Developing a first principles approach to educating water skills for life to children

Abstract

In New Zealand, despite the fact that the majority of drownings occur in open water, most swimming teaching occurs in public swimming pools. It is possible that learning to swim in a public swimming pool does not sufficiently prepare people to develop water competence when exposed to open water environments. This aim of this study was to address whether it is effective to teach children water safety knowledge and skills in open water environments. Based on existing research the following predictions were tested: 1) The water safety skill competency of NZ primary school children will be varied but overall quite low 2) The water safety skill competency of children will improve following a one week intervention program taught in open water environments 3) Following an intervention program taught in open water environments, the improvement in water safety skill competency of children will be retained for at least three months Ninety-eight primary school-aged children (7-11 years old) volunteered to participate and provided informed consent. Their water safety knowledge and skills were tested in a swimming pool before, immediately after, and three months after receiving a three-day education program delivered in open water environments (harbour, surf, river). The education program was conducted by teams of ‘expert providers’ with comprehensive experience and appropriate education qualifications. For each of the three test phases, participants were asked to attempt six tasks (i.e., Quiz, Buoyancy, Submersion, Obstacle Course, Simulated Rescue and Propulsion). The participant’s relative competency to perform the tasks unaided was assessed by observers on a 4-point scale. At pre-test, the percentage of children achieving a high level of competence on the six water safety tasks was typically less than 50%. In support of previous research, the water safety competencies of children were spread across a wide continuum of skilled behaviour and was quite low relative to those recommended in the Water Skills for Life program. It is concerning that approximately 60% of participants failed to complete a 5 minute continuous swim or an unsupported floating exercise without receiving additional help. Encouragingly there was strong support for the efficacy of the open water education program. Children improved their competency in each of the six tasks assessed. Furthermore, children demonstrated a good level of retention of these skills when assessed three months after the program had concluded. Caregivers offered very positive support for the education program and most felt that their child/children were definitely more aware of the dangers associated with open water environments and how to behave safely. Previous work had shown that 10 weeks of one hour lessons taught in swimming pools was effective in improving water safety knowledge and competency (Button et al., 2017). The current study indicates that similar levels of improvement can be obtained from an education program conducted within three days. A key challenge for future research will be to determine the transferability of water safety skills learnt in open water environments. It is recommended that New Zealand’s water safety sector work collaboratively to inform policy and strategies by: • Exploring and promoting opportunities to teach water safety knowledge and skills to New Zealanders in open water environments • Identifying and supporting ‘expert’ organisations best placed to provide education in different open water environments • Liaising with and lobbying the Ministry of Education and NZ schools to consider how best to integrate open water safety education with swimming pool based skill acquisition programs