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Effectiveness of Visual Information in the Process of Teaching Swimming Motor Activities

机译：视觉信息在游泳运动教学中的有效性

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Purpose. In the process of learning motor functions, it is important to avoid perpetuating the wrong movements. For this purpose, it is recommended to use a combination of various media: speech, demonstration and practical activity. However, in some cases the learning process can be disrupted by difficult conditions (e.g. buzz at a swimming pool), which cause significant disturbance in perception of verbal information. In this situation, the teacher may use visual communication (in the form of gestures). The aim of this study was to determine differences in the accuracy of learning swimming skills (in the experimental and control groups) after implementing visual information (in the form of gestures) in the experimental group. Basic procedures. The test method used was a pedagogical experiment conducted among 86 people (40 in the experimental group and 46 in the control group). The difference between the groups consisted in different ways of correcting errors in movements: in the experimental group, I introduced an independent variable - visual information communicated by gestures, while in the control group errors were eliminated by means of verbal information. Main findings. Analysis of the results shows that the difference in the coefficients of swimming accuracy in the experimental and control groups is statistically significant and in favour of the experimental group. The result was significantly influenced by the precision of hip joint movements - bending and straightening - reached in the experimental group. Slightly less, but also important were differences in the precision of single movements like arm flexion, dorsal flexion in the talocrural joint and extension of the knee. Conclusions. 1. Visual information transmitted using "language of gestures" affects the accuracy of learning swimming motor activities. 2. In teaching of swimming motor activities, visual information is more effective than the information communicated verbally.
机译：目的。在学习运动功能的过程中，重要的是要避免使错误的动作永久存在。为此，建议使用多种媒体的组合：演讲，示范和实践活动。但是，在某些情况下，学习过程可能会因困难的条件（例如游泳池的嗡嗡声）而中断，这会严重影响言语信息的感知。在这种情况下，教师可以使用视觉交流（以手势的形式）。这项研究的目的是确定在实验组中实施视觉信息（以手势的形式）后，在学习游泳技能（实验组和对照组）的准确性上的差异。基本程序。使用的测试方法是在86人（实验组40名，对照组46名）中进行的教学实验。两组之间的差异在于纠正运动错误的方式不同：在实验组中，我引入了一个自变量-通过手势传达的视觉信息，而在对照组中，语言信息则消除了错误。主要发现。结果分析表明，实验组和对照组的游泳准确性系数的差异具有统计学意义，并且有利于实验组。结果受到实验组髋关节运动的精确度（弯曲和伸直）的显着影响。单个动作的精确度差异较小，但也很重要，如手臂屈曲，滑膜关节背屈和膝关节伸直。结论。 1.使用“手势语言”传输的视觉信息影响学习游泳运动活动的准确性。 2.在游泳运动教学中，视觉信息比口头交流信息更有效。

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