Antropomotoryka nr 57 [2012]. - Akademia Wychowania Fizycznego ...

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The influence of visual and verbal information transfer on the effectiveness of learning and mastering swimming...Table 8. Differences in intervene variables – knowledge and fear, between manipulated women group (layout incompatible withnormal)The Mann-Whitney U-testThe sum of ranksEKThe sum of ranksKKU Corrected Z p N N2*1s.Precision PL1 339 327 129 –1.062 0.29 20 16 0.34L2 335.5 330.5 125.5 –1.181 0.24 20 16 0.28L1–L2 366 300 156 –0.133 0.89 20 16 0.91w0 369 297 159 –0.02 0.99 20 16 0.99w1 434 232 96 2.08 0.04 20 16 0.04** P < 0.05most frequently used means of information by humansin interpersonal relationship as well as in the process ofteaching motor skills [7, 8, 9]. However, for the teacherensuring high efficiency of the transfer of verbal informationis in many cases exceptionally difficult anddemanding proper knowledge of phrases, using themskillfully and applying them to the level of students. Itshould be also emphasized that the image in the modernworld is a basic technique of conveying information.It is caused on the one hand by the expansion of audiovisualmedia and development of technology, enablingwith greater ease the recording of motion picture andsound (television, film, video recording), on the otherhand by willingness to facilitate access to informationto those members of a given community who haveproblems with the understanding of written text. Thus,in the process of teaching motor skills it is significantto convey visual information (next to verbal and kinesthetic),since they express more efficiently than wordsexternal structure of movement of an acquired activityand substantially influence effectiveness of the process[13, 17, 18].The fundamental aim of the paper was an attemptto assess the influence of visual and verbalinformation on the efficiency of learning and teachingmotor skills, on the example of swimming skills.The pedagogical experiment conducted by the authorsby means of an operand (as an experimentalfactor) in the form of implemented teaching methodenabled positive verification of the stated researchthesis. The method of teaching, learning and masteringswimming skills comprising in enhanced transferof visual and verbal information turned out to havemuch larger influence on the effectiveness of learningcrawl by the students than standard methodcomprising in implementation of standard methodsof conveying information.The results obtained turn out to be a confirmation ofthe results of research of different authors, who in theirexperimental efforts [9, 10, 17, 31, 32, 33, 34, 35] empiricallyproved that the method, including implementationof varied verbal and visual information, had significantinfluence on the improvement of the results of learningand teaching motor skills.ConclusionsOn the basis of analysis concerning the influence ofvisual and verbal information on the efficiency of learningand mastering swimming activities following conclusionsmay be formulated:1. At the end of the experiment concerning the processof teaching and learning swimming skills thestudents from the experimental group (E) – menand women – obtained higher level of masteringcrawl than the participants from the control group(K).2. Statistically significant changes of the level of techniquetaught (crawl) occurred between the measurementsdone in pretest-posttest, which weresignificantly higher in experimental group, amongboth men and women.3. It was also observed the relation between themethod of teaching and learning swimming skills(experimental factor) applied and the effectivenessof mastering crawl.4. The applied transfer of visual and verbal informationconcerning the technique taught caused theincrease of effectiveness in the didactic process inboth experimental groups (men and women), how– 53 –
Ewa Dybińska, Marcin Kaca, Magdalena Zagórskaever among female students the effectiveness oflearning the swimming skill turned out to be higherthan among male students.5. The level of knowledge and declared level of anxietyreached no statistical significance in the efficiencyof learned swimming activity in either of theresearch groups.6. It seems that above-presented results of the researchaimed at implementing varied visual andverbal information, confirmed its importance in improvingdidactic communication and the search ofnew and efficient methods of learning and teachingmotor skills.LITERATURE • PIŚMIENNICTWO[1] Dybińska E: Intellectualizing in teaching and learningswimming activities as seen by students of the AWF.Rozprawy Naukowe, Wrocław, AWF, 2009; 28: 322–328.[2] Koszczyc M, Koszczyc T: Intellectualization process ofphysical education. A new paradigm of physical education[in Polish]; in: Mynarski W, Ślężyński J (eds): Learningand Education Outcomes in Physical Culture [Efektykształcenia w kulturze fizycznej]. Katowice, PTNKF –AWF, 2005: 49–<strong>57</strong>.[3] Czabański B: Learning motor skills and regulation ofbehavior [in Polish]; in Czabański B, Koszczyc T: DidacticCommunication in the Process of Physical Education.Conference Materials, Wrocław, AWF, 1995.[4] Dybińska E: The importance of the image as an informationmedium in the learning process and teaching motoractivity [in Polish]; in Umiastowska D (ed.): Motion Activityof People of All Ages [Aktywność ruchowa ludzi w różnymwieku]. Szczecin, Uniwersytet Szczeciński – WydawnictwoPromocyjne Albatros, 2007: 204–211.[5] Dybińska E: Teaching motor functions as a system ofteaching communication between a teacher and a student[in Polish]; in Activity and Security in the AquaticEnvironment [Aktywność i bezpieczeństwo w środowiskuwodnym]. Kraków, WITKM, 2007: 11–19.[6] Okoń W: New Pedagogic Dictionary [in Polish], Warszawa,Wydawnictwo Akademickie „Żak”, 1995: 130.[7] Czabański B: Psychomotor Learning [in Polish]. Wrocław,AWF, 2000.[8] Zatoń K: The efficiency of verbal information in teachingmotor activities in swimming [in Polish]. Rozprawy Naukowe,Wrocław, AWF, 1981; XVI: 218–282.[9] Zatoń K: Verbal Communication at Physical Training Lessons[in Polish]. Studia i Monografie, Wrocław, AWF, 1995.[10] Zatoń K: The importance of verbal information in teachingand mastering swimming technique [in Polish]. SportyWodne i Ratownictwo, 2008; 1: 42–47.[11] Czabański B: Elements of General Teaching [in Polish].Nauki Humanistyczne, Seria B, AWF, Wrocław, 1994.[12] Dybińska E: Optimization of visual teaching methods ofmotor activities; in Bio-psycho-socialne aspekty telesneja sportovej vychovy na univerzitach. Bratislava, SlovenskaTechnicka Univerzita v Bratislavie, 2004: 40–45.[13] Dybińska E: Meaning of visual information in learning andteaching sport techniques [in Polish]. Antromopotoryka,2006; vol. 16, no. 36: 35–48.[14] Dybińska E: Transfer of visual information in teachingswimming performance as criterion of efficiency of didacticprocess [in Polish]; in Didactics of Physical Education inthe Context of Contemporary Educational Needs [Dydaktykawychowania fizycznego w świetle współczesnychpotrzeb eduklacyjnych]. Wrocław, Wydawnictwo AWF,2005: 407–416.[15] Dybińska E: Teaching and Learning Swimming. SelectedIssues [in Polish]. Podręczniki i Skrypty, Kraków, AWF,2009; 32.[16] Jagodzinska M: Memory images [in Polish]. PsychologiaEdukacyjna, 1988; 2: 142–156.[17] Dybińska E: Optimization of Visual Information as the FactorFacilitating Learning and Teaching Swimming Activitiesof 10-year-old Children [in Polish]. Studia i Monografie,Kraków, AWF, 2004; 25.[18] Dybińska E: The content of visual information communicationand its role for creation of mental programmed duringteaching of motor activities. Human Movement, Wrocław,2005; vol. 6, no. 2: 85–92.[19] Dybińska E: Intellectualization in the process of learningand teaching swimming skills [in Polish]. Sporty Wodnei Ratownictwo, 2007; 1: 43–48.[20] Czabański B: A Model for Learning and Teaching MotorSports Activities [in Polish]. Studia i Monografie, Wrocław,AWF, 1980.[21] Dybińska E, Kaca M: Effectiveness of learning and teachingswimming activities in the light of self-assessment.<strong>Antropomotoryka</strong>, 2006; vol. 16, no. 36: 63–70.[22] Ryguła I: The Research Process in the Sciences, Sports[in Polish], Katowice, AWF, 2003.[23] Grabowski H (ed.): Empirical Methods in Physical EducationScience [in Polish]. Wydawnictwa Skryptowe, Kraków,AWF, 1996; 136.[24] Raczek J, Mynarski W, Ljach W: Creation and DiagnosingCoordinating Motor Skills [in Polish]. Katowice, AWF,2002.[25] Strelau J (ed.): Psychology [in Polish]. Gdańsk, WydawnictwoPsychologiczne, 2000; 1–3.[26] Dybińska E. Scoring assessment techniques for swimmingas a tool for measuring students’ swimming skills AWF [inPolish]. Annales UMCS. Medicine. Sectio C, 2007; vol.LXII, suppl. XVIII, no. 2: 144–150.[27] Czabański B, Fiłon M, Zatoń K: Elements of SwimmingTheory [in Polish]. AWF, Wrocław, 2003.[28] Brzeziński J: Elements of Psychological Research Methodology[in Polish]. Warszawa – Poznań, PWN, 1985.[29] Ferguson GA, Takane Y: Statistical Analysis in Psychologyand Pedagogy [in Polish]. Warszawa, PWN, 2003.– 54 –
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