In the theoretical part of this thesis, we presented the importance of swimming knowledge and the environment in which swimming is performed. We tried to capture the education of swimming as a whole. Firstly, we presented the history of swimming in general and swimming in Slovenia. We continued by researching what the education of swimming actually is and what must be accomplished to become an actual swimmer, not just a person that feels well in the water and is not afraid of it. Furthermore, we illustrated how swimming is included in the primary school curriculum and various ways in which a person can be affected by swimming.
In the thesis, we determined the course of learning, the circumstances in which swimming was taught and how the students evaluate their ability/knowledge of swimming. The survey was conducted among 123 students of the 3rd and 4th year of Primary Teacher Education at the Faculty of Education in Ljubljana.
We determined the variables from the results of the survey and then calculated basic statistics, the frequency and the relative frequency of the answers.
As shown by the results, the students evaluated their knowledge of swimming worse than expected. The majority of students had acquired the basics of swimming while attending kindergarten. They had been taught largely through play; by their parents or grandparents. Only when they started attending university did they begin to swim more often. The main objective was to meet the requirements for the assessment of knowledge; therefore, the correct technique was not as emphasized as it should have been.
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