本研究主要目的在探討國小四年級初學游泳者經過十週、每週二次、每次60分鐘，不同游泳教學法對國小學童初學者游泳能力之比較分析。參與這項研究的國小學童共36人，經隨機抽樣分配為第一組（一般游泳教學法）、第二組（原地式韻律呼吸游泳教學法）、第三組（移動式韻律呼吸游泳教學法），各組12人，以游泳能力為指標是測驗換氣次數與游泳距離為檢測效標。測驗前後所得資料，以獨立樣本單因子變異數分析(one-way ANOVA)考驗三種教學法的效果是否有差異；以薛費法(Scheffé)進行事後比較，顯著水準定為α=.05。研究結果如下：移動式韻律呼吸游泳教學法，對於初學游泳者換氣次數與游泳距離最具顯著性幫助；次為原地式韻律呼吸游泳教學法；一般游泳教學法最差。故游泳課應用移動式韻律呼吸游泳教學法，明顯有助於初學游泳者更快學會游泳。

The purpose of this research was to discuss with beginning swimmers, who were studying in the fourth grade, with ten weeks of swimming training, each time 60 min. , twice a week and to compare beginning swimmers ability under various swimming teaching. There were 36 participants in this research that could be classified as following via random sampling: Team 1 (the general swimming teaching), Team 2 (the steady rhythm breathing of swimming teaching), and Team 3 (the mobile rhythm breathing of swimming teaching). Each team had 12 members. The index of swimming ability was to test the times of breathing while swimming distance as examination effectiveness. Data was collected in the prior and after test. one-way ANOVA was used to prove whether three were differences as a result of the three teaching methods, and Scheffé to compare the after-task result significant level α=.05. The result of the research was as followings: The mobile rhythm breathing of swimming teaching bore the most significant effectiveness for beginning swimmer's number of times of breathing and swimming distance, the second is the steady rhythm breathing of swimming teaching, and the least is the general swimming teaching. Therefore, it's better to use mobile rhythm breathing of swimming teaching so as to help beginning learners learn how to swim faster.