Oh, Baby, Baby: Examining Claims for Water Safety and Drowning Prevention of Infants

Langendorfer, Stephen J.

doi:10.25035/ijare.09.02.03

Cited by 3 publications

(6 citation statements)

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“…While all students successfully completed the sprint and endurance swimming and floating tasks, a 15m underwater swim and deep water exit over a 410mm bulkhead when wearing a lifejacket proved too difficult for many of these generally water competent participants (see Table 3). Previous studies by the author have reported similar findings among young adult participants when swimming and floating with/without clothing (Moran, 2015(Moran, , 2014a and when getting out of the water (Moran, 2014b). The present study reinforces the need to teach swimming and flotation competencies in conjunction with lifejackets and clothing in a range of simulated survival situations.…”

Section: Discussionsupporting

confidence: 87%

“…Finally, participants were also asked to estimate their predicted exertion rating prior to completing the six practical activities when wearing a lifejacket using the same modified version of Borg's Ratings of Perceived Exertion (RPE) that was developed for previous water safety studies on clothing (Moran 2014a(Moran , 2015 and in the first phase of the current Can You Float? study that focused on unassisted flotation competency (Moran 2018).…”

Section: Survey Instrumentmentioning

confidence: 99%

“…Participants estimated the exertion required to complete the buoyancy aid tasks prior to undergoing the practical tests using a version of Borg's ratings of perceived exertion (RPE) scale (Borg, 1982(Borg, , 1998 modified for water competency evaluation (Moran, 2015). Tables 4a and 4b show the pre-and posttesting estimates of perceived exertion for each of the lifejacket tasks.…”

Section: Perceptions Of Exertion When Performing Lifejacket Tasksmentioning

confidence: 99%

“…Further investigations and applications are required to determine whether they are suitable for younger age groups, adults, and among those with lower levels of water competency. Second, the participants were part of a physical education degree program and may have been more motivated to succeed and better accustomed to physical exertion so the use of a modified scale (Moran, 2015) Finally, many of the statistical results, especially those focusing on gender differences were not statistically significantly difference although the descriptive numbers and percentages appeared to show some descriptive differences. Studies with larger sample sizes and a priori statistical power calculations should occur to examine the robustness of possible gender differences that have been found in previous studies.…”

Section: Limitationsmentioning

confidence: 99%

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Can You Float? Part 2 - Perceptions and Practice of Lifejacket Use Among Young Adults

Moran¹

2019

IJARE

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Personal flotation devices (PFDs), commonly referred to as lifejackets, have been identified as an extremely effective form of drowning prevention and was identified as a critical distinct water competency by Stallman and colleagues (2017). In this second phase of the Can You Float? study, perceptions and practice of a range of lifejacket tasks among students (N = 40) with known water proficiency were examined. Participants estimated exertion levels before and after practical testing of six simulated survival tasks when wearing lifejackets. All participants completed a 25m sprint swim, 5-minute endurance swim, 5minute float, and 25m partner assist but many failed to complete a 15m underwater swim (63%) and deep water exit (63%). Students underestimated the level of exertion required to complete the underwater swim and deep water exit. Reasons for, and implications of, this underestimation are discussed and recommendations for the teaching of lifejacket competency in water safety programs are made.

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Section: Discussionsupporting

confidence: 87%

Section: Survey Instrumentmentioning

confidence: 99%

Section: Perceptions Of Exertion When Performing Lifejacket Tasksmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

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Can You Float? Part 2 - Perceptions and Practice of Lifejacket Use Among Young Adults

Moran¹

2019

IJARE

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“…Nevertheless, the AAP (Committee on Injury, Violence, and Poison Prevention, 2010) made it clear that swimming lessons do not promote "drown-proofing" skills in young children. The veracity of videos on the internet (e.g., https://www.youtube.com/watch?v=YMJUdZX_22s) and anecdotal reports of infants saving themselves from drowning by turning to float on their backs require scientific validation (Langendorfer, 2015).…”

Section: Introductionmentioning

confidence: 99%

Effect of baby swimming lessons on infants’ avoidance of bodies of water

Burnay,

Anderson,

Button

et al. 2023

Developmental Psychobiology

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Despite the popularity of infant swimming programs, no evidence exists to determine whether they influence infants’ judgments and behavior when confronted with bodies of water. We conducted two separate studies examining if the total number of swimming sessions an infant participated in predicted whether they avoided a body of water they could enter via an edge (Study 1—Water Cliff: n = 101 infants) or a slope (Study 2—Water Slope: n = 77 infants). The results revealed a significant interaction between number of sessions and type of entry into the water. Infants who participated in 10 or more sessions were more likely to avoid falling on the edge leading into the water but entered the water significantly more if they could access it via a slope. These findings suggest that while experience in baby swimming programs can promoted more adaptive behaviors on drop‐offs leading into bodies of water, sloped entries may heighten drowning risks for young children with greater familiarity with water. Because we tested the two groups of infants in different countries, further research is warranted to determine if cultural differences in child rearing practices or variations in the content and/or teaching of the swimming programs might explain these intriguing findings.

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Baby Swimming Programs: The Impact on Infants’ Avoidance of Bodies of Water

Burnay¹,

Anderson²,

Button³

et al. 2023

Preprint

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Despite the popularity of infant swimming programs, no evidence exists to determine whether they influence infants’ judgements and behavior when confronted with bodies of water. In the current study we examined whether the total number of swimming sessions an infant had participated in predicted whether they avoided a body of water they could enter via an edge (n = 101 infants) or a slope (n = 77 infants). An initial regression analysis revealed no association between the number of sessions and avoidance of the water via either type of entry. However, a secondary analysis of infants who had participated in fewer or more than 10 sessions revealed a significant interaction between number of sessions and type of entry into the water. Infants who participated in more than 10 sessions were more likely to avoid the water if they could access it via an edge but significantly more likely to enter the water if they could access it via a slope. Because we tested the two groups of infants in different countries, further research is warranted to determine if cultural differences in child rearing practices or variations in the content and/or teaching of the swimming programs might explain these intriguing findings.

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Oh, Baby, Baby: Examining Claims for Water Safety and Drowning Prevention of Infants

Cited by 3 publications

References 0 publications

Can You Float? Part 2 - Perceptions and Practice of Lifejacket Use Among Young Adults

Can You Float? Part 2 - Perceptions and Practice of Lifejacket Use Among Young Adults

Effect of baby swimming lessons on infants’ avoidance of bodies of water

Baby Swimming Programs: The Impact on Infants’ Avoidance of Bodies of Water

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