Aquatic programmes and swimming activities in health and physical education

474 Pages·2017·26.39 MB·English

EEddiitthh CCoowwaann UUnniivveerrssiittyy
RReesseeaarrcchh OOnnlliinnee
Theses: Doctorates and Masters Theses
1-1-2004
AAqquuaattiicc pprrooggrraammmmeess aanndd sswwiimmmmiinngg aaccttiivviittiieess iinn hheeaalltthh aanndd
pphhyyssiiccaall eedduuccaattiioonn :: aa ccaassee ffoorr ddiiffffeerreennttiiaattiioonn
P. R. Whipp
Edith Cowan University
Follow this and additional works at: https://ro.ecu.edu.au/theses
Part of the Education Commons
RReeccoommmmeennddeedd CCiittaattiioonn
Whipp, P. R. (2004). Aquatic programmes and swimming activities in health and physical education : a
case for differentiation. https://ro.ecu.edu.au/theses/784
This Thesis is posted at Research Online.
https://ro.ecu.edu.au/theses/784
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AQUATIC PROGRAMMES AND SWIMMING ACTIVITIES IN HEALTH AND
PHYSICAL EDUCATION: A CASE FOR DIFFERENTIATION
BY
P.R WHIPP
B.Ed (PE)., Grad Dip (Ex Rehab)., M.Sc., M.A.C.E
A Thesis Submitted in Fulfillment of the Requirements for the Award of
DOCTOR OF PHILOSOPHY
At the
School of Education
Faculty of Community Services, Education and Social Sciences
Edith Cowan University
Mount Lawley Campus
PERTH
WESTERN AUSTRALIA
2004
To Katherine Elizabeth
USE OF THESIS
EDITH COW AN UNIVERSITY
This copy is the property of Edith Cowan University. However the literary rights
of the author must be respected. If any passage from this thesis is quoted or closely
paraphrased in a paper or written work prepared by the user, the source of the passage
must be acknowledged in the work. If the user desires to publish a paper or written work
containing passages copied or closely paraphrased from this thesis, which passages
would in total constitute an infringing copy for the purpose of the Copyright Act, he or
she must first obtain the written permission of the author to do so.
ABSTRACT
This research study provides a 'snap-shot' of the current status of teaching
aquatic programmes in Western Australian secondary schools. This study also
encapsulates the thoughts and feelings of the teachers and the students engaged in these
programmes, scrutinises the outcomes of existing programmes and advances practical
recommendations to address the problems identified. The study was conducted within a
contemporary context where little innovation in aquatic education has accompanied the
Australian and state-wide curriculum development based on outcomes-focused
education. The research was underpinned by a conceptual framework which conforms
to the principles of constructivist learning (Kirk & Macdonald, 1998; Wittrock, 1978;
Woods, 1996) and was viewed through Tomlinson's (1999, 2000, 2001) differentiated
classroom and Shulman's (1986, 1987) pedagogical content knowledge, and articulated
through Choi's (1992) curriculum dimensions.
The study incorporated empirical/analytic and interpretive research paradigms,
collecting data from 33 Teachers in Charge of Health and Physical Education
Departments (TiC's), 43 teachers of Health and Physical Education (HPE) swimming,
and 1532 students Year 8/9 in both Government and Independent schools. In addition,
case study observation and interview data (4 HPE classes) were used in the triangulation
of common happenings, issues, perceptions and experiences to provide an in-depth
analysis of aquatics in HPE.
Teacher data were presented for school sector (Government, Independent) and
schools with and without a swimming pool; while student responses for differing year
levels, gender, school sector, swimming ability, ethnicity and perceived parental
swimming ability comparisons are offered. Observation and interview data were
inductively analysed employing a thematic cross case analysis process.
The results indicated that there was a lack of HPE swimming and formalised
aquatic award programmes offered in Western Australian secondary schools. At the
conclusion of the HPE swimming unit, which was defined by 'stroke technique analysis
and correction,' more than 40% of students did not meet the requirements that define a
competent swimmer (Ministerial Swimming Review Committee - Report, 1995). Girls
and students of ethnic origin were under-represented in the higher swimming categories.
On an annual learning continuum, Year 8/9 students appeared to 'tread-water.'
ii
Staff/student ratios typically exceeding 1 :20 impacted negatively on teacher
effectiveness and the student outcomes. Additional issues impacting on programmes
included: inadequate time and pool space; varied swimming abilities; students feeling
cold; student related personal, interest/readiness, maturation, gender and cultural
dynamics, and inadequate teaching resources. School HPE programmes that were
required to access a public swimming venue for lessons were disadvantaged from a
range of perspectives.
This study makes recommendations with the ultimate goal to increase the
number of secondary schools offering this curriculum and the number of Western
Australian children who are aquatically competent. Findings and conclusions highlight
the need for new HPE aquatic policy, differentiated teaching and professional
development aimed at meeting students' readiness and interest levels.
Recommendations for further research to consider how contemporary HPE aquatics
might be presented to accommodate student needs, to identify and map the aquatic
competencies of Western Australian school children, and the minimum aquatic
proficiency for students exiting the compulsory HPE years, are offered.
iii
DECLARATION
I certify that this thesis does not, to the best of my knowledge and belief:
(i) incorporate without acknowledgement any material previously submitted for
a degree or diploma in any institution of higher education;
(ii) contain any material previously published or written by another person
except where due reference;
is made in the text; or
(iii) contain any defamatory material.
Name: Peter Raymond Whipp
Signature:
Date:
Principal Supervisor: Associate Professor Andrew Taggart
iv
ACKNOWLEDGEMENTS
A project of this magnitude is unachievable without the personal support and academic
assistance of others. I wish to acknowledge the following who contributed:
• Associate Professor Andrew Taggart, my Principal Supervisor, for his priceless
friendship, support, guidance and encouragement.
• Dr Ken Alexander and Dr Wally Moroz, who as Associate Supervisors provided
important support.
• Dr Danielle Brady for her invaluable academic guidance and encouragement.
• Ms Paula Pettit for her friendship, administrative assistance and encouragement.
• Karrie, Annika, Ernie and the students who generously and enthusiastically
supported the case study process.
• The HPE teachers and the students who completed the pilot and main study
questionnaires.
• Those who assisted with interview transcription and data entry.
• The Department of Education and Training and the Association of Independent
Schools (WA) who financially support this study.
• Mr Garry Shaw: Manager, Swimming and Water Safety - Department of
Education and Training (WA) for his professional support of the study.
• Edith Cowan University for generously awarding a Post-Graduate Research
Scholarship and for financially supporting this study with an ECU Industry
Collaborative Research Grant.
• To my family, particularly Kathy and the girls, for their boundless and
invaluable support, guidance and encouragement.
V
TABLE OF CONTENTS
Page
TITLE
USE OF THESIS
ABSTRACT ii
DECLARATION iv
ACKNOWLEDGEMENTS V
LIST OF TABLES xvi
LIST OF FIGURES xxi
LIST OF APPENDICES x"xii
CHAPTER ONE: INTRODUCTION 1
Rationale, Significance and Aims of the Study 3
Statement of the Problem 5
Research Questions 7
Definition of Terms 8
CHAPTER TWO: LITERATURE REVIEW 10
Introduction 10
Physical Activity and the Adolescent 11
The Influences on Activity Participation 12
Social influences. 13
Personal influences. 13
School Curriculum 13
The Western Australian Curriculum Framework 15
Contemporary Research on the Teaching of Physical Education 17
Effective Teaching and Teacher Effectiveness 18
Effective Physical Education Practice 19
Pedagogical Content Knowledge (PCK) 24
PCK and Teacher Effectiveness 25
Aquatic Programmes and Activities in Schools 28
The Aquatic Curriculum 28
Swimming Abilities 30
Implications of Swimming Ability Levels 31
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