Swimming in primary education in Malta : investigating barriers and motivators for implementation

Abstract

This study explored how primary PE teachers in Malta support the delivery of swimming lessons in primary schools. It aimed to identify the barriers and facilitators that affect swimming provision and to suggest practical strategies to encourage the implementation of swimming lessons across all school sectors. A qualitative approach was used. Eleven participants were recruited from state, church, and independent primary schools across Malta. Semi-structured interviews were used to collect data, and Reflexive Thematic Analysis (RTA) was carried out to analyse the findings, following the framework of Braun and Clarke (2022). RTA identified six themes and twenty-five sub-themes from the data. Findings showed that teacher training, access to facilities, financial constraints, and the lack of a national framework were all issues that needed to be addressed before swimming lessons could be implemented effectively. One area of progress was the Sport Malta school partnership, which gave some state schools access to pool time and qualified support. However, this did not reach all schools, and where individual effort was absent, provision was not in place. These issues all hindered the consistent delivery of swimming education across Malta’s primary school system. This research highlights the need for swimming to become a compulsory part of the primary school curriculum in Malta. Training programmes should be implemented to educate teachers on how to deliver swimming lessons effectively. Additional teachers and support staff can provide a platform for open discussions that promote the benefits of swimming education. Facility policies should be updated to ensure that pool time is booked and available for school lessons. Encouraging communication among teachers, students, and parents can create a more inclusive swimming environment, helping children to learn to swim from an early age at the primary school level.