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

Abstract

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.

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“…From a constructivist point of view as it applies to water competence, Andrade (2008) asserted that the development of water competence had to be done in a practical way, but enhanced by significant learning which could be transferred to real life situations involving problems solving. Accordingly, Stallman (2013;Stallman, Moran, Quan, & Langendorfer, 2017) insisted that a water competence definition must be placed in a drowning prevention context and had to include cognitive competences, attitudes, and values in addition to swimming skills. Broadening the water competence definition addressed behaviours that provided additional protection from drowning.…”

Can You Float? Part I - Perceptions and Practice of Unsupported Flotation Competency among Young Adults

“…Where energy conservation and prolonged immersion are not a primary consideration, treading water by using various forms of arm and leg movement is another form of stationary surface competency. Apart from maintaining the airway, treading water also provides for good all-round visibility, provides a form of resting, or stopping to seek or summon help, and may offset the onset of hypothermia (Stallman et al, 2017).…”

Can You Float? Part I - Perceptions and Practice of Unsupported Flotation Competency among Young Adults

“…The capacity to maintain the airway through buoyancy control when immersed in water is critical in preventing drowning (Stallman, Moran, Quan, & Langendorfer, 2017). While such a statement appears axiomatic and its inclusion is thus foundational in many water safety programs (e.g., American Red Cross, 2009;AUSTSWIM, 2009;Lifesaving Canada, 2011: Royal Life Saving Society -UK, 2012, evidence about flotation competency remains elusive.…”

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The capacity to maintain the airway through buoyancy control when immersed in water is critical in preventing drowning (Stallman, Moran, Quan & Langendorfer, 2017). In this first phase of the Can you Float?

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