Toward Defining Water Competency: An American Red Cross Definition

Abstract

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.

Changing Learn-to-Swim and Drowning Prevention Using Aquatic Readiness and Water Competence

“…This issue of the International Journal of Aquatic Research and Education features a study conducted by members of the American Red Cross's Scientific Advisory Council's aquatic subcouncil (see Quan, et al 2015 in this issue). Their stated goal of the study and paper is to identify current ways that aquatic professionals test proficiency in swimming (i.e., water competency) and based on that information to construct an operational definition for water competency that might eventually be recognized worldwide in an effort to understand how being competent in the water serves as a deterrent to drowning.…”

“…In the Quan et al (2015) paper, the authors identified what they believed are the key elements or items in defining a person's degree of water competency. They include several specific tasks that could be associated with the basic skill strands mentioned in the previous paragraph that already comprise the American Red Cross L-T-S levels.…”

“…There continues to be no evidence to support a similar "inoculation effect" on older children and adolescents. As the Quan et al (2015) paper points out, more research is definitely needed. As part of my conclusion to this editorial, I would like to propose that we could profitably view drowning and drowning prevention from developmental and dynamical perspectives as I have proposed for learning to swim, or acquiring water competence.…”

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

“…An international position statement recommended completing a minimum distance of 25 m in addition to a range of other water safety skills including water entry/exit, floating, and rescue skills (International Life Saving Federation, 2012). A review of 14 international organizations found variable distance requirements within their tests of water safety with 25 m being the most frequently reported distance although the authors noted that the skills and competencies will be environment-and task-specific (Quan, Ramos, Harvey, Kublick, Langendorfer, Lees, et al, 2015). A recent study in Bangladesh used a 25 m distance as a measure of 'naturally acquired swimming ability,' the assessment being conducted in open water deeper than the candidates' own height and included being able to exit the water (Rahman, Linnan, Mashreky, Hossain, & Rahman, 2014).…”

Reestablishing a Culture of Water Competency at an HBCU

“…Re-establishing a historic culture of swimming among African Americans ought to start with assessing and developing water competencies among the most vulnerable persons including especially African American children (Pharr, Irwin, Layne, & Irwin, 2018). The American Red Cross has identified water competency as the skill to (1) enter the water with full submersion; (2) recover to the surface and float or tread for at least 1 minute; (3) turn 360 degrees and orient toward an exit point; (4) level off and move on font and/or back position for at least 25 yards; and (5) exit safely from the water (Quan et al, 2015). More recently, Stallman, Moran, Quan, and Langendorfer (2017) expanded the definition of water competency and proposed 15 psychomotor tasks, cognitive knowledges, and affective attitudes and judgments.…”