Do swimming teachers in school know the significance of submerging within the process of learn-to-swim?

INTRODUCTION: The number of children with deficient ability to swim increased dramatically from 33,9% (2005) to 59% (2017) within representative surveys by the DLRG. Swim classes in school do not seem to be able to improve water competence of these children due to difficult surrounding conditions as well as a lack of teachers’ knowledge [1]. AIMS: The aim of this study was to evaluate teachers’ understanding in terms of basic aquatic skills more detailed. METHODS: Therefore, 10 qualitative interviews with primary school teachers were made to prove whether they are aware of the prerequisite role of submerging in the process of learn-to-swim. RESULTS: It was found that school teachers misinterpret the importance of submerging. Lessons take place predominantly above water surface and are dedicated to teaching and optimizing swimming techniques rather than prerequisite fundamental skills. CONCLUSION: It was concluded that teachers neglect the importance of being able to submerge in order to swim with less resistance. Given the fact that this is not only the key to improve swimming techniques but to a much longer simulated survival time [2]. Future research should focus on why teachers do not experience or do not accept the importance of basic aquatic skills. REFERENCES: [1] Staub, I., Nobis, N., & Bieder, A. (2017). Schwimmunterricht in der Grundschule. Eine Befragung von Lehrkräften in Nordrhein-Westfahlen. sportunterricht, 2017(2), 49-55. [2] Stallman, R., Major, J., Hemmer, S., & Haavaag, G. (2010). Movement economy in breaststroke swimming: a survival perspective. Paper presented at the Proceedings of the XIth international symposium for biomechanics and medicine in swimming, Norwegian School of Sport Science, Oslo.