Development and validation of a basic skill-based swimming training model for beginner athletes: An ADDIE approach
DOI:
https://doi.org/10.17977/um086v4i12026p81-96Keywords:
Basic skills, beginner athletes, content validity ratio, research and development, swimming, training modelAbstract
Background: Mastery of basic swimming skills is foundational for the development of beginner athletes, yet structured, validated training models tailored to the Indonesian context remain scarce. Objective: This study aims to develop a basic skill-based swimming training model that is content-valid, practical, and effective in improving swimming technical ability in beginner athletes aged 8-12 years, through systematic, staged development procedures. Methods: The research used the Research and Development (R&D) ADDIE model approach with staged procedures: (1) drafting the initial model based on needs analysis, (2) expert validation by four active swimming coaching validators using the Content Validity Ratio (CVR) instrument with Lawshe's formula, (3) model revision based on validator feedback, (4) small-scale trial (n=12, one club), and (5) large-scale trial (n=40, four clubs). Model effectiveness was tested using the Wilcoxon Signed Rank Test, with effect size (r) reported. Result: Expert validation yielded a Content Validity Index (CVI) of 0.87, exceeding the minimum CVI of 0.75 for N = 4 validators. The practicality test resulted in a score of 84.2% (very practical). The large-scale trial showed significant improvement in all basic swimming skill components (p < 0.05), with total scores increasing from 58.4 +/- 7.2 to 76.8 +/- 6.1, and an effect size of r = 0.74 (large). Conclusion: The developed basic skill-based swimming training model has proven to be valid, practical, and effective for beginner athletes aged 8-12 years, and is feasible for widespread implementation by swimming coaches in Indonesia. Future research is recommended to test the model using controlled experimental designs, expand subject coverage to more geographically and culturally diverse contexts, integrate psychosocial variables (motivation, parental support, coach quality), and include long-term follow-up to assess skill retention.
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