Learning in the Deep End: Experiential Preparation of Pre-Service Teachers through Adapted Aquatics

• In Event: Examination of Learners and Learning in PE/PETE

Abstract

This study examined the impact of a field-based adapted aquatics program on pre-service teachers’ self-efficacy in working with individuals with disabilities. Grounded in Bandura’s Social Cognitive Theory, the program paired university students with swimmers of varying ages and abilities in a 10-week one-on-one aquatic setting. Pre- and post-questionnaires from 234 students over five years indicated significant improvements in confidence and perceived competence. Parent feedback (n = 469) further confirmed positive student interactions. Findings support the importance of experiential learning and interdisciplinary preparation in Physical Education Teacher Education (PETE) programs. Results highlight the need for intentional, hands-on experiences to promote inclusive teaching practices and build professional readiness for working with diverse populations.

Authors

• Michael Messerole, University of Nebraska - Omaha

• Shannon C. Mulhearn, Lander University