Adaptation of the Cold Shock Response and Cooling Rates on Swimming Following Repeated Cold-Water Immersions in a Group of Children Aged 10–12 Years

Bird, Flora; House, Jim; Tipton, Michael J.

doi:10.1123/ijare.2014-0081

Cited by 2 publications

(3 citation statements)

References 9 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, efficient propulsion, not in the context of competitive swimming, is an essential aspect of water safety [4,8,11,12]. A number of authors have reported a decline in efficiency when changing from standard swimming conditions (i.e., swimming pool) to other challenging situations such as moving from warm water to cold water [13,14], from calm water to waves [15], or when wearing swimwear versus plain clothing [16][17][18][19]. This provides a partial answer to why "good swimmers" often fail to save themselves in unfamiliar swimming conditions (i.e., not in a pool).…”

Section: Self-assessment Water Safety Awareness and Water Competenciesmentioning

confidence: 99%

Perceived Versus Real Swimming Skills of Adolescents under Standard and Challenging Conditions: Exploring Water Competencies as an Approach to Drowning Prevention

Rejman

Kwaśna

Chrobot

et al. 2020

IJERPH

View full text Add to dashboard Cite

In this study, we compared adolescents’ actual (expert assessed) front crawl swimming skills to their self-assessment in two conditions: in standard swimming (wearing a swimsuit and goggles) and in a simulated risk scenario (swimming in plain clothes without goggles). We postulated that education focused on water competencies is fundamental in preventing drownings. Experts evaluated the skills of 21 female and 21 male adolescents in both standard and challenging conditions. All were low-skilled swimmers aged 14–15 years. Participants were asked to self-assess their skills before and after each trial. Boys and girls covered the same distance in both trials. Their self-assessment did not change regardless of the difficulty of the conditions. Girls assessed themselves more accurately than boys. However, boys who underestimated their skills showed greater ability to utilise the experience gained from performing the task for a more accurate self-assessment. In conclusion, adolescents should be educated in total water competencies, and not merely in swimming skills. For girls, “water readiness” is thought to broaden their ability to adapt their swimming skills to nonstandard conditions. Aquatic education for boys should focus on developing self-reflection in order to create a long-lasting responsibility using their own swimming skills.

show abstract

Section: Self-assessment Water Safety Awareness and Water Competenciesmentioning

confidence: 99%

Perceived Versus Real Swimming Skills of Adolescents under Standard and Challenging Conditions: Exploring Water Competencies as an Approach to Drowning Prevention

Rejman

Kwaśna

Chrobot

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…They later demonstrated that breath holding improves with psychological skills training alone (Barwood, Datta Avijit, Thelwell, & Tipton, 2007). Recent work by Bird and colleagues suggests that habituation in cold water is sustained for several months after training among young children (Bird, House, & Tipton, 2015a, 2015b. Barwood and colleagues (Barwood, Bates, Long, & Tipton, 2011) reported that floating first to help regain breath control is in fact aided because buoyancy is improved by air trapped in clothing.…”

Section: Breath Control Competencementioning

confidence: 99%

“…In addition to providing some insulation to the hypothermic effects of cold water immersion, the buoyancy also may help the victim to cope with CSR and importantly provide vital seconds to allow the victim to make rational decisions about how to extricate themselves from the situation (Golden & Tipton, 2002). Habituation, mental training, and/or knowledge about CSR can alleviate the reflexive increase in respiration rate with attenuating danger of hyperventilation (Bird et al, 2015a;2015b;Tipton et al, 1998;Barwood et al, 2006;Mantoni, Belhage, & Pott, 2006;Croft, et al, 2013). This new approach to sudden immersion in cold water has been termed the float first drowning prevention strategy (Barwood et al, 2011).…”

Section: Open Water Competencementioning

confidence: 99%

From Swimming Skill to Water Competence: Towards a More Inclusive Drowning Prevention Future

Stallman¹,

Moran²,

Quan³

et al. 2017

IJARE

119

View full text Add to dashboard Cite

Brenner, Moran, Stallman, Gilchrist and McVan, (2006) recommended that "swimming ability be promoted as a necessary component of water competence, but with the understanding that swimming ability alone is [often] not sufficient to prevent drowning" (p. 116). Tradition and expert opinion are no longer enough. Science can now help us select essential competencies. What does research evidence show us about the protective value of specific individual personal competencies? Since the term "water competence'' was coined by Langendorfer and Bruya (1995) and adapted for drowning prevention by Moran (2013), it has gained in use and acceptance. As a construct, it is indeed more inclusive than "swimming skill'' alone for addressing drowning prevention. Our proposed taxonomy of water competencies re-emphasizes the need for a broad spectrum of physical aquatic competencies as well as the integration of cognitive and affective competencies. The purpose of this review article is to a) identify all the key elements of water competence, b) support each recommended type of water competence with examples of research evidence, and c) suggest areas requiring further research.

show abstract

Adaptation of the Cold Shock Response and Cooling Rates on Swimming Following Repeated Cold-Water Immersions in a Group of Children Aged 10–12 Years

Cited by 2 publications

References 9 publications

Perceived Versus Real Swimming Skills of Adolescents under Standard and Challenging Conditions: Exploring Water Competencies as an Approach to Drowning Prevention

Perceived Versus Real Swimming Skills of Adolescents under Standard and Challenging Conditions: Exploring Water Competencies as an Approach to Drowning Prevention

From Swimming Skill to Water Competence: Towards a More Inclusive Drowning Prevention Future

Contact Info

Product

Resources

About