Comparing the Effectiveness of Non-linear Differential and Traditional Training on Learning and Motivation in Swimming Starts for Novice Swimmers

Document Type : Original Article/Open Access/ Released under (CC BY-NC 4.0) license

Authors

1 PhD student in motor behavior at Kharazmi University

2 Assistant Professor, Department of Motor Behavior, Kharazmi University

Abstract

differential learning is a process in which skill acquisition occurs without repeating the same movement and involves corrections during practice. The present study aimed to compare the effects of differential and traditional instructional approaches on learning and motivation in the front crawl start among beginner swimmers. The statistical population consisted of male university students at Kharazmi University, among whom 30 individuals were randomly selected as samples. After completing the Teller Motivation Questionnaire (Teller et al., 2013) and analyzing performance videos of the start using Dartfish software during the pre-test phase, the participants were randomly divided into two groups: incremental (non-linear) and traditional instruction. The training program consisted of 8 sessions. After completing this period, post-tests and a retention test one week later were conducted, and the results recorded. Data analysis was performed using Repeated Measures Multivariate Analysis of Variance with the SPSS version 26 software. The results indicated significant differences between the two groups (differential and traditional) in the time taken to reach the 5-meter line (p=0.001), start distance (p=0.001), average start speed (p=0.001), and motivation (p=0.001) during the post-test and retention phases. Furthermore, the analysis of phases and groups revealed that participants in the differential training group performed significantly better in learning (p = 0.001) and motivation (p = 0.001) related to the start performance compared to the traditional group. Based on the findings, it can be concluded that the differential instructional approach is effective for learning the swimming start. This approach may facilitate exploration of adaptive solutions by creating variability and increasing motivation in learners, thereby improving learning outcomes. The results support the effectiveness of the differential instructional method. Therefore, it is recommended to use this approach in swimming training programs

Keywords

Main Subjects

Mind, Movement, and Behavior
Volume 4, Issue 2 - Serial Number 2
August 2025
Pages 139-157

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History

  • Receive Date: 15 May 2025
  • Revise Date: 28 June 2025
  • Accept Date: 09 November 2025

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