A Review of Drowning Prevention Interventions for Children and Young People in High, Low and Middle Income Countries.

Globally, drowning is one of the ten leading causes of child mortality. Children aged <5 years are particularly at risk, and children and young people continue to be overrepresented in drowning statistics. Accordingly, evidence informed interventions to prevent children drowning are of global importance. This review aimed to identify, assess and analyse public health interventions to reduce child drowning and investigate the use of behavioural theories and evaluation frameworks to guide child drowning prevention. Thirteen databases were searched for relevant peer reviewed articles. The systematic review was guided by the PRISMA criteria and registered with PROSPERO. Fifteen articles were included in the final review. Studies were delivered in high, middle and low income countries. Intervention designs varied, one-third of studies targeted children under five. Almost half of the studies relied on education and information to reduce drowning deaths, only three studies used a multi-strategy approach. Minimal use of behavioural theories and/or frameworks was found and just one-third of the studies described formative evaluation. This review reveals an over reliance on education and information as a strategy to prevent drowning, despite evidence for comprehensive multi-strategy approaches. Accordingly, interventions must be supported that use a range of strategies, are shaped by theory and planning and evaluation frameworks, and are robust in intervention design, delivery and evaluation methodology. This approach will provide sound evidence that can be disseminated to inform future practice and policy for drowning prevention

United Nations Sustainable Development Goals: Promoting health and well-being through physical education partnerships

The United Nations recently approved the Sustainable Development Goals (SDGs) which forms a guideline policy for all nations. While the UN have strongly advised that partnerships are essential for the implementation of these global goals, within local communities there is little evidence of how this is best done or what it looks like in practice. This paper shares a health and wellbeing community initiative that achieves goals three and four of the SDGs, and in doing so models how to implement physical education partnerships as advocated by the UN. The highly successful innovative initiative is “Best Start: A community collaborative approach to lifelong health and wellness” (2011–2014).This paper shares a health and wellbeing partnership, modelling implementation of physical education (PE) advocated by the United Nations (UN). The Sustainable Development Goals (SDGs) exemplifies global efforts towards equality, specifically Goal 3 and 4 address health and wellbeing. The purpose of this paper is to provide insights into cross sector “partnerships”, identified as essential for the implementation of the SDGs. This is significant as the UN acknowledge a present gap of information on partnerships in action and a need for reporting from the ground level. The project “Best Start: A community collaborative approach to lifelong health and wellness”, began as a partnership between a university and nearby schools and quickly grew to involve Australian Registered Training Organisations, the local health industry, Education departments and sport governing bodies. The collaborations involved pre-service teachers teaching Health and PE lessons to children in a disadvantaged socio-economic area, creating valuable learning experiences for stakeholders. Local and global communities were involved in research and reform. The project creatively optimised resources available through state, Australian and international connections. International partnerships enabled identification of unique contextual opportunities. Programme planning was strengthened with data gathered from an England and Wales Ofsted awarded Primary Physical Education course. Various methods, including; semi-structured interviews, reflective journal, observations, document analysis, and Student Evaluation of Teaching Units (SETU) were adopted. SETU is valid and reliable data collected by the university for the purposes of research. The findings support that partnerships enable SDG implementation and the research paper offers direction for localisation

Stop there's water on the road! Identifying key beliefs guiding people's willingness to drive through flooded waterways

Floods are among the most widespread of natural disasters and exposure to floodwaters increases drowning risk. A leading cause of flood related drowning deaths is driving through flooded waterways. Drawing on the Theory of Planned Behaviour, a two-phased research program was conducted. Phase 1 (N = 25; Mage = 32.38, SD = 11.46) identified common beliefs about driving through a flooded waterway. Phase 2 (N = 174; Mage = 27.43, SD = 10.76) adopted a cross-sectional design to examine the belief predictors of drivers’ willingness to drive through a flooded waterway. Given differences in consequences due to the depth of water, scenarios of low (road covered in 20 cm of water) and high (road covered in 60 cm of water) risk situations were investigated. A range of beliefs emerged as predicting drivers’ willingness to engage in this unsafe driving behaviour. These included attitudinal beliefs (e.g., sustain vehicle damage, become stuck/stranded), beliefs of social expectations (e.g., pressure from friends, family members, police), and efficacy beliefs (e.g., small distance of water to drive through, presence of signage). The results of the current study support using a Theory of Planned Behaviour belief-based approach to the understanding of risky transport-related aquatic activities. The findings highlight the role that specific key beliefs play in guiding people's willingness to drive through flooded waterways and, in turn, provide possible targets for future interventions to curb this risky and potentially fatal driving behaviour

Drowning deaths of zero- to five-year-old children in Victorian dams, 1989–2001

Objective: To examine drowning deaths of young children in Victorian dams to identify common contributing factors in order to develop strategies for future prevention.\ud \ud Design: Case records of children aged zero to five years from the State Coroner's Office Victoria were reviewed for the 13-year period 1989–2001. Cases where the child drowned in a dam were extracted for analysis.\ud \ud Results: During the 13-year period there were 27 deaths; 11 occurred on farms, five on hobby farms and 11 on properties where it was not specified whether the property was a farm. Almost three quarters of the children were male and the majority were aged between one year and three years. Half of the incidents occurred on the weekend and nearly half occurred during the summer months. Five major factors were common among incidents: stage of the child's development; absence of carer supervision; child playing outside the house; dam within 300 metres of where the child was playing; and lack of effective barriers between the dam and the child.\ud \ud Conclusion: The coronial information examined identified patterns of behaviour by both carers and young children that contributed to these deaths. The results support the implementation of strategies such as the promotion of child safe play areas and targeted public awareness campaigns for rural and regional aquatic environments

Preventing adolescent drowning: Understanding water safety knowledge, attitudes and swimming ability. The effect of a short water safety intervention

Worldwide, epidemiological data indicate that children are a high-risk group for drowning and while progress has been made in understanding toddler drownings, there is a lack of empirical evidence regarding the drowning risk and protective factors inherent for adolescents and young adults. This study used a self-report questionnaire to establish swimming and water safety knowledge and attitudes of young adults and objectively measured their actual swimming ability using formal practical testing procedures. Participants then completed a short, 12-week intervention that encompassed swimming, survival and rescue skills, along with water safety knowledge applicable to a range of aquatic environments. Knowledge, attitudes and swimming ability were then re-measured following the intervention to evaluate its effectiveness. The Wilcoxon matched pairs signed ranks test was performed to detect whether there were significant differences between knowledge, attitude and swim ability scores pre-intervention and post-intervention. A total of 135 participants completed the baseline and follow up questionnaire and all practical testing. Results indicated that these young adults had a very low level of water safety knowledge pre-intervention, although the majority had sound swimming and water safety skills and attitudes. Overall, significant improvements were evident in knowledge (p < 0.001) and swim ability (p < 0.001) post-intervention, although no changes were observed in attitudes (p = 0.079). Previous participation in formal swimming lessons and/or swimming within the school curriculum had no significant impact on water safety knowledge, skills or attitudes of these young adults, and there were few significant gender differences. While it is important to conduct further studies to confirm that these findings are consistent with a more representative sample of young adults, our findings are the first to provide empirical evidence of the value of a comprehensive aquatic education program as a drowning prevention strategy for young adults