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.

Identifying Risk Factors Associated with Fatal Drowning Accidents in the Paediatric Population: A Review of International Evidence

“…They stated that children should attain a certain level of swimming ability before being allowed to engage with the deep end of a pool [11]. They cite Stallman, et al (2008) who says that it is mandatory in Norway for students to complete a 200-metre swim test [12].…”

“…They recommend a variety of skills including being able to swim a certain distance, floating or treading water, specific strokes and understandably a very important aspect of water safety entry and exit skills. Quan stated that there is no predetermined set of standards, which can be applied to all who engage with water and they should be organization specific [11]. The same study reported that there are a number of skills that must be mastered prior to a child having full swim ability; these are outlined in Table 1.…”

“…Therefore the test could function as a fitness screening and safety screening with a view to improve both which would possibly augment both aspects symbiotically. Quan et al stated the importance of considering the specific environment and conditions, which apply to a given situation [11]. Each and every skill recommended in this publication should be applied to the environment it is intended for.…”

Use of life jackets and other types of flotation for in-water recreation in designated swim areas in Washington State

“…The concerns about promoting life jacket use for swimmers include that flotation aids might increase the swimmer's confidence, promote venture into unsafe waters and decrease supervision and thereby increase the risk of drowning when unexpected events occur. Yet most children do not complete swim lessons to achieve a basic definition of water competency 18. Nearly 50% of 15–17 year olds who drowned between 2005 and 2014 knew how to swim 19.…”

Can you really swim? Validation of self and parental reports of swim skill with an inwater swim test among children attending community pools in Washington State

“…17 Based on an international survey of recreational aquatic organisations, the American Red Cross defined swim competency as having skills in entering, submersion and surfacing, propulsion, turning, floating/treading, and exiting from water. 18 Contrastingly, Dixon and Bixler 19 identified seven swim competency domains, based on young adults' perceptions (ie, not panicking; instinctive, basic, advanced, and rescue skills; covering a distance; ability to swim in multiple settings). *Excludes the 'knows how to swim' measure, given significant discordance between child and parent responses (see table 3).…”