This study aims: (1) to examine life skills acquired by students attending different levels of swimming courses. (2) To investigate the relation between teaching/learning methods used by swimming teachers and the level of life skills acquired. The population of this study were students who attended one of the three levels of swimming courses in the Faculty of Physical Education /University of Jordan (n= 236). The study sample consisted of 142 students. Both “Life Skills through Swimming Context Scale” and “Teaching/ Learning Methods in Swimming Context Scale” were used to collect the required data. The data was analyzed using descriptive and statistical analysis. Results showed that the sample acquired life skills through swimming context on a high-level scale. Students believed that communication and self-confidence/self-esteem were the most important skills acquired (86%), followed by teamwork (85%), decision-making/responsibility (84%) and problem-solving (80%). There was a significant relationship between life skills acquired and the teaching/ learning methodologies used, including brainstorming, demonstration and guided practice, small groups, games, and situation analysis. Therefore, using efficient participatory teaching methods, the swimming context positively affected life skills and youth development.
This study aims: (1) to examine life skills acquired by students attending different levels of swimming courses. (2) To investigate the relation between teaching/learning methods used by swimming teachers and the level of life skills acquired. The population of this study were students who attended one of the three levels of swimming courses in the Faculty of Physical Education /University of Jordan (n= 236). The study sample consisted of 142 students. Both “Life Skills through Swimming Context Scale” and “Teaching/ Learning Methods in Swimming Context Scale” were used to collect the required data. The data was analyzed using descriptive and statistical analysis. Results showed that the sample acquired life skills through swimming context on a high-level scale. Students believed that communication and self-confidence/self-esteem were the most important skills acquired (86%), followed by teamwork (85%), decision-making/responsibility (84%) and problem-solving (80%). There was a significant relationship between life skills acquired and the teaching/ learning methodologies used, including brainstorming, demonstration and guided practice, small groups, games, and situation analysis. Therefore, using efficient participatory teaching methods, the swimming context positively affected life skills and youth development.