The Impact of Implementing a Multi-Level Teaching Approach on Front Crawl Swimming Technique and Emotional Intelligence

Abstract

This study evaluated the effectiveness of a multi-level teaching approach in enhancing the front crawl swimming technique and emotional intelligence (EI) among students enrolled in a swimming course. The study involved 21 students who were randomly assigned to either an Experimental Group (multi-level teaching method) or a Control Group (traditional teaching method). Over six weeks, both groups attended three 60-minute sessions per week, focusing on swimming performance and EI. Results showed a significant improvement in front crawl swimming performance in the Experimental Group compared to the Control Group, although no significant differences in EI were observed between the groups. The findings underscore the potential of multi-level teaching methods to enhance swimming skills while emphasizing the importance of adaptive teaching strategies in physical education.