van Duijn Tina, Ng Jonathan Leo, Burnay Carolina, Anderson Neil, Uehara Luiz, Cocker Kane, Button Chris
School of Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin, New Zealand.
Front Psychol. 2021 Oct 8;12:733489. doi: 10.3389/fpsyg.2021.733489. eCollection 2021.
Learning aquatic skills is an important component of developing physical literacy in children. Aquatic skills such as floating, swimming and safe entry/exit promote engagement in different water environments and may help preserve lives in an emergency. This scoping review was conducted to evaluate the influence of task constraints (i.e., equipment) and environmental constraints (i.e., physical and social) on how children learn foundational aquatic skills. In developed countries, children are typically taught in swimming pools under direct supervision. It is also not uncommon to see children and infants learning to swim with assistive equipment (e.g., buoyancy aids). However, perhaps surprisingly, the evidence on how and where children learn aquatic skills does not uniformly promote such practices. For example, the use of flotation devices has not been proven to aid skill learning. Some researchers have advocated that children should learn aquatic skills whilst wearing outdoor clothing. One benefit of children wearing clothing is an increased capacity to practice in colder water (such as the ocean, rivers, or lakes). Overall, whilst practitioners often use equipment for various reasons it seems that not all equipment is equally useful in promoting the acquisition of aquatic skills. In less developed countries, with limited access to swimming pools and fewer resources for private instruction, a range of different open water aquatic environments and practices, such as swimming in temporarily flooded areas, have been reported. Such strategies are in urgent demand of further research given that drowning rates in less developed countries around the world exceed those in developed nations. It can be argued that learning in pools does not afford the opportunities to develop the whole range of adaptive skills that may be required in different open water environments such as navigating currents and waves, floating whilst clothed, or making life-saving decisions. Consequently, a shift toward teaching in open water environments has occurred in several countries. This review provides an evidence-base upon which practitioners can design more effective aquatic education programs for children.
学习水上技能是培养儿童身体素养的重要组成部分。诸如漂浮、游泳和安全进出等水上技能能促进儿童在不同水环境中的参与度，并在紧急情况下可能有助于挽救生命。本综述旨在评估任务限制因素（即设备）和环境限制因素（即物理和社会因素）对儿童学习基础水上技能方式的影响。在发达国家，儿童通常在直接监督下于游泳池中接受教学。儿童和婴儿使用辅助设备（如浮力辅助装置）学习游泳的情况也并不少见。然而，或许令人惊讶的是，关于儿童如何以及在何处学习水上技能的证据并不一致地支持此类做法。例如，使用漂浮装置尚未被证明有助于技能学习。一些研究人员主张儿童应穿着户外服装学习水上技能。儿童穿着衣服的一个好处是在较冷的水中（如海洋、河流或湖泊）练习的能力增强。总体而言，尽管从业者常常出于各种原因使用设备，但似乎并非所有设备在促进水上技能习得方面都同样有用。在欠发达国家，由于游泳池的使用机会有限且私人教学资源较少，已有报道称存在一系列不同的开放水域水上环境和做法，如在临时被洪水淹没的地区游泳。鉴于世界上欠发达国家的溺水率超过发达国家，此类策略迫切需要进一步研究。可以说，在游泳池中学习无法提供发展在不同开放水域环境中可能所需的全部适应性技能的机会，例如驾驭水流和波浪、穿着衣服漂浮或做出救生决策。因此，一些国家已出现向开放水域环境教学的转变。本综述提供了一个证据基础，从业者可据此为儿童设计更有效的水上教育项目。
