Can You Swim in Waves? Children's Swimming, Floating, and Entry Skills in Calm and Simulated Unsteady Water Conditions

Kjendlie, Per-Ludvik; Pedersen, Tommy; Thoresen, Trine; Setlo, Trond; Moran, Kevin; Stallman, Robert Keig

doi:10.25035/ijare.07.04.04

Cited by 26 publications

(44 citation statements)

References 9 publications

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“…The recent 'Can you swim in waves?' study (Kjendlie et al, 2013) showed that the ability to swim a set distance in a warm, calm and clear pool did not necessarily transfer to simulated rough water in the same pool. Children 11 years of age uniformly displayed decreases in performance (8-14%) in rough water compared to what they had achieved under calm pool conditions.…”

Section: Resultsmentioning

confidence: 99%

“…In an open water environment and with populations of less advanced water competency, these differences are likely to be even greater. Significant differences between estimations and actual competencies have been shown with other survival competencies such as swimming in moving water (Kjendlie, Pedersen, Thoresen, Setlo, Moran, & Stallman, 2013), in clothes (Moran, 2014b;2015), and exiting the water safely (Moran, 2014a).…”

Section: Introductionmentioning

confidence: 99%

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Parental Perceptions of Water Competence and Drowning Risk for Themselves and Their Children in an Open Water Environment

Stanley¹,

Moran²

2016

IJARE

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Little is known about people's perceptions of how much swimming competency is required to provide protection from drowning, especially in open water environments where most drowning incidents occur. This study reports on parental perceptions (n = 309) of swimming competency of themselves and their children and parents' beliefs on their safety when swimming in open water. Most parents (58%) considered themselves good/very good swimmers, although more than half (55%) considered that they could swim 25 m or less. Most parents (87%) reported that their children could swim, with more than one-half (52%) believing that their child's swimming competency was good/very good, yet most (74%) considered their child could swim only 25 m or less. Most parents (59%) and almost all children (81%) had never actually swum their reported distance in open water. In spite of these low levels of competency, one-half (51%) of parents thought their children were safe/very safe in open water. We discuss the implications of holding an overly-optimistic belief in the protective value of minimal levels of swimming competency for open water safety. Further exploration is recommended regarding the differences between real and perceived swimming competency especially among at-risk groups such as male children and adults.Keywords: real and perceived swimming competency, drowning prevention, child safety, parental perception, water safety IntroductionWater competence has long been regarded as a critical safety factor in the prevention of drowning. Recent work has identified the dynamic interaction of person, activity, and environment and the consequent changing competency base required for the prevention of drowning in recreational activities (Langendorfer, 2011). From a drowning prevention perspective, levels of water competence need to be flexible to allow for the differences between people, activities, and environments. The person who can float for a set time or swim a certain distance in a warm pool wearing only a swimsuit may not be able to repeat those same competencies to the same level of competency in a cold, open water environment fully clothed. Further, how people perceive their swimming competency in open water influences their perception of their safety and their potential risk of drowning. The purpose of this paper is to explore the perceptions of swimming competency and drowning risk that informs people's understanding of their safety and that of others in their care in an open water environment.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Parental Perceptions of Water Competence and Drowning Risk for Themselves and Their Children in an Open Water Environment

Stanley¹,

Moran²

2016

IJARE

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“…Importantly, we hope this definition promotes further research to evaluate the components of water competency and factors that impact them such as those being undertaken by the international Can You Swim? study group (e.g., Kjendlie, et al, 2013;Moran, 2014;Moran, et al, 2012;Petrass, et al, 2012;Stallman, et al, 2008). Research and Education, Vol.…”

Section: Discussion Program Revisionmentioning

confidence: 99%

“…• Exit from the water Further, we propose that water competency is influenced by conditions of the aquatic environment (e.g., water temperature, clarity, wave and current action, depth, distance) into which the person may be introduced (Kjendlie, et al, 2013). It also is influenced by specific task demands such as what clothing and other equipment an individual may be wearing or using (Moran, 2014).…”

Section: American Red Cross Proposed Definition For Water Competencymentioning

confidence: 99%

“…Once adequate measures of water competency can be provided, they can be used to evaluate swimming proficiency as well as the most efficacious ways to teach swimming and water competence as drowning prevention strategies. The need to acquire and maintain swimming/water competency in a variety of aquatic environments (e.g., in waves and surf; Kjendlie, Pedersen, Thoresen, Setlo, Moran, & Stallman, 2013) and under various task conditions (e.g., clothed; Moran, 2014) also should be studied and replicated.…”

Section: Researchmentioning

confidence: 99%

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Toward Defining Water Competency: An American Red Cross Definition

Quan¹,

Ramos²,

Harvey³

et al. 2015

IJARE

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Water competency entails more than a perception of just being able to swim and an operational definition of water competency is necessary for learn-to-swim program evaluation and policy development. To devise an operational definition, members of the American Red Cross Scientific Advisory Aquatic subcouncil surveyed nine key national (United States) organizations, 14 international organizations, and 19 other key informants involved with water safety and swimming activities for their requirements for swimming in the "deep end." The most frequently reported variables included (a) distance swum, (b) floating or treading water, (c) entrance into water unassisted, and (d) exit from the water unassisted. The subcouncil proposed that water competency include the following: (1) entry with total submersion; (2) recovery to the surface and float or tread for at least 1 min; (3) turn 360° and orient toward an exit point; (4) level off and move on front and/or on back position for at least 25 yards; and (5) exit from the water. We note that water competency is influenced by conditions of the aquatic environment (e.g., water temperature, movement, depth) into which the person may be introduced, and that skills demonstrated in one aquatic environment may not transfer to another. Our proposed operational definition for water competency provides an initial framework for an expanded version that may be expanded to be used globally.

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Application of ecological dynamics principles to drowning prevention

Button

Burnay

et al. 2022

Asian Journal of Sport and Exercise Psychology

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Can You Swim in Waves? Children's Swimming, Floating, and Entry Skills in Calm and Simulated Unsteady Water Conditions

Cited by 26 publications

References 9 publications

Parental Perceptions of Water Competence and Drowning Risk for Themselves and Their Children in an Open Water Environment

Parental Perceptions of Water Competence and Drowning Risk for Themselves and Their Children in an Open Water Environment

Toward Defining Water Competency: An American Red Cross Definition

Application of ecological dynamics principles to drowning prevention

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