Evaluating water competency attainment among young children.

Abstract

Background: Participation in swimming lessons may reduce drowning among young children (aged 1-5 years). We examined minimum and mean ages at which young children demonstrate components of unsupported water competency (without parent/instructor assistance) and the degree of improvement associated with different numbers of formal group swim lessons through two projects.

Methods: Young children were enrolled in swim instruction programmes offered by a nationally recognised organisation. In project 1, four to eight 30-minute formal group swim lessons were offered. Project 2 increased the number to 12-18 lessons. We observed and categorised pre-/post-lesson developmental levels of components of water competency.

Results: Significant improvements from pre- to post-test were observed across all water competency components in both projects. During project 1, the youngest age category in which we observed unsupported water entry and water exit behaviours was 1-1.9 years. The youngest age category during which we observed unsupported breath control, back flotation/buoyancy and changing body orientation behaviours was 2-2.9 years old. The greatest improvement occurred in water exit, followed by breath control. Most children did not achieve unsupported water competency except in water entry and exit. Children achieved more advanced unsupported behaviours as age increased. Children enrolled in more lessons (12-18) acquired more components and more advanced levels of water competency than children in fewer lessons (4-8).

Conclusion: Although swim skills improved in both projects, more research is needed to determine the optimal number of swimming lessons and the best methods of teaching lessons to young children for most to reach unsupported water competency levels.