The effect of using Posner’s model (of conceptual change) on academic achievement and the acquisition of freestyle swimming skill performance for students

Abstract

The research investigates the effectiveness of Posner's model of conceptual change in the context of teaching freestyle swimming to students. The study employs an experimental methodology where the impact of this model on both academic achievement and the acquisition of skillful performance in swimming is assessed. The research outlines a clear problem that current teaching methods in swimming education do not effectively address misconceptions nor foster the creation of new cognitive structures among learners. Posner's model, known for correcting misconceptions and promoting the formation of accurate concepts, is adopted and applied to an experimental group, while a control group continues with traditional teaching methods. The educational program designed for this study is implemented over two months, with a total of eight instructional units delivered weekly. The program incorporates steps from Posner's model, such as presenting problems, discussion, making predictions, and applying scientific concepts. Post-instructional tests are conducted to evaluate the effectiveness of the program. The results show significant improvements in the experimental group's academic performance and swimming skills, affirming the positive impact of Posner's conceptual change model. Conclusions drawn from the research emphasize the positive influence of Posner's model on students' academic and skill performance in freestyle swimming. The researcher recommends the application of this model in teaching other age groups and sports disciplines, suggesting that a focus on conceptual understanding can significantly enhance learning outcomes.