Can You swim? An Exploration of Measuring Real and Perceived Water Competency

Abstract

Little is known about the relationship between real and perceived water competence among youth in the context of drowning prevention or of their perceptions of their risk of drowning. This study reports the findings of an international project entitled Can You Swim? Collegiate physical education students (n = 373) were assessed in a two-part study using an initial questionnaire survey to provide self-estimates of water competency and risk perception, followed by six practical tests in the water. Correlation coefficients between perceived and real swimming (r s = 0.369) and floating (r s = 0.583) skills were significant but only moderate in strength. No significant gender differences in real or perceived water competency were found. Significantly more males than females estimated lower risk of drowning associated with a series of aquatic scenarios (p = 0.016). The implications of these findings on drowning prevention and the need for further investigation are discussed.While the role of swimming proficiency in drowning prevention may appear axiomatic, its protective capacity is not well understood. Brenner, Saluja, and Smith (2003) have argued that increased swimming competency is almost certain to be protective in a drowning situation and, if so, then differences in swimming competency may help explain why some are at greater risk of drowning than others. The relationship between swimming competency, swimming lessons, and the risk of drowning for young children has been the subject of some inquiry (Brenner, Moran, Stallman, Gilchrist, & McVan, 2006), but little is known about this relationship with respect to young adults, one of the most at-risk groups of drowning in most developed countries.A systematic, large-scale review of childhood and youth drowning noted that even though studies have shown that swimming lessons improved the ability to dive,

Can You Swim in Waves? Children's Swimming, Floating, and Entry Skills in Calm and Simulated Unsteady Water Conditions

“…This is comparable, or even better, than adult sport science students in the "Can You Swim Study" where 33% could stay afloat for only 2 min. Additionally, 20% could stay afloat for only 2-6 min (Moran et al, 2012). The floating performance was found to be shorter in the unsteady condition compared with the calm water condition with respect to both performance rating score and floating time.…”

“…where several investigations were undertaken to reveal how well children transfer their skills from calm water conditions to unsteady or wavy water conditions and how perceived and real skills are performed in simulated unsteady, wavy, or choppy water conditions. It is part of a series of studies in the "Can You Swim" project (Moran et al 2012). A paired, randomized, repeated measures (test-retest) experimental design was chosen where the participants served as their own controls.…”

Can You Swim in Clothes? An Exploratory Investigation of the Effect of Clothing on Water Competency

“…(Moran et al, 2012). In this study, participants were asked to estimate their capacity to perform a range of skills deemed relevant to drowning prevention and then compare these estimates with practical assessment of the skills.…”

Differences in Drowning Rates between Rural and Non-Rural Residents of Ontario, Canada

“…Previous studies have shown that men are more likely to engage in risk-taking behavior once on the water and are also more likely to be under the influence of alcohol than women (Howland, Hingson, Mangione, Bell, & Bak, 1996;Lapa, Turgut, & Turgut, 2012). Further, men are more likely to overestimate their swimming skill and underestimate drowning risk (McCool, Moran, Ameratunga, & Robinson, 2008;Moran et al, 2012). Less well known, however, is our finding that males from rural areas drown at significantly higher rates than age-matched males living in non-rural areas.…”