Teaching Foundational Aquatic Skills to Children in Open Water Environments

Button, Chris; Button, Angela; Jackson, Anne‐Marie; Cotter, Jim; Maraj, Brian

doi:10.25035/ijare.13.01.01

Cited by 19 publications

(17 citation statements)

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“…Despite the brief duration of the education programme (3 days) the results demonstrated that most children significantly improved their aquatic competencies (i.e., both physical skills and safety knowledge) and retained them up to 3 months later. Button et al (2020a) contrasted their data with children of the same age taught a similar programme in swimming pools and noticed that whilst similar levels of skill improvement were obtained, the retention of skills was superior amongst children taught in open water environments. Ongoing research by this group is investigating how transferable skill learning is between different aquatic environments.…”

Section: The Influence Of the Environment On Learning Of Aquatic Skills Physical Environmentmentioning

confidence: 96%

“…Recent research by Button et al (2020a) appears to be the first investigation into the efficacy of aquatic skills education in an open water setting. The authors had 98 children (7-11 years old) undergo a water safety education programme that included supervised practice sessions at open water harbor, river and ocean environments (see Figure 2).…”

Section: The Influence Of the Environment On Learning Of Aquatic Skills Physical Environmentmentioning

confidence: 99%

“…affect the development of aquatic skills in children (Kjendlie et al, 2013). Although emerging evidence shows children's aquatic skills can be effectively learnt in a range of open water environments (Amberg et al, 2020;Button et al, 2020a), this approach has yet to be confirmed in a large scale project alongside a matched control group. We can attest from first-hand experience that testing and conducting learning studies in open water environments poses numerous challenges: safety requirements, weather dependence, temporal demand, managing group sizes, and a range of dynamic factors that are difficult to predict (i.e., temperature, depth, visibility).…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

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The Influence of Equipment and Environment on Children and Young Adults Learning Aquatic Skills

Duijn

Burnay

et al. 2021

Front. Psychol.

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Learning aquatic skills is an important component of developing physical literacy in children. Aquatic skills such as floating, swimming and safe entry/exit promote engagement in different water environments and may help preserve lives in an emergency. This scoping review was conducted to evaluate the influence of task constraints (i.e., equipment) and environmental constraints (i.e., physical and social) on how children learn foundational aquatic skills. In developed countries, children are typically taught in swimming pools under direct supervision. It is also not uncommon to see children and infants learning to swim with assistive equipment (e.g., buoyancy aids). However, perhaps surprisingly, the evidence on how and where children learn aquatic skills does not uniformly promote such practices. For example, the use of flotation devices has not been proven to aid skill learning. Some researchers have advocated that children should learn aquatic skills whilst wearing outdoor clothing. One benefit of children wearing clothing is an increased capacity to practice in colder water (such as the ocean, rivers, or lakes). Overall, whilst practitioners often use equipment for various reasons it seems that not all equipment is equally useful in promoting the acquisition of aquatic skills. In less developed countries, with limited access to swimming pools and fewer resources for private instruction, a range of different open water aquatic environments and practices, such as swimming in temporarily flooded areas, have been reported. Such strategies are in urgent demand of further research given that drowning rates in less developed countries around the world exceed those in developed nations. It can be argued that learning in pools does not afford the opportunities to develop the whole range of adaptive skills that may be required in different open water environments such as navigating currents and waves, floating whilst clothed, or making life-saving decisions. Consequently, a shift toward teaching in open water environments has occurred in several countries. This review provides an evidence-base upon which practitioners can design more effective aquatic education programs for children.

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Section: The Influence Of the Environment On Learning Of Aquatic Skills Physical Environmentmentioning

confidence: 96%

Section: The Influence Of the Environment On Learning Of Aquatic Skills Physical Environmentmentioning

confidence: 99%

Section: Recommendations For Future Researchmentioning

confidence: 99%

See 1 more Smart Citation

The Influence of Equipment and Environment on Children and Young Adults Learning Aquatic Skills

Duijn

Burnay

et al. 2021

Front. Psychol.

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“…Physical educators appreciate that whilst supporting children to perfect their swimming strokes like a Michael Phelps or Rebecca Adlington is a wonderful aspiration; this is, for most children, neither achievable nor essential (Button, et al, 2020a). Technique reproduction should, therefore, not be a major focus of a PE curriculum, but rather a focus for swimming clubs (Button, et al, 2020b). The educator of a school-based swimming curriculum would appreciate that for every child there is a need to have 'knowledge of' (Gibson 1966) open water environments so they can navigate safely both around and immersed in such contexts.…”

Section: Exemplars Of Physical Education Curriculum Based Upon Ecological Dynamicsmentioning

confidence: 99%

An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next

Rudd

Woods

Correia

et al. 2021

Physical Education and Sport Pedagogy

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Background: In this paper, we explore physical education from a relational worldview. Theoretically guided by an ecological dynamics framework, this perspective calls us to conceptualise 'education' in its etymological rootsex-duceremeaning 'to lead' an individual 'out' into the world. In doing so, an educator would employ a 'softer' pedagogy, seeking to guide the attention and encourage exploration of a less experienced individual toward the perception of things that can support, or regulate, their behaviours. This pedagogical approach could help learners to self regulate in the environment, becoming more responsive to emergent opportunities for action available.Theory: This is a pedagogy of exploration, search, discovery, invention and adaptation that is devised from three of the contributing theories to ecological dynamics: ecological psychology, dynamical systems theory and complexity sciences. Throughout this paper we show that this progressive view contrasts with the more traditional perspectives of physical education, grounded in established pedagogical approaches that are often pre-occupied with instilling idealised ways of moving in learners, typically at the expense of appreciating how the environment reciprocally shapes behaviour.Practical Implications: In an effort to support educators with integrating an ecological conceptualisation of PE into their practice we outline three cornerstones. We bring these ideas to life by concluding the paper with the presentation of three practical examples that transcends the physical educational journey from primary/elementary school through to secondary/ high schools. We exemplify how an ecological approach to PE can move us closer to achieving the aim of enabling children to lead a physically active life beyond the school gates.

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“…Nors plaukimo ir vandens saugumo pamokos iki šio amžiaus suteikia tam tikrų pagrindinių įgūdžių, vis dėlto 5-8 metų amžius yra ypač tinkamas laikas ugdytis pagrindinius plaukimo įgūdžius (Franklin et al, 2015). Daugelyje šalių didžiausias dėmesys skiriamas pradinių klasių mokinių plaukimo ir saugumo įgūdžių mokymuisi (Franklin et al, 2015;Button et al, 2017;Button et al, 2020), kad vaikai paliktų pradinę mokyklą turėdami minimalų plaukimo ir vandens saugumo įgūdžių ir žinių lygį. Pradinėse mokyklose besimokančiųjų amžius (5-12 m.) yra palankiausias amžius norint įgyti plaukimo įgūdžių ir būtent šiuo laikotarpiu galima susiformuoti saugumo, susijusio su vandens aplinka, pagrindus, nes kai kurie vaikai, gali būti, vėliau negalės sau leisti arba nedalyvaus kitose plaukimo mokymo formose (Franklin et al, 2015).…”

Section: įVadasunclassified

Plaukimo trenerių ir vaikų patirtys įveikiant sunkumus pradėjus mokytis plaukti

Poteliūnienė¹,

Kunickaitė²

2021

Sporto Mokslas / Sport Science

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Teaching Foundational Aquatic Skills to Children in Open Water Environments

Cited by 19 publications

References 0 publications

The Influence of Equipment and Environment on Children and Young Adults Learning Aquatic Skills

The Influence of Equipment and Environment on Children and Young Adults Learning Aquatic Skills

An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next

Plaukimo trenerių ir vaikų patirtys įveikiant sunkumus pradėjus mokytis plaukti

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