Ludic and nursery rhymes in children's swimming lessons: intermediation in the teachers perspective

• Published in: Journal of Physical Education and Sport Vol. 17; no. 2; p. 861
• Main Authors: Becker, Francielle, Do Nascimento, André Luiz, Rossignaud, Raisa, Maia, Juliana Landolfi, Dos Santos, Karini Borges
• Format: Journal Article
• Language: English
• Published: Pitesti Universitatea din Pitesti 30.06.2017
• Subjects: Adaptation; Children & youth; Exercise; Learning; Learning Processes; Nursery rhymes; Physical Education; Physical fitness; Planning; Studies; Teachers; Teaching; Teaching Methods
• ISSN: 2247-8051; 2247-806X
• DOI: 10.7752/jpes.2017.02131

Initiation and adaptation to the liquid environment should be done as soon as possible, preferably by a trained professional, in which levels of psychomotor maturation of the child are respected. In this context, ludic and nursery rhymes have been used as a facilitating tool for children's understanding of swimming. In this view, class planning usually includes playful activities to teach children a number of aquatic possibilities. Teacherstudent interaction has also been found to make the student feels safer and more motivated to do the proposed activity. The aim of this study was to analyse the teachers approach in children's swimming classes in relation to nursery rhymes and investigate the learning outcomes of children from 3-6 years of age from Curitiba. The study also aimed to investigate the methods in which the song is utilised within the classes, besides emphasizing which theoretical basis is used to include the song within the planning. Ten teachers from Curitiba were analysed for this study, in which their methodologies and grounding basis the nursery rhymes have been applied in their children's swimming classes. As a result, all teachers utilised songs as a teaching method in their plan in order to give playfulness to the classes, as well as a tool for socialization and adaptation to the wet environment, and also stimulating the students' creativity and willingness to learn. An alarming fact of this research was that only 20% of the teachers used some theoretical reference as a basis to include music in their classes. Thus, this study emphasizes the importance of the scientific basis to give scientific grounding to the planning with the inclusion of the nursery rhymes in children's swimming lessons.