Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers

Abstract

Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.

A systematic review of demographic and background factors associated with the development of children’s aquatic competence

“…Fourteen studies fulfilled the inclusion criteria (Petrass et al 2021 ; Willcox-Pidgeon et al 2021 ; Peden et al 2017 ; Calverley et al 2021 ; Forde et al 2020 ; Franklin et al 2015 ; Lawson et al 2012 ; Mercado et al 2016 ; Moran and Gilmore 2018 ; Munn et al 2021 ; Olaisen et al 2018 ; Peden et al 2020 ; Pratt et al 2021 ; Terzidis et al 2007 ) and encompassed research in five countries: Australia (n = 6), United States of America (n = 5), England (n = 1), Greece (n = 1) and New Zealand (n = 1). Participants were aged between 1 and 17 years, with most aged between 5 and 14 years (see Additional file 1 : Table S1, for study characteristics).…”

“…These standards include competencies for swimming, lifesaving, rescue, and survival skills, as well as water safety knowledge. The duration, structure, content, and availability of school-based lessons differ between schools and across the country (Petrass et al 2021 ). One reason for this is that aquatic programs are designed to meet the learning needs and strengths of individuals and/or groups of students.…”

Bush Nippers: Evaluating the effectiveness of the Nipper education program in regional inland Victoria, Australia

“…While this will be required in future program iterations, it is important to note that previous research has indicated Victorian primary school students’ have low swimming ability, 10 yet the postprogram competencies of those participants assessed were promisingly strong, acknowledging they had since completed the Bush Nippers program. In addition, other water safety interventions of similar duration have shown significant increases from pre to posttest 11 . Another limitation with this project was that follow‐up assessment of knowledge and competencies was not conducted, therefore it remains unknown if the knowledge and skills attained were retained over time.…”

“…Despite these findings, there is a lack of information in the literature which details evaluated efforts to improve school children's water safety and lifesaving skills and knowledge. 11 Best practice recommendations for inland drowning prevention efforts have suggested a child's formative years while in primary school are key for creating lasting, lifelong behaviours. 10,12 Accordingly, provision of water safety education and swimming lessons for children has been suggested to be best offered in the primary school timetable.…”

Influence of a Survival Swimming Training Programme on Water Safety Knowledge, Attitudes and Skills: A Randomized Controlled Trial among Young Adults in Sri Lanka

“…The National Action Plan for Drowning Prevention and Water Safety in Sri Lanka highlights the need for drowning prevention among university students in Sri Lanka [ 18 ]. However, both locally and worldwide, most water safety training programmes and research studies have targeted children [ 19 , 20 , 21 , 22 , 23 ], while the young adult population seems to have been neglected [ 16 ]. According to the author’s knowledge, the available water safety training programmes and research studies for university students or young adults have been conducted in high-income countries which have a different pattern of drowning compared to Sri Lanka [ 16 , 17 , 24 ].…”