Teaching Self-efficacy and Teaching Methods in the Aquatic Environment

Abstract

Background: Studies have shown that perceived self-efficacy can influence teachers’ emotional state, thoughts and behaviours, and students’ learning. It’s also an important referential of professional satisfaction. Teaching theories influence learning, human development, motivation levels and, consequently, continuity of practice in favour of healthy lifestyle. Research on aquatic educators and teaching theories is both limited and essential, as aquatic literacy is considered a vital component of physical literacy, enabling individuals to better interact with aquatic environments. Methods: For this study we used an online questionnaire, aimed at aquatic educators, which was answered voluntarily and anonymously to 1) assess the professionals’ perception of self-efficacy; 2) which teaching theories are most used by aquatic educators and 3) identify the teaching theory used by professionals who perceive themselves as most effective. It has been deposited and can be consulted at https://doi.org/10.6084/m9.figshare.27316242.v1. Results: All teaching theories can generate a feeling of self-efficacy in teachers despite having different results, with the theories that involve students more actively (cognitivist and constructivist) being those that generate a greater feeling of self-efficacy in teachers. Comprehensive Aquatic Method (MAC) is a method that is more closely related to theories focused on active student participation and, consequently, it is a theory that generates a high perception of self-efficacy in teachers. Conclusions: Levels of self-efficacy influence aquatic educators satisfaction, educator physical, mental and emotional health, as well as student learning. Is recommended that aquatic educators give prevalence to the cognitivist and constructivist teaching theories being MAC a privileged methodology approach for promoting active lifestyle habits throughout life.