n a l

S t r a i g h t arm crawl continued; tu rn ing around; r o l l i n g over.

none

Rela t ionship - t o Previous Lesson:

Add t u r n i n g a c t i v i t i e s to,swimming s t rokes .

A c t i v i t y and Class Suggested fdethods and Poss ib le Organizat ion Commands

IIJTRODUCTORY ACTIVITIES (3 - 5 minutes )

Review Lesson #7 Direc t : Organization a s i n Lesson #7. - See previous l e s s o n f o r Concentrate on back g l i d e commands. with f i n n i n g and f l u t t e r kick and dog paddle.

SKILLS STROKES 15 minutes)

1. S t r a i g h t arm crawl ( con t inua t ion) Double s t r a i g h t l i n e t a k i n g t u r n s . Review previous work; begin proper brea th ing technique ; i n c r e a s e d is tance . Re- expla in and redemonstrate. Continue t o c o r r e c t p r a c t i c e s t r e s s i n g t h e proper way of doing t h e s k i l l .

Di rec t : - Keep your face i n t h e water , bu t a s soon a s you need a b r e a t h , blow out under water , l i f t your head t o g e t some a i r , put your f a c e down and keep going. Watch he re (demon- s t r a t i o n ) . - The f i r s t group t r y it. Now t h e second. - Keep p r a c t i c i n g u n t i l

A c t i v i t y and Class Organization

Suggested Methods and Poss ib le Commands

2. Turning around. Children spread out i n s i n g l e l i n e , A c t i v i t i e s t o inc lude p r a c t i c e on f r o n t a s we l l a s on back, Explain, demonstrate, p r a c t i c e , and c o r r e c t performance.

3. Ro l l ing over. Double l i n e using p a r t n e r system, A c t i v i t i e s t o inc lude f r o n t t o back and back t o f r o n t ; teach and p r a c t i c e one s t e p a t a t i n e , poin t - ing out t h e i sps r tanze of each s t e p ; work wi th a p a r t n e r t o insu re s a f e t y ; begin from g l i d e pos i t ion . Explain, demonstrate, p r a c t i c e , and c o r r e c t as always.

you can go f u r t h e r and f u r t h e r . - Now t r y it with your f ace ou t of t h e water a l l t h e t ime, Go as f a r a s you can. Direc t : - Notice how t h e person t u r n s t h e head and reaches i n t h e d i r e c t i o n he wishes t o go, p u l l i n g t h e body around with t h e a r n s , - S t a r t out i n a dog paddle and t r y it, Remember t h e i m - por tant poin ts . Go! - Now t r y it on your back, Do e x a c t l y t h e same th ings . Go ! Direc t : - Watch how i t t s done (demonstrat ion) , - Remember, g l i d e f i r s t , then t u r n head and reach the arm a c r o s s the stomach. Use your hands t o balance you once over. - F i r s t group t r y it. Now t h e second, - Keep working on it u n t i l you can do it everytime without touching bottom.

TAPERING OFF ACTIVITIES ( 5 - 1 0 minutes)

Games Di rec t : 'Won-Pon-Pullaway - t v o +Porn-Porn-Pullav~zy, i f you don1 t l i n e s f a c i n g each o t h e r , come w e '11 p u l l you away. , . one person is c a l l e d over and t r i e s t o break through oppos i te l i n e , If suc- c e s s f u l , he t akes one person back with him. If no t , he s t a y s i n t h a t l i n e . :::Leap f r o g r a c e - i n ;::Place your hands on your knees, p a r t n e r s , bend over well. . .

Lesson

Topic : Swiming - Grade Three Pre-Beginners

Anproach : T r a d i t i o n a l

S k i l l s : Junp i n t o deep water ; t r ead ing water.

14ater ials : B a l l , f l u t t e r b o a r d s , pole.

Rela t ionship to Previous Lesson:

Completes deep water work begun e a r l i e r .

A c t i v i t y and Class Organizat ion

Suggested blethods and Poss ib le Comraands

INTRGDUCTCRY ACTIVITIES (3 - 5 minutes )

Review Lesson #8 Direc t : Organization a s i n Lesson #8 - See previous l e s sons f o r A c t i v i t i e s : s t r a i g h t arm co~mands . crawl; t u r n i n g around; r o l - l i n g over.

NEW SKILLS AND STROICES (12 - 1 5 minutes)

1. Jumping i n t o deep wa te r One a t a t i ~ e us ing p a r t n e r s a s s a f e t y f a c t o r . Be c e r t a i n they have no f e a r of jumping i n t o ches t deep water be fo re t d c i n g them t o deep vrater; s k i l l t o inc lude jump, submerge, and l e v e l o f f foll-owed by s w i m . Have capable s tudent denons t r a t e .

Di rec t : - Remember t o take a deep brea th and l e a n forward t o pre- vent s ink ing too deep. Hold onto t h e pole a s long a s you want. llhen you come up, look t o s e e where you a r e , and then s w i m t o t h e s i d e . Watch Johnnie as he t r i e s it. Okay, whot s next? - L e t t s t r y it now without the pole.

2. Treading water.

A c t i v i t y and Class Organization

Suggested Idethods and Poss ib le Cort1anc?s

Group p r a c t i c e on deck Direc t : and i n sha l lov water, one - Watch a s I do it. I'y l e g s a t a time i n deep water. do a b icyc le or s t a i r c l i n b i n g A c t i v i t i e s t o inc lude a c t i o n , my arms perform a p r a c t i c e of each p a r t on s c u l l i n g a c t i o n , ny body i s l a n d , p r e c t i c e i n ches t i n c l i n e d forward and my head i s deep water , then p r a c t i c e UP i n deep water. Pa r tne r s - Try it here on deck. Pretend should be capable of per- you're climbing s t a i r s . Ilove fo rn ing r e a c h i m a s s i s t s . YOU hands. Explain and ca re fu l ly .

den&s t r a t e - IJow t r y it i n ches t deep water - same a c t i o n as before. - Hold orito the edge of t h e pool i n t h e deep end a ~ d then l e t go and t r y it. Reach f o r t h e pole if you need to . - Try t o s t a y up a longer tiriie.

8

TAPERIIiG OFF ACTIVITIES ( 5 - 1 0 minutes)

Games Gia te r polo - modify r u l e s t o s u i t c l a s s and s i t u a t i o n .

Direc t : - O w game of water polo is going t o be played l i k e t h i s . . .

Topic : Swim-ning - Grade Three Pre-Beginners

Approach: T r a d i t i o n a l

S k i l l s : Review of Lessons #1 - #9 o r make up time.

1 , Iater ia ls : A s i n previous Lessons,

Rela t ionship - t o Previous Lessons:

Brings a l l t h e s k i l l s t o g e t h e r i n a f i n a l review,

PART ONE (15 - 20 minutes)

Thoroughly review t h e s k i l l s from previous l e s sons , S t r e s s t h e c o r r e c t way of doing each. Provide ample encouragement.

Period may a l s o be used a s make up time t o complete work l e f t over from Lesson # 9 , if such was t h e case. Once having com- p l e t e d thz t , t h e rev iev of previous i e s sons would begin,

This i s not a p r e - t e s t but a t i n e t o improve performance.

PART TtJO (10 - 15 minutes)

Complete t h e s e t of lessons by coixbining s e v e r a l s k i l l s - f o r example: jump i n t o deep water , l e v e l o f f , s w i m as f a r a s you can along s i d e of pool. F in ish wi th a game t h a t was a f a v o r i t e of t h e group,

APPENDIX C

SKILL TEST

Descr ip t ion of Items

NOTE: A l l i t e m except s w i m on stomach, s w i m on back, and - keep a f l o a t a r e t o be marked on a pass or f a i l b a s i s , t h e d e s c r i p t i o n of t h e i tem se rv ing a s the c r i t e r i a .

For s w i m on stomach, s w i m on back, and keep a f l o a t , record t h e t o t a l d i s t a n c e o r time a t t a i n e d by t h e c h i l d on h i s f irst at tempt .

A l l i tems, except the jump i n t o water and keep a f l o a t , a r e t o be t e s t e d i n wa te r i n which t h e depth does no t exceed t h e candida te ' s he igh t ,

P a r t One: Adjustment t o Water and Breath Control -- - - 1, Enter water conf iden t ly ) - c h i l d e n t e r s water con- f i d e n t l y and moves away from t h e s i d e of t h e pool without h e s i t a t i o n . ,

2. I.loves f r e e l y i n water - walks, runs , hops, e tc . i n water of var ious depths. 3 . Submerge and hold b rea th - places f a c e i n water ( o r submerges e n t i r e body) and holds b r e a t h f o r more than t h r e e seconds. 4. Exhale under water - p laces f a c e i n t h e water ( o r submerges e n t i r e body) and exhales t o blow bubbles; upon resu r fac ing , is not coughing, s p u t t e r i n g , e t c .

5. Breath c o n t r o l by bobbing - executes #4 above a t l e a s t t h r e e t imes consecut ive ly wi thout s topping o r t ak ing e x t r a b rea ths when f a c e is out of t h e water.

6. I d e n t i f y o b j e c t under water - can open eyes under water and i d e n t i f y an o b j e c t he ld i n t h e examiner's hand on t h e f i r s t attempt.

7. Re t r i eve o b j e c t under water - submerges e n t i r e body and recovers o b j e c t dropped by t h e examiner i n shallow water on t h e f i r s t attempt.

P a r t Two: Body Buoyancy and F l o a t a t i o n -- 8. F l o a t with a i d of f l u t t e r b o a r d , e t c . - holds onto a f l o a t i n g device of any d e s c r i p t i c n and f l o a t s i n any manner f o r more than t h r e e seconds and then r e -

gains f e e t e a s i l y .

P a r t -

9. F l o a t on stomach - f l o a t s on stomach i n any shape f o r more than t h r e e seconds and then r e g a i n s f e e t e a s i l y .

10. F loa t on back - may assume any shape while on t h e back; remains a f l o a t f o r more than t h r e e seconds and then regains f e e t e a s i l y .

11, Optional f l o a t - f l o a t s f o r more than t h r e e seconds i n a manner not previous ly shown; r e g a i n s f e e t e a s i l y .

12. Turn over i n t h e water - a f t e r assuming a f l o a t - i n g p o s i t i o n on e i t h e r t h e stomach o r back, r o l l s over t o t h e oppos i te p o s i t i o n w i t h o x touching bottom; regains f e e t e a s i l y .

Three : Propulsion

13. Glide on stomach - pushes o f f from t h e s i d e o r bottom of t h e pool and g l i d e s , without k icking , i n any shape reaching the h o r i z o n t a l p o s i t i o n before p u t t i n g f e e t down on bottom again.

14, Glide on back - a s i n #13 but on t h e back.

15. Front g l i d e with k ick - as i n #13 but with a kick of any type added.

16. Back g l i d e with k ick - a s i n #14 but with a kick of any type added.

17. Swim on stomach o r s i d e - any a b i l i t y t o move through t h e water on the stomach o r s i d e i s accept- a b l e ; d i s t a n c e strum, t o t h e nea res t f o o t , w i l l be recorded.

18. Swim on back - a s i n #17 but on t h e back.

P a r t Four : Deep TJater IJork -- 19. Jump i n t o deep water - f o o t first e n t r y of any type.

20. Keep a f l o a t - t r e a d , drownproof, s w i m i n p lace , e t c . i n deep water ; record time t o n e a r e s t second.

APPENDIX D

ATTITUDE QUESTIONNAIRE

A Ques t ionna i re To Determine - - A t t i t u d e s Toward Swimming

Of Grade Three Students - I n i t i a l I n s t r u c t i o n s - To Students

What's your name? Do you know t ~ h a t kind of f a c e s t h e s e a r e ,

( c h i l d ' s name) ? Uhich f a c e looks ve ry happy? Mhich one

looks very sad? Uhich one looks j u s t a l i t t l e b i t happy?

Which one looks j u s t a l i t t l e b i t sad? Which one doesn ' t

seem t o be e i t h e r happy o r sad? I guess h e ' s j u s t no t su re ,

i s he?

Now t h a t you know what a l l t h e f a c e s mean, I want you t o

$ i d e A"' uii,s i-ed p ~ i n t e i - to t h e f a c e t h a t d i ~ t i s iiie i i ~ ~ you

would f e e l about e a t i n g i c e cream, Now show me how you would

f e e l about having a stomach ache, How would you f e e l about

going f o r a long walk?

Now I ' m going t o ask you some ques t ions about swimaing and I

want you t o s l i d e t h e p o i n t e r t o t h e f a c e t h a t shov~s me how

you f e e l about each ques t ion - even i f you've never done it

before. W i l l you do t h a t f o r me? Okay, l e t ' s g e t s t a r t e d . . .

I n s t r u c t i o n s - On Second Administration Of Tes t

H i , ( c h i l d ' s name). How a r e you today? Do you remember how

you used these f a c e s l a s t t i n e t o answer some ques t ions about

swimning? I ' d l i k e t o ask you some more ques t ions if you

don ' t mind. Goodl Remember now, what I want t o know i s

how you f e e l about each of t h e s e ques t ions . Here we go.. . -

A Quest ionnaire 2 Determine At t i tudes - Toward Swirming And I ia ter --

Of Grade Three Children -

Name : EIIzI

13 . no t having a s w i m i n g t e s t a t t h e end of your les~ons?.....................................~

How would you f e e l about.. . ................ 1. t a k i n g a r i d e i n a motorboat?.

2. p u t t i n g your f ace i n t h e water?...............

3. no t r e c e i v i n g a swimming badge a t t h e end of your lessons?,................................

4. l e a r n i n g t o s w i m i n many d i f f e r e n t ways?. ..... 5. swimming i n deep water?.......................

6. diving i n t o t h e water?......,.................

........... 7 , going stsirming anytime you wanted?.

8, being a b l e t o use f l o a t i n g t h i n g s t o he lp you l e a r n t o swim?................................

9. opening your eyes under water?................

10. going t o a l a k e f o r a holiday?........,.......

11. being t e s t e d , a f t e r your l a s t l e s son , t o s e e how w e l l you've learned t o swim?, .............

12. p laying games i n t h e t~ater?...................

14. f l o a t i n g on your stomach?..................... u

- - - - - - - - - - - -

r e c e i v i n g a badge a t t h e end of your swirming lessons?......................................

r o l l i n g over from your stomach onto your back i n t h e water?.................................

junaing f e e t f i r s t from the edge of t h e pool i n t o t h e water?............................... € ......... 18. ,taking soae (more ) s w i n ~ i n g l e s sons ?. I-

19. swimming under water?......................... C 20. being t e s t e d , on your very f i r s t l e s son , t o

s e e how good a swimmer you a l r e a d y are?.......

TOTAL (ou t of 100).......,....................

A P P E N D I X E

D E V I C E FOR R E C O R D I N G RESFONSES

TO ATTITUDE QUESTIONNAIm