# Teaching Self-efficacy and Teaching Methods in the Aquatic Environment

## TL;DR

This study explores how teaching methods in aquatic education affect teachers' self-efficacy and satisfaction, highlighting the benefits of active learning approaches.

## Contribution

The study identifies cognitivist and constructivist methods as most effective for enhancing teacher self-efficacy in aquatic education.

## Key findings

- Teaching methods involving active student participation boost teacher self-efficacy.
- The Comprehensive Aquatic Method (MAC) is closely linked to active learning and high self-efficacy.
- Higher self-efficacy correlates with better teacher well-being and student learning outcomes.

## Abstract

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. In turn, teaching methodologies influence motor learning, as well as psychological, cognitive and social learning, with different impacts on human development and learning retention, levels of intrinsic motivation and continuity of practice in order to support a healthy lifestyle. Research on aquatic educators and teaching methodologies is scarce and at the same time necessary according to the view that aquatic literacy is an integral part of physical literacy and the only possibility of being more able to interact with this environment.

In this study we used an online questionnaire, aimed at aquatic professionals, which was answered voluntarily and anonymously to measure the prevalence of the use of different teaching methodologies, the comprehensive aquatic method and the perception of teacher self-efficacy. It has been deposited and can be consulted at
https://doi.org/10.6084/m9.figshare.27316242.v1.

All methods can generate a feeling of self-efficacy in teachers despite having different results, with the methodologies that involve students more actively (cognitivist and constructivist) being those that generate a greater feeling of self-efficacy in teachers. MAC is a method that is more closely related to methodologies focused on active student participation and, consequently, it is a method that generates a high perception of self-efficacy in teachers.

Levels of self-efficacy influence professional satisfaction, teacher physical, mental and emotional health, as well as student learning. Is recommended that aquatic professionals give prevalence to the cognitivist and constructivist teaching methodologies being MAC a privileged methodological approach for promoting active lifestyle habits throughout life.