Effects of different pedagogical swimming teaching modes on teenagers' emotional adjustment ability and social adaptability

Background This study aims to reveal the influence of different pedagogical swimming teaching models on adolescents' emotional regulation and social adaptability. Methods 120 adolescents aged 12–16 years were randomly divided into comprehensive teaching group, cooperative learning group and traditional teaching group, 40 cases each, and the intervention was performed for 16 weeks. Adolescent Cognitive Emotion Regulation Questionnaire and Children's Social Adaptation Scale were used for evaluation, and combined with repeated measures analysis of variance and back-test. Results After the intervention, the total score of emotion regulation and the dimension of cognitive re-evaluation in the cooperative learning group were significantly higher than those in the understanding group and the traditional group; The total scores of social adaptation, peer interaction, and collective integration to cooperative learning were the best. Comprehension teaching outperformed the traditional model in problem solving and emotional expression ( P 0.05). The traditional group showed no significant disadvantage in skill mastery, but the weakest improvement in emotional and social indicators. The intra-group time effect and the inter-group interaction effect were significant ( p 0.001). There was a significant positive correlation between the total score of adolescents' emotion regulation ability and the total score of social adaptability (r 0.7, p 0.001), and the slope of regression line in cooperative learning group was significantly higher than that in comprehension teaching group and traditional teaching group. Conclusion The cooperative learning model has the most significant effect on promoting adolescents' emotional regulation and social adaptation, and provides structured exercise intervention programs for adolescents' mental health and social adaptation.