PREPARATION AND SELF-ASSESSMENT

OF THE BASIC SWIMMING SKILLS:

STUDENT’S EXPERIENCES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 186-191
Document ID: 2023PEMJ1352
DOI: 10.5281/zenodo.10152872
Manuscript Accepted: 2023-18-11
Psych Educ, 2023, 15(2): 186-191, Document ID:2023 PEMJ1352, doi:10.5281/zenodo.10152872, ISSN 2822-4353
Research Article

Preparation and Self-Assessment of the Basic

Swimming Skills: Student’s Experiences
Lurei Angelaine Baybay*, Charlene Celedio, Maria Hazel Galido
Angelie Ganzon, Bernarose Cadigal
For affiliations and correspondence, see the last page.
Abstract
This study clarifies how BPED students prepared for and evaluated themselves on their fundamental swimming
abilities inside a blended learning framework. The results highlight the value of warm-up activities before
classes and the complexity of self- evaluation. The study also emphasizes how students' levels of competency
vary, depending on things like past knowledge and personal difficulties. The knowledge collected from this
study adds to our understanding of effective pedagogical methods for teaching swimming in a blended learning
setting, highlighting the value of individualized instruction and extra resources for skill development. A
purposive sample technique was used to choose ten third-year Bachelor of Physical Education students
participating in PEED 115 using a qualitative descriptive study methodology. In-depth interviews were used for
the data collection process. According to the research, students started performing warm-up exercises as part of
their pre-swimming regimen. In terms of self-evaluation, the majority of students admitted that they had trouble
doing different swimming strokes, which they attributed to things like poor breathing skills and a lack of prior
swimming experience. While some children were able to complete some strokes, others had difficulty. Notably,
individuals who gave a positive assessment of their abilities had mastered swimming since they were little. The
majority of students said they regularly practiced swimming, while some sought advice from teachers, peers, and
adults. In order to help students develop their skills, other learning tools were also used, such as tutorial videos
on websites like YouTube. The study's findings emphasized the value of pre-class preparation for effective
swimming training. Additionally, it became clear that the majority of students needed constant practice and
professional instruction to improve their swimming abilities. The study emphasizes the value of skill-building
methods and psychological preparation in the context of integrated learning for swimming instruction.

Keywords: student experiences, swimming education, blended learning, self-assessment, skill improvement

Introduction can help them feel more at ease in the water (Harris
and Brown, 2013).
The preparation of the body and self-evaluation of
fundamental swimming abilities are vital aspects of As part of the BPED Program, basic swimming skills
teaching students to swim. Learning to swim not only and strokes such as front crawl with rotary breathing,
gives students the abilities to engage in activities elementary backstroke, backstroke, sidestroke,
safely (Atsushi et al. 2012). breaststroke, comfort at the deep end of the pool, and
treading water were taught.
Preparation in swimming involves several critical
factors, including having the right gear, learning the In the midst of the pandemic, holds swimming classes
basics, warming up, building endurance, practicing in a blended modality. Due to the change of delivery
different strokes, and staying hydrated. According to method, the students only receive notes that the
the American Red Cross, beginners should learn teacher uploaded online. Therefore, students have
essential water safety skills and master floating and encountered difficulties in learning the skills since the
kicking techniques before progressing to more notes emphasize theory. Physical interaction is
advanced strokes. important to support active learning. However, the
instructor found a means to schedule a face-to-face
On the other hand, self-evaluation of fundamental practice for the final performance task but it was not
swimming abilities is essential for students to advance enough for the students. As observed and experienced
in their swimming skills in addition to body by the researcher in swimming lesson, most of the
preparation. It is important to first evaluate the students didn't perform well during the swimming
students' comfort level in the water as well as their session due to lack of preparation, and some didn’t
ability to float and tread water. They should then be know how to swim. Also, they had trouble in
assessed on their proficiency in fundamental executing the basic swimming skills such as floating,
swimming strokes such the freestyle, backstroke, leg kicking, breath control and lack of body
breaststroke, and butterfly. In addition, encouraging coordination.
students to keep learning and improving their skills,
The study aimed to describe the students' experiences,
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Research Article

specifically their preparation and self-assessment of year Bachelor of Physical Education students enrolled
basic swimming skills. in PEED 115 in the second semester of the school year
2021-2022. Ten students are selected as research
Research Questions respondents. The researchers identify the respondents
using the purposive sampling from the list obtained.
This study aimed to describe the experiences of the
third-year BPED students enrolled in PEED 115 in the The researchers chose the qualified students who
second semester of S.Y. 2021-2022 in their swimming would participate by applying the inclusion
class in a blended learning modality. Specifically, this criteria: (1) The student is currently enrolled in (AY
study answered the following questions: 2022-2023); (2) The students enrolled in PEED 115
su b ject du ring the seco n d sem e st er (AY
1. What are the preparations of the students before the 2021-2022); (3) the student had attended during the
swimming class? swimming sessions.
2. What is the self-assessment of the students
regarding their basic swimming skills? The respondents’ identities were strictly protected and
3. How did the students do to improve their swimming kept entirely confidential by using codes instead of
skills? names. Respondents are of legal age with an age
bracket of 20-22 years old. The study utilized in-depth
interviews. It is a qualitative data collection technique
Literature Review
that involves face-to-face, one-on-one interaction with
individuals.
Dr. Margarete Sandelowski's qualitative descriptive
approach is used in this study to examine students' Instruments of the Study
preparedness for and evaluation of fundamental
swimming abilities. Observations, document analysis, The study utilized in-depth interviews. It is a
and interviews are used to acquire data, with an qualitative data collection technique that involves face-
emphasis on important experiences. The CHED to-face, one-on-one interaction with individuals.
Memorandum Order No. 23 (2011), which emphasizes Through this it helps to describe the preparation and
students' competence in physical activities like self-assessment of the students' experiences in learning
swimming and encourages self-directed practice and basic skills of swimming in a blended modality
evaluation, supports this study. Neiva et al. (2014)
advise warm-up workouts to improve swimming Procedure
ability, focusing on stroke speed and efficiency. The
self-assessment study by Dybiska & Kaca from 2007 This study followed the procedures to get in touch
shows that it has the potential to enhance performance with the participants and collect the required data.
and swimming abilities. Innovative teaching methods
are highlighted by Yauer et al. (2021) for improving Transcription: The interviews' audio recordings were
students' cognitive and swimming skill development. made with the participants' consent and were then
transcribed. The qualitative data is ensured by
transcription to be in text format for analysis.
Methodology
Data Coding: The researchers code the transcripts of
the interviews. The systematic practice of giving labels
This study utilized descriptive qualitative research
or tags (codes) to particular text segments is known as
design, to describe a phenomenon in detail using the
coding. These codes are derived from the interview
perspectives and experiences of people who have
firsthand knowledge of it. Descriptive qualitative content and can either be deductive (based on theories
research can be used to explore the experiences of or notions already in existence) or inductive (arising
students learning to swim in the context of preparation directly from the facts). The reliability and consistency
and self-assessment on basic swimming skills. The of the coding should be checked by the researchers.
study was conducted at Holy Name University in the
College of Education, Tagbilaran City Bohol. Thematic Analysis: The researchers then conduct a
theme analysis after coding. Finding patterns, themes,
Participants and categories within the coded data constitutes this.
Themes have to be pertinent to your study's goals and
The respondents of the study are the selected third- issues. Researchers should make sure that the topics

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Research Article

Warm-Up Exercise

Table 1. Student’s Preparation Before the Swimming

are clearly defined and that each theme is supported
with quotes or instances from the interviews. Class

Data Interpretation: The themes and patterns that

appear in the data are interpreted by the researchers.
This entails interpreting the data in light of your
study's goals and theoretical underpinnings. The
implications of each subject for the study's
objectives—in this case, the enhancement of the
swimming program—should be taken into account by
researchers.

Ethical Considerations Warm-up Exercises. It refers to the preliminary

exercise before the actual performance to prepare the
Researchers must be mindful of ethical issues at all body for the physical exertion of swimming skills.
times during the analysis process. This involves These exercises are designed to increase the heart rate,
preserving the participants' anonymity and warm the muscles, and improve flexibility, balance,
confidentiality. Even when substituted with codes, any and coordination. Only respondents 1, 2, 6, and 10
identifiable information should be securely maintained claimed that they were doing their warm-up exercise
and kept out of the analysis and final report. before the swimming class, while the rest stated they
Researchers need to treat the data with the utmost were not prepared.
privacy care and make sure that no one else can access
it. Prior Practice. Prior practice in swimming refers to the
training or swimming experience that a swimmer has
Member Checking: Sharing the results of the analysis had before the swimming class. Only respondent 6
with the participants and asking them to check the stated, "I always go swimming and practice there
interpretations against their own experiences and because my house is near the lake”.
viewpoints is known as "member checking." The
Pre-Swim Routine. Aside from warm-up and prior
validity of the analysis may be improved by this step. practice, a pre-swim routine refers to a set of activities
or actions a person performs before entering a
Reporting the findings: in a concise and organized swimming pool or engaging in swimming activities.
fashion is the last stage. Researchers must include a Only respondent 8 stated, "I do light stretching before
thorough explanation of the themes, their swimming. Then I shower before going into the pool,
ramifications, and how they connect to the study's and I don't eat a lot".
goals. It's crucial to protect the participants' privacy
and anonymity during the reporting process by only Based on the results, students had performed warm-up
utilizing the provided codes. exercises, prior practice and had pre-swim routine as
preparation for the swimming class. However, most of
the students were not prepared for the swimming class
Results due to lack of enough time to prepare.

The results were strongly supported by the study of

This study was conducted mainly to describe the Neiva et al. (2014) entitled "Warm- up and
student’s experiences in preparation and self- Performance in Competitive Swimming," findings of
assessment of basic swimming skills. With the the study imply that a well-designed warm-up can
participant's responses to the semi-structured improve aspects of swimming performance such as
interview, the results and findings of the study are swimming speed, stroke rate, and stroke length. The
hereby presented and discussed as follows: authors note that the ideal warm-up for swimming may
differ depending on the length of the race, the athlete's
level of conditioning, and the pool's environmental
conditions. They also stress the significance of
including general and specific warm-up exercises in a
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Research Article

swimmer's pre-competition routine. General warm-up Only respondent 3 assessed that "I was able to float in
activities, such as jogging or light stretching, can help the water and learn flutter kick," While respondent 5
to raise the body's core temperature and prepare the claimed, "I hesitate how to kick, how to do it."
swimmer for more specific activities. Specific warm- Moreover, respondent 9 stated, "I was unable to do the
up exercises, such as stroke drills or sprint sets, can proper kicking”.
help to prepare the swimmer for the particular
demands of the race, which enhances their Breathing Techniques. It refers to the proper way of
performance in particular strokes. inhaling and exhaling air while swimming. It involves
a coordinated effort between the respiratory system,
Self-Assessment the muscles used in swimming, and the stroke
technique being performed. Respondent 3 assessed, "I
Table 2. Student’s Self-Assessment of the Basic Skills also learned breathing control in swimming” while
in Swimming Respondent 8 assessed, "I cannot control my breathing
perfectly."

Based on the results, most of the students assessed that

they were not able to perform well since they had
difficulties in executing the strokes due to lack of
proper breathing and some had no swimming
experience. Some were able to perform but not all the
strokes. Students who assessed that they had
performed well were already proficient in swimming
since childhood.

Based on the results, most of the students assessed that

they were not able to perform well since they had
difficulties in executing the strokes due to lack of
proper breathing and some had no swimming
experience. Some were able to perform but not all the
strokes. Students who assessed that they had
performed well were already proficient in swimming
since childhood.
Skills Proficiency. It refers to the level of competence
and knowledge a student possesses in performing The result of this study is related to the study of
specific strokes or techniques. It measures how well Dimitrić et al. (2022), entitled “How University
they can perform a particular stroke or skill based on Students Assess their Water Skills,” findings of the
their knowledge, experience, and ability to apply study indicated that the majority of the students
proper technique and positioning in the water. perceived themselves to have basic or intermediate
Respondents 2 and 10 assessed that they performed the water skills, with only a small percentage considering
skills well. While respondents 5,7, and 9 assessed that themselves to be advanced swimmers. The study also
they don’t perform the skills well. Respondent 6 found that male students tended to rate their water
stated, “I can perform, but not all the strokes.” skills higher than female students and that students
Respondent 3 stated, “I performed little skills.” On the who had previously received swimming lessons tended
other hand, respondent 4 claimed that “I Quickly to rate their water skills higher than those who had not.
learned proper movement and proper positioning.” Additionally, students who engaged in regular physical
activity tended to rate their water skills higher than
Stroke Execution. It refers to the proper technique those who did not. Overall, the study provides insights
and forms the student uses to perform a particular into how university students assess their water skills
swimming stroke. It involves the coordinated movement and suggests that there may be factors such as gender,
of the arms, legs, and body, and body positioning in the experience, and physical activity levels that influence
water. self-perceived water skills.

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Research Article

Swimming Skills
Based on the results, students had different ways to
Table 3 answers, “How did the students improve their improve their basic swimming skills. Most students
swimming skills?” The table also shows four themes: stated that they practice to improve their swimming
guided practice, learning resources, skills practice, and skills, while some asked for guidance from classmates,
visualization. instructors, and other adults proficient in swimming.
Moreover, the students utilized the learning resources
Table 3. Student’s Ways of to Improve the Basic Skills such as online videos to learn the skills, while some
in Swimming think of positive thoughts to perform the skills
successfully.

This study is related to the study of Yauer (2021)

entitled, “The effect of using a self-organized learning
strategy with independent and guided practice on
acquiring the skillful performance of freestyle in
swimming for ages (10-14 years). With that study it
proves that guided practice benefits students' learning
and it is effective in their cognitive and skills ability.

Discussion

This study utilized descriptive qualitative research

Guided Practice. It involves a collaborative learning design, to describe a phenomenon in detail using the
environment where the teacher, other adults, and perspectives and experiences of people who have
classmates provide guidance and support to help firsthand knowledge of it. Descriptive qualitative
students learn and refine their swimming skills. research can be used to explore the experiences of
Respondent 3 stated that the instructor was there to students learning to swim in the context of preparation
guide them to improve the basic skills needed in and self-assessment on basic swimming skills. The
swimming. Respondent 4 also asked for guidance from researchers used purposive sampling procedures to
other seniors proficient in swimming, while identify the participants. Recruitment of the
respondents 5 and 7 asked for help and practiced with participants was done through face to face and giving
their classmates to improve their swimming skills. them a copy of the informed consent form. Interviews
were through audio recorded upon consent for more
Learning Resources. These are numerous online accuracy. The recorded interview was then transcribed,
resources available that provide instructional videos on coded and analyzed. The researcher carefully
swimming techniques, strokes, and drills. These videos examined the data to identify recurring themes-topics,
can be accessed from anywhere, allowing swimmers to ideas and meaning patterns.
learn at their own pace and convenience. Respondents
2, 4, 5, 6, 7, and 9 claimed that they watched videos on
Conclusion
YouTube and TikTok about swimming.

Skills Practice. It refers to the process of rehearsing The results of this study make it clear that careful
and refining specific swimming techniques and strokes planning is essential for the effectiveness of swimming
through repetitive exercises and drills. Respondents 2, sessions for college students enrolled in the Physical
5, 8, and 10 stated that “I keep on practicing,” which Education Program. The findings of the self-
serves as their way to improve their basic swimming assessment highlight the difficulties that the majority
skills. of students encounter when performing swimming
strokes, which frequently originate from problems
Visualization. It can be used as a positive thought with insufficient breathing methods and a lack of prior
technique in swimming to enhance performance and experience.
mental preparation. Only respondent 1 stated that “I
just think that I can do it positively.”

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Research Article

Acknowledgments and warm-up on the speed of different swimming strokes. The

International Journal of Research and Review, 2, 46-56.

We would like to extend our sincere gratitude to the Neiva, H. P., Marques, M. C., Barbosa, T. M., Izquierdo, M., &
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acquiring the skillful performance of freestyle swimming for ages
and enlightenment, the courage, hope, and strength (10-14) years. Revista iberoamericana de psicología del ejercicio y
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