Developing a Multilateral and Movement Concept–Based Instructional Model for Freestyle Swimming

Abstract

This study aimed to develop and evaluate a swimming instructional model for elementary school students based on a multilateral approach and movement concepts. The research employed a Research and Development (R&D) method consisting of eight stages: problem identification, needs analysis, product design, expert validation, product revision, small-group trial, further revision, and large-group implementation. The participants were 30 elementary school students aged 9–11 years from two public schools in Medan, Indonesia. The intervention was conducted over eight weeks, with a frequency of two sessions per week and a duration of 60 minutes per session. The results demonstrated a significant improvement in students' swimming skills. The mean performance score increased from 62.40 ± 8.15 in the pre-test to 78.90 ± 7.30 in the post-test, with statistical analysis indicating a significant difference (p < 0.05). Improvements were observed across all skill components, including floating ability, breathing control, kicking technique, and coordination. In addition, expert validation scores increased substantially from 48–52.5% in the initial stage to 86.5–92.5% after revision. Student evaluation results also improved from 70.5% in the small-scale trial to 80.1% in the large-scale trial. These findings indicate that the developed instructional model is effective, feasible, and suitable for implementation in elementary school physical education. The integration of a multilateral approach and movement concepts contributes to structured, engaging, and developmentally appropriate learning experiences.