|Title||Didactical reflections considering the development of lifesaving competence in physical education students - with special regard to the interdependency of goal, content and method of teaching and the learning process of the students|
|Publication Type||Conference Paper|
|Year of Publication||2007|
|Conference Name||World Conference on Drowning Prevention|
|Publisher||International Life Saving Federation|
|Conference Location||Porto, Portugal|
The problem addressed arises out of experiences during teaching lifesaving to physical education students, where they show a lack of perceived competence1,3 in potentially life threatening situations (simulated situations in pool, the occurrence of which they were informed in the beginning of the course, but no details about when, what and where) and a low level of reflection concerning questions of extreme relevance in real-life examples of lifesaving (a qualitative ‘theoretical’ test consisting of 10 questions) – in spite of practical (14 lessons in pool) as well as theoretical (lectures, obligatory literature and studies) training and teaching during a 7-8 week period.
Therefore I ask whether our choice of teaching content and method of teaching to a satisfactory degree stimulates the learning process of the students in the direction of our desired goal and result of learning. The major goal being to act socially responsible and competent in “real-life” life saving situations. As a result I propose some changes in the practice of teaching that hopefully will help enhance the life saving competencies of our students after the course.
My outline of educational strategy is a competence based learning environment focusing on kinaesthetic as well as reflective4 learning processes, where the inseparable acquisition of technical skills and theoretical knowledge is as important a part as ever – the new focus points being
All of three, if implemented successfully, ought to result in an increase of in-depth and varied personal and common assessments and interpretations integrated in and changing the social practice of the students.