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Published on: March 1, 2019
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Evaluating water competency attainment among young children.
Stephen J Langendorfer1, William Dominic Ramos2, Angela Beale-Tawfeeq3
1Bowling Green State University, Bowling Green, Ohio, USA slangen@bgsu.edu.
Summary
Formal swim lessons improve water competency in young children. More lessons lead to greater skill acquisition, though optimal teaching methods for achieving unsupported water competency require further research.
Area of Science:
- Pediatrics
- Aquatic Safety
- Child Development
Background:
- Swimming lessons may reduce drowning risk in children aged 1-5 years.
- Understanding water competency development is crucial for child safety.
- This study investigates age-related water competency and the impact of swim lesson volume.
Purpose of the Study:
- To determine minimum and mean ages for unsupported water competency components in young children.
- To assess the impact of varying numbers of formal swim lessons on skill development.
- To identify age-related progression in water competency skills.
Main Methods:
- Children aged 1-5 years participated in formal group swim lessons.
- Two projects were conducted, offering 4-8 lessons (Project 1) and 12-18 lessons (Project 2).
- Pre- and post-lesson observations categorized developmental levels of water competency components.
Main Results:
- Significant improvements in water competency were observed across all components.
- Unsupported water entry and exit were observed from 1-1.9 years; breath control and buoyancy from 2-2.9 years.
- Children in more lessons (12-18) acquired more advanced skills than those in fewer lessons (4-8).
Conclusions:
- Swim skills improved with instruction, but most children did not achieve full unsupported water competency.
- Increased lesson volume positively correlated with skill acquisition.
- Further research is needed on optimal swim lesson duration and teaching strategies for achieving unsupported water competency.
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