Crises in the Aquatic Profession

In this paper, I propose there are several crises in the aquatic profession and I explain what they are and how to address them using research and my own observations. I use an innovative questioning process to do this by asking you the reader a series of questions after which I explain each. The first crisis has to do with the quantity of trained swimming instructors relative to the population that they serve. In many western European and North American high income countries (HICs), the teacher:student ratios are declining and it is getting increasingly difficult to hire trained swim instructors. In low and medium income countries (LMICs), the ratios remain devastatingly low and allow few persons to receive formal swim lessons. The second aquatic crisis I address is the apparent lack of competence and experience of many swim instructors in both HICs and LMICs. Part of the issue appears to be that most novice swim instructors only teach for 1-3 years creating a large turnover in instructors. Due to the lack of experience, the likelihood of new instructors to be highly effective is dramatically reduced. Among many training agencies, public pressure has been to reduce the amount of time and expertise required to become certified. The final crisis relates to the aquatic curricula provided by the primary training agencies (e.g., American Red Cross, YMCA of the USA). For the most part, the validity and reliability of swimming curricula have not been evaluated rigorously. Few if any evaluations of the efficacy of swimming curricula have been regularly conducted. The primary measure of program success continues to be how many students are enrolled in programs rather than how well students had learned to swim. I propose an ongoing need to address each of these crises as a primary way to address the drowning crisis faced worldwide

From Swimming Skill to Water Competence: A Paradigm Shift

This guest editorial leads off and introduces the subsequent scientific review

The Teaching of Swimming Based on a Model Derived from the Causes of Drowning

This paper proposes that the teaching of beginner swimming should be organized according to the causes of drowning. We surveyed drowning reports, interviewed drowning survivors, and observed simulated drowning victims to determine common characteristics associated with drowning. We also reviewed 25 swimming instructional programs offered by well-recognized national programs from 18 separate countries and identified 8 common beginning swimming skills. These skills could be closely connected with the causes of drowning. We proposed a definition for being able to swim that should be given common international acceptance so that learning to swim can actually provide skills needed for preventing drowning

From Swimming Skill to Water Competence: Towards a More Inclusive Drowning Prevention Future

Brenner, Moran, Stallman, Gilchrist and McVan, (2006) recommended that “swimming ability be promoted as a necessary component of water competence, but with the understanding that swimming ability alone is [often] not sufficient to prevent drowning” (p. 116). Tradition and expert opinion are no longer enough. Science can now help us select essential competencies. What does research evidence show us about the protective value of specific individual personal competencies? Since the term “water competence’’ was coined by Langendorfer and Bruya (1995) and adapted for drowning prevention by Moran (2013), it has gained in use and acceptance. As a construct, it is indeed more inclusive than “swimming skill’’ alone for addressing drowning prevention. Our proposed taxonomy of water competencies re-emphasizes the need for a broad spectrum of physical aquatic competencies as well as the integration of cognitive and affective competencies. The purpose of this review article is to a) identify all the key elements of water competence, b) support each recommended type of water competence with examples of research evidence, and c) suggest areas requiring further research

Can You Swim in Waves? Children\u27s Swimming, Floating, and Entry Skills in Calm and Simulated Unsteady Water Conditions

Little is known about the transfer of swimming skills from indoor, flat, calm conditions to outdoor, wavy, unsteady conditions. The aim of the current study was to examine the differences in swimming, floating and entry skills in children between calm and simulated open water conditions. Sixty-six children, 11 years of age, were tested on two occasions, once in calm water and once in simulated open water conditions. Testing consisted of a 200 m time trial, a 3 min back floating test, a diving entry, and a rolling entry. The results show an 8% decrement in performance on the 200 m swim between calm and unsteady conditions for those who completed the 200 m under both conditions. When weaker swimmers, who only completed 50 m of the 200 m test distance were tested, the performance decrement rose to 14%. The diving entry, the rolling entry and the floating test had decrements of 16%, 21%, and 24%, respectively. We concluded that 11-year-olds should not be expected to reproduce swimming skills they have performed in calm water with the same proficiency in unsteady conditions during an emergency

Which Stroke Next? All Strokes Next! Part Two: Strokes for Intermediate and Advanced Swimmers

The primary goal of this two-part project is to answer the rhetorical question of which strokes should be taught first, and which later (Langendorfer, 2013, Stallman, 2014a). As you have seen in Part One, we emphasize (as have many others) the need for a firm foundation before any stroke is introduced. When the learner is ready for propulsive motor competencies, there is no stroke which suits all as their first. In Part One we explored the “beginning strokes” all of which are candidates for any given learner’s first stroke. We also argued that after mastering their very first stroke the learner should learn the other, “first strokes.” This also broadens the base for the learning of other strokes as the learner advances to intermediate and advanced levels. Here in Part Two, we explore additional strokes, chosen as essential because of some unique quality which makes them the best solution in some specific, potential risk situation. They should, therefore, be included in any comprehensive, proactive aquatic educational program

Revisiting the Metaphorical Concept of “No Strokes First - All Strokes First”: Part One - Beginning Strokes

The aim of this article is to address the familiar question “Which swimming stroke should be taught first?” The discussion is usually focused on breaststroke versus crawl. Provoked by these naïve discussions of which stroke should be taught first (as if stroking equals swimming, which it emphatically does NOT), the question was answered metaphorically in an earlier article “No Stroke First – All Strokes First” (Stallman, 2008a). Here in Part I we identify and describe six strokes, all of which might be a candidate for any learners ‘very first’ stroke. We describe them as beginning strokes. Having identified and learned which one that a learner finds to be their easiest, the learner should then acquire the others. This strategy not only places the learner’s easiest stroke first but adds the other “beginning strokes” and launches an all-around foundation upon which all other strokes can more easily be learned