Background: Introduction: The relevance and worldwide projection of synchronized swimming, either as competitive sport, artistic demonstration and/or as an activity with social
appeal, is undeniable. However, it should be noted that, even within these different conditions, the final performance has an important and significant role, not only to the athletes, but also to all
those who are directly and indirectly involved with it. As a result new training methods and ways which can contribute to the improvement of the performance levels have been increasingly researched
and proposed. Objective: The objective of this study was to investigate the effect of an instruction program on the performance of figures. A figure is a combination of basic body
positions and transitions. When a judge evaluates a figure in synchronized swimming, two important components are considered: design and control.
Methods: This study took as research objects 23 participants of the “Torneio Primeiros Passos” and the “Campeonato Paulista de Verão de Nado Sincronizado” of São Paulo, with an
average of three years of practice, in the following age groups: infant (N=13) and youth (N=10), aged 9 to 15 years (12.13 ± 1.98). This sample represents 90% of the population of synchronized
swimmers in the city of São Paulo. The study comprised two different moments, time 1 (T1) and time 2 (T2), performed during the above mentioned competitions, on 09/12/2015 and 10/03/2015 respectively.
T1 referred to the baseline and T2 included a briefing session on the criteria of evaluation and classification of the figures by the referees of the modality. The instruction program was carried out
24 hours before T2 by an international arbiter who was not acting as such at any of the moments. Student’s "t" test was used for paired samples in order to test the difference in their performance in
the two moments, T1 and T2.
Results: The average values obtained in the two moments were (T1 = 48.74 ± 6.67) and (T2 = 52.54 ± 7.45). This result (t(22) = - 6.86, p <0.01) shows that the instruction program has
acted positively and significantly on the performance of the figures executed by the athletes.
Conclusions: It must be considered that instruction program proved to be effective in improving the execution of the figures by these athletes, which is shown in the value of the
figures. However, one cannot literally state that this intervention alone has generated such an effect, as other variables, such as learning, training sessions, physiological and psychological
perceptions, may have influenced the result, despite the short space of time between collections (3 weeks), suggesting the need for further quantitative and qualitative studies with other modalities
and a larger number of athletes.