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Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Exercise and Health".

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 33110

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Special Issue Editors

Dr. Raffaele Scurati

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Guest Editor

Department of Biomedical Sciences for Health, University of Milan, 20129 Milan, Italy
Interests: motor learning; motor control and biomechanics in swimming; sensory-perception and coordination; teaching methods and didactics in physical education and sport

Dr. Matteo Cortesi

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Assistant Guest Editor

Department for Life Quality Studies, University of Bologna, 47921 Rimini, Italy
Interests: swimming biomechanics; performance in water exercise; energetics of human locomotion in water; key determinants of aquatic sports activities; aquatic human locomotion; training and testing in aquatic activities
Special Issues, Collections and Topics in MDPI journals

Dr. Pedro Morouço

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Assistant Guest Editor

ESECS, Polytechnic University of Leiria, 2411 Leiria, Portugal
Interests: exercise and health; artificial intelligence; machine learning; technology
Special Issues, Collections and Topics in MDPI journals

Dr. Nuno Batalha

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Assistant Guest Editor

1. Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7000-727 Évora, Portugal
2. Comprehensive Health Research Centre (CHRC), University of Évora, 7000-727 Évora, Portugal
Interests: biomechanical and physiological determinant factors of sports performance, especially in swimming; teaching and training in aquatic sports.

Special Issue Information

Dear Colleagues,

Physical literacy embodies psychomotor, cognitive, motivational, and social aspects of the movement. Physically literate individuals better capitalize on the dynamic interactions of the aforementioned domains and can “read” the environment well, better dealing with the requirements of life. Physical literacy is therefore considered as a precondition to maintain appropriate levels of physical activity throughout life and to consequently contrast sedentary lifestyle, promote psychophysical wellbeing, and preserve health and quality of life.

In this holistic vision, the aquatic environment is a complementary condition allowing to experience specific and distinguishing movement proficiencies, differently from the usual terrestrial behaviors. It enriches the vocabulary of competencies and results in improving the ability to respond to embodied needs.

With this in mind, this Special Issue focuses on the multifactorial complexity of aquatic activity. A specific physical literacy in the aquatic environment has to be promoted to go beyond the recent literature on swimming and aquatics mostly addressed to biomechanics, medicine, and training.

Papers addressing didactics on fundamental aquatic skills, learn-to-swim, and aquatics in general are invited for this Special Issue. We welcome manuscripts specifically focusing on education, pedagogy, methodology, and conduction of aquatic experiences from infancy to old age towards the embodiment of psychomotor, cognitive, motivational, and social competencies for life by aquatics.

Dr. Raffaele Scurati
Dr. Matteo Cortesi
Dr. Pedro Morouço
Dr. Nuno Batalha
Guest Editors

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Keywords

physical literacy
swimming
aquatic skills
water exercise
motor learning
physical education
teaching methods
embodiment
physical activity
quality of life

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Published Papers (8 papers)

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Research

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11 pages, 339 KiB

Open AccessArticle

Low Occurrence of Musculoskeletal Symptoms in Swimming? Musculoskeletal Symptoms and Sports Participation in Adolescents: Cross Sectional Study (ABCD—Growth Study)

by Santiago Maillane-Vanegas, Francis Fatoye, Rafael Luiz-de-Marco, Jamile Sanches Codogno, Diego Augusto Santos Silva, Carlos Marcelo Pastre and Romulo A. Fernandes

Int. J. Environ. Res. Public Health 2022, 19(6), 3694; https://doi.org/10.3390/ijerph19063694 - 20 Mar 2022

Cited by 1 | Viewed by 1847

Abstract

The purpose of this paper was to identify the association between the occurrence of musculoskeletal symptoms (MS) and sports participation in adolescents. The sample included 193 adolescents (11 to 17 years of age; 131 boys and 62 girls). For this cross-sectional study, participants were categorized into four groups: “no-sports”, “repetitive non-impact sports”, “high-impact sports”, and “odd-impact sports”. A questionnaire was used, which defined MS as pain or any musculoskeletal complaint that led to restriction of current normal activities. In the entire sample, 112 adolescents reported at least one episode of MS during the recording, representing 58% of the sample. Our findings highlight that adolescents regularly engaged in odd-impact sports, such as martial arts, report a higher occurrence of MS than swimmers and adolescents who do not participate in any physical activity. Full article

(This article belongs to the Special Issue Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life)

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17 pages, 2021 KiB

Open AccessArticle

Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence

by Pietro Luigi Invernizzi, Marta Rigon, Gabriele Signorini, Giampiero Alberti, Gaetano Raiola and Andrea Bosio

Int. J. Environ. Res. Public Health 2021, 18(20), 10847; https://doi.org/10.3390/ijerph182010847 - 15 Oct 2021

Cited by 7 | Viewed by 3705

Abstract

The goal of swimming school during early school age is to promote physical literacy. According to linear or non-linear pedagogy, a linear or non-linear approach teaching style can be used. The aim of our study was to investigate whether a different teaching methodology, as in using a teacher-centered approach (linear pedagogy), or a student-centered approach (non-linear pedagogy), could differently influence the perceptions of aquatic activity of children and parents. Parents of 100 children (53 females and 47 males, age 5.9 ± 0.3 years old) participating in the study were previously interviewed to ascertain their expectations regarding the swimming course. Participants were in a medium-high social context. Subsequently, considering the data of the incoming aquatic motor competence’s tests, children were divided into a linear (LI) and non-linear (NL) pedagogy group. A total of 4 instructors were enrolled. Upon completing the swimming course, the aquatic motor competence’s test was repeated, a pictorial scale of perceived motor competence was administered, and a questionnaire regarding the course was proposed to children’s parents. Physical development and learn to swim resulted two of the most important reasons leading parents to choose swimming courses. LI achieved greater progress than the NL in actual motor competence (A.M.C.), while NL perceived a higher aquatic motor competence (P.M.C.) in 7 out of 10 items of the pictorial scale. Parents of children in LI, gave greater importance to the teacher’s role, while NL’s parents pointed the acquisition of children’s abilities as pivotal. In conclusion, NL approach was more appreciated by children, while LI method was more rewarding for parents because initial expectations were satisfied. Full article

(This article belongs to the Special Issue Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life)

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14 pages, 675 KiB

Open AccessArticle

Outsourcing Swimming Education—Experiences and Challenges

by Bjørn Harald Olstad, Pernille Ravn Berg and Per-Ludvik Kjendlie

Int. J. Environ. Res. Public Health 2021, 18(1), 6; https://doi.org/10.3390/ijerph18010006 - 22 Dec 2020

Cited by 9 | Viewed by 6063

Abstract

In Norway, swimming and lifesaving education (swimming education) is an obligatory part of physical education, with explicit learning aims after grade four. After recent reports of Norwegian pupils achieving low scores in swimming abilities, the Government has outlined strategies for improving swimming education. There is a notable trend toward using external providers in delivering swimming education. This article examines the outsourcing of swimming education in Norwegian primary schools. Eighteen semi-structured interviews were conducted with school leaders, physical education teachers and swimming instructors involved in outsourcing arrangements. The outsourcing was organized through private providers, municipalities, or local swimming clubs. Data were analyzed thematically and separated into highlighted areas of outsourcing practices. The results showed that outsourcing may be a solution for schools that lack staff with swimming experience and knowledge. It also indicates that teacher courses, professional development through collaboration, and strategies for measuring quality would improve swimming education. Full article

(This article belongs to the Special Issue Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life)

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16 pages, 1734 KiB

Open AccessArticle

Design and Validation of the Scale to Measure Aquatic Competence in Children (SMACC)

by Juan Antonio Moreno-Murcia, Luciane de Paula Borges and Elisa Huéscar Hernández

Int. J. Environ. Res. Public Health 2020, 17(17), 6188; https://doi.org/10.3390/ijerph17176188 - 26 Aug 2020

Cited by 12 | Viewed by 4307

Abstract

(1) Background: The aim of this study was to design and analyze the validity of the SMACC (Scale to Measure Aquatic Competence in Children) to evaluate aquatic competence in three- to six-year-old children. In addition, the relation between real competence obtained with the SMACC and perceived aquatic competence was verified as well as its differences according to sex and age. (2) Methods: Content validation was performed through the consensus of nine experts using the Delphi technique, and comprehension validity was determined through a pilot study on a sample of 122 children. An exploratory and confirmatory factor analysis was performed with two independent samples of 384 and 444 school children between three and six years old, respectively. (3) Results: After the pertinent adjustments, the final questionnaire comprised 17 items, which showed a good fit for both comprehension and content validity. The results of the exploratory and confirmatory analyses support the use of three dimensions in aquatic competence: motor, socio-affective, and cognitive. The correlations support construct validity showing a positive relation with perceived aquatic competence. (4) Conclusions: These promising validity data are discussed from a global and integrative perspective in relation to the improvement of children’s development in the aquatic environment during the early stages of their lives. Full article

(This article belongs to the Special Issue Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life)

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19 pages, 47662 KiB

Open AccessArticle

Perceived and Real Aquatic Competence in Children from 6 to 10 Years Old

by Aldo M. Costa, Alexandra Frias, Sandra S. Ferreira, Mario J. Costa, António J. Silva and Nuno D. Garrido

Int. J. Environ. Res. Public Health 2020, 17(17), 6101; https://doi.org/10.3390/ijerph17176101 - 21 Aug 2020

Cited by 10 | Viewed by 3397

Abstract

This study aimed to analyze the relationship between perceived aquatic competence (PAC) and real aquatic competence (RAC) in 6 to 10 year old children in skills identified as relevant for surviving an aquatic accident. The study sample consisted of 105 children (8.2 + 1.3 years old). Two age groups were examined separately [G1, 6 to 7 years (n = 53); G2, 8 to 10 years (n = 52)]. Children’s aquatic competence was evaluated twice for skills linked to the risk of drowning: Firstly, using a common swimsuit (simple condition) and secondly wearing a t-shirt (complex condition). The PAC was assessed by questionnaire interview. Pearson correlation coefficients, pairwise, and independent t-test comparisons were performed with a significance level of 5%. Similar levels of PAC were found among both age groups for all measured skills, excepted for breath control during swimming (p < 0.05). However, PAC differs significantly (p < 0.001) from RAC (in simple and complex conditions) only in G1. Correlations between PAC and RAC were modest for all measured skills in both age-groups. Significant differences were found between RAC in simple and complex conditions in both groups (p < 0.01). Age contributes to a higher perceived aquatic competence in skills related to the risk of drowning. Full article

(This article belongs to the Special Issue Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life)

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18 pages, 865 KiB

Open AccessSystematic Review

Effects of Exposure to Formal Aquatic Activities on Babies Younger Than 36 Months: A Systematic Review

by Carlos Santos, Carolina Burnay, Chris Button and Rita Cordovil

Int. J. Environ. Res. Public Health 2023, 20(8), 5610; https://doi.org/10.3390/ijerph20085610 - 21 Apr 2023

Cited by 2 | Viewed by 5085

Abstract

This systematic review investigated the possible effects of exposing infants to formal activities in aquatic environments. A literature search of eight databases was concluded on 12 December 2022. Studies were eligible if they: (i) focused on 0–36 months of age infants, (ii) addressed the exposure of infants to formal aquatic activities, and (iii) compared the ‘same condition of aquatic exposure with the control’ or ‘before and after exposure’. The PRISMA protocol was used. Articles considered for inclusion (n = 18) were clustered in the health, development, and physiological outcome domains. The results show that research is focused on indoor activities, mainly in baby swimming programs and baby aquatic therapy interventions. Swimming and aquatic therapy practices are generally safe for babies’ health, and there are benefits to preterm and newborns exposed to aquatic therapy once the physiological parameters are maintained in normal and safe patterns. A positive effect is also suggested in general gross and fine motor skills, visual motion perception, cognitive flexibility, and response selection accuracy for infants who participated in aquatic programs. Further investigation with high-quality experimental designs is required to establish the effect of exposure of infants to formal aquatic activities (Systematic Review Registration: CRD42021248054). Full article

(This article belongs to the Special Issue Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life)

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23 pages, 1529 KiB

Open AccessSystematic Review

Building the Foundation of Aquatic Literacy in 4–6 Years-Old Children: A Systematic Review of Good Pedagogical Practices for Children and Parents

by Léa Mekkaoui, Christophe Schnitzler, Michel Sidney, Joseph Gandrieau, Fabien Camporelli and François Potdevin

Int. J. Environ. Res. Public Health 2022, 19(10), 6180; https://doi.org/10.3390/ijerph19106180 - 19 May 2022

Cited by 4 | Viewed by 3795

Abstract

Children between the ages of 4–6 years represent the population most affected by drowning accidents, while their early involvement in physical activity, and more specifically in aquatic activities is a key factor in their future physical life journey. The systematic review’s purpose was to identify aspects in the intervention’s studies with children and/or their parents that had a significant impact on the Aquatic Literacy (AL) dimensions mentioned as motor, psychological, affective, and cognitive. The PICO method was used to define the research question and PRISMA checklist searched for articles in nine databases: Cochrane, Embase, ERIC, ProQuest, PsychInfo, PubMed, Scopus, SportDiscus, and Web of Science. Eligibility criteria were: (1) English language, (2) primary research, (3) population of 4–6 year old children or their parents, (4) intervention study design, and (5) results related to at least one of the AL domains. The strength of evidence and the risk of bias were assessed. Results showed relatively poor number of studies for such a vulnerable population regarding the drowning risk (n = 8 for parents and n = 14 for children intervention). Studies did not show a consensus on which educational approach was more beneficial than others. Concerning parental education, results were rather homogeneous, especially concerning the theoretical frameworks employed and the relevancy to include parents in swimming programs. The development of pedagogical tools for promotion and evaluation, based on the AL theoretical framework, could help to clarify the question of “how to teach” children to prevent drowning and engage young children in long-term physical activities. Full article

(This article belongs to the Special Issue Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life)

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16 pages, 843 KiB

Open AccessStudy Protocol

Multicomponent Aquatic Training (MAT) Program for People with Parkinson’s Disease: A Protocol for a Controlled Study

by Juliana Siega, Dielise Debona Iucksch and Vera Lucia Israel

Int. J. Environ. Res. Public Health 2022, 19(3), 1727; https://doi.org/10.3390/ijerph19031727 - 2 Feb 2022

Cited by 3 | Viewed by 2990

Abstract

Introduction: The complications from Parkinson’s disease (PD) are directly related to decreased muscle function, balance deficits, and independence loss. Practicing aquatic exercises can minimize these symptoms and slow disease progress. Objective: To develop a Multicomponent Aquatic Training (MAT) protocol for people with PD between stages 1 and 4 of the Hoehn and Yahr scale. Methods: The protocol is for a single blind controlled clinical trial. The sample will comprise of people with PD between stages 1 and 4 in Hoehn and Yahr scale, divided into a control group and MAT group (who will participate in the MAT). Musculoskeletal function, functional mobility, and balance will be the primary outcomes of interest, assessed with an isokinetic dynamometer, the Five-Times-Sit-to-Stand test (FTSST), the Timed “Up and Go” test (TUG), the 6-m gait speed test, the Berg Balance Scale (BBS), and a force platform. Quality of life (QOL), activities of daily living (ADL), and motor aspects will be the secondary outcome measures, assessed with the Parkinson’s Disease Questionnaire (PDQ-39) and Unified Parkinson’s Disease Rating Scale (UPDRS), sections II and III. The MAT will be 12 weeks long, with two 50-min sessions per week. The outcome measures will be assessed before and after the interventions. Discussion: This study is expected to establish parameters to prescribe and monitor a MAT program for people with PD in stages 1 to 4 in the Hoehn and Yahr scale, respecting individual progress and assisting the professionals in their procedure with these people. Full article

(This article belongs to the Special Issue Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life)

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