Perceived Versus Real Swimming Skills of Adolescents under Standard and Challenging Conditions: Exploring Water Competencies as an Approach to Drowning Prevention

Rejman, Marek; Kwaśna, Anna; Chrobot, Magdalena; Kjendlie, Per-Ludvik; Stalmann, Robert K

doi:10.3390/ijerph17113826

Cited by 15 publications

(9 citation statements)

References 33 publications

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“…Accidents have been reported as the principal cause of death in children [ 1 ], with pedestrian behaviour [ 2 , 3 , 4 ] and drowning [ 5 , 6 , 7 ] taking higher attention. In most of the drowning or near-drowning episodes, victims have a history of inadequate or insufficient aquatic skills for safety [ 8 ] which includes the inability to displace themselves into a safer zone, change body position, and swim in open water [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…Overestimation is usually reported when assessing perceived aquatic competence (PAC) among minority groups [ 31 ], or among young adults [ 17 , 32 , 33 , 34 , 35 ]. Only Rejman et al [ 6 ] reported an underestimation of the swimming skills of boys (14–15 years), despite both boys and girls having a poor level of aquatic competencies and needing a more comprehensive aquatic education.…”

Section: Introductionmentioning

confidence: 99%

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Perceived and Real Aquatic Competence in Children from 6 to 10 Years Old

Costa

Frias

Ferreira

et al. 2020

IJERPH

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This study aimed to analyze the relationship between perceived aquatic competence (PAC) and real aquatic competence (RAC) in 6 to 10 year old children in skills identified as relevant for surviving an aquatic accident. The study sample consisted of 105 children (8.2 + 1.3 years old). Two age groups were examined separately [G1, 6 to 7 years (n = 53); G2, 8 to 10 years (n = 52)]. Children’s aquatic competence was evaluated twice for skills linked to the risk of drowning: Firstly, using a common swimsuit (simple condition) and secondly wearing a t-shirt (complex condition). The PAC was assessed by questionnaire interview. Pearson correlation coefficients, pairwise, and independent t-test comparisons were performed with a significance level of 5%. Similar levels of PAC were found among both age groups for all measured skills, excepted for breath control during swimming (p < 0.05). However, PAC differs significantly (p < 0.001) from RAC (in simple and complex conditions) only in G1. Correlations between PAC and RAC were modest for all measured skills in both age-groups. Significant differences were found between RAC in simple and complex conditions in both groups (p < 0.01). Age contributes to a higher perceived aquatic competence in skills related to the risk of drowning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceived and Real Aquatic Competence in Children from 6 to 10 Years Old

Costa

Frias

Ferreira

et al. 2020

IJERPH

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“…Self-assessment of ability is very important because research indicates that adult men, children, and their caregivers often underestimate water incidents (Morrongiello et al, 2013 ). Other studies reported that men are more likely to overestimate more water abilities than women (Moran and Stanley, 2013 ; Rejman et al, 2020 ). Studies analyzing the personal water competency conclude that most think they swim well, while twice as many men and women think they can swim longer than 200 m and feel safer in open water (Stanley and Moran, 2016 ).…”

Section: Introductionmentioning

confidence: 95%

How University Students Assess Their Water Skills

Dimitrić¹,

Jakšić²,

Sadri³

et al. 2022

Front. Sports Act. Living

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The aim of this study was to determine the gender differences between students' actual and perceived water abilities, how respondents assess risk in the described situations, and whether there are gender differences for those situations. The cross-sectional study was conducted on 150 students aged 19–20 years (males, n = 88; females, n = 62) from the faculty of sport and physical education, University of Novi Sad. Using calculated frequencies and estimates, students' self-assessment and actual measures of their swimming and survival skills and their perceived risk of drowning are described. Based on the results, Mann-Whitney U tests were applied. The differences between independent variables (gender) were analyzed according to dependent measures (water competency). To determine the significance of the relationship between actual and perceived skills, Spearman-rank correlation coefficients were calculated. The results of this study confirmed gender differences between students' actual and perceived water abilities, and that the male and female students had inaccurate perceptions of their own perceived and real water abilities. Both male and female students, with high precision, assessed their ability to swim long distances (rs = 0.601; rs = 0.694) just as female students assessed their ability to float (rs = 0.698). Male students greatly overestimated their backstroke swimming, while female students underestimated their ability to dive into the water. Both groups overestimated underwater swimming and underestimated their surface dive skill. Also, there was gender differences between students in assessing the risk for described situations.

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“…In order to investigate the relationship between one’s actual and perceived level of aquatic skills, an alignment between test instruments measuring both constructs is recommended [ 46 , 47 ]. However, only a few of the scarce studies examining and comparing children’s actual and perceived motor competence in the water used aligned instruments, since there are currently few (aligned) test instruments available in this regard [ 23 , 37 , 48 ].…”

Section: Introductionmentioning

confidence: 99%

The Inter-Rater and Intra-Rater Reliability of the Actual Aquatic Skills Test (AAST) for Assessing Young Children’s Motor Competence in the Water

Mertens

Martelaer

Sääkslahti

et al. 2021

IJERPH

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As children’s actual aquatic skills are important for the prevention of drowning as well as their engagement in lifelong aquatic physical activity, researchers and practitioners should be able to assess this vital concept accurately and reliably. Therefore, this study aimed to investigate the inter-rater and intra-rater reliability of the Actual Aquatic Skills Test (AAST), consisting of 17 different test items for the assessment of young children’s motor competence in the water. Six raters received a training and evaluation session on scoring the AAST, after which five of them assessed four test videos (of various children (n = 38) performing the test items) twice, with one to two weeks in between (i.e., test and re-test). Inter-rater and intra-rater reliability were determined per test video and for the different AAST test items across videos using Gwet’s Agreement Coefficient 2 (Gwet’s AC2). The Gwet’s AC2 for inter-rater reliability at the test varied from 0.414 to 1.000, indicating a moderate to perfect agreement between raters. For intra-rater reliability, it ranged from 0.628 to 1.000, demonstrating a good to perfect agreement between test and re-test scoring. In conclusion, the AAST is a promising tool to reliably assess young children’s actual aquatic skills in an indoor swimming pool.

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Perceived Versus Real Swimming Skills of Adolescents under Standard and Challenging Conditions: Exploring Water Competencies as an Approach to Drowning Prevention

Cited by 15 publications

References 33 publications

Perceived and Real Aquatic Competence in Children from 6 to 10 Years Old

Perceived and Real Aquatic Competence in Children from 6 to 10 Years Old

How University Students Assess Their Water Skills

The Inter-Rater and Intra-Rater Reliability of the Actual Aquatic Skills Test (AAST) for Assessing Young Children’s Motor Competence in the Water

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