The playful training method shows positive effects on sports learning, thus the aim of the present study was to compare the effect of two different swimming learning programs. In an 8-week intervention with a training frequency of three times per week, 23 healthy
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The playful training method shows positive effects on sports learning, thus the aim of the present study was to compare the effect of two different swimming learning programs. In an 8-week intervention with a training frequency of three times per week, 23 healthy primary school-aged novice swimmers (13 boys, 10 girls) aged 9.0 ± 0.9 participated. They were split into control (CG) and alternative (AG) groups and evaluated on skills (Start, Sink), backstroke (BK) and breaststroke (BR) technique, performance (Skills time, Kicks Time), and salivary cortisol concentration. According to the results, “Start” had a greater percentage of success in AG, at the first (CG = 9.1% vs. AG = 58.3%,
p = 0.027) and third (CG = 63.6% vs. AG = 100%,
p = 0.037) measurement. Additionally, greater scores were found in technique for AG in both BK (
p = 0.009,
η2 = 0.283) and BR (
p = 0.020,
η2 = 0.231). Salivary cortisol concentration was decreased for both groups (
p < 0.001) and greater in CG at the second measurement (
p < 0.001). The alternative swimming learning program was found to be more efficient or equally effective, compared with the standardized method in-water skills, swimming technique and performance, and in salivary cortisol concentration.
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