TY - CHAP
T1 - An analysis of the representation of a learn-to-swim process in children’s books: A transfer of knowledge to society?
AU - Vogel, Maila
AU - Staub, Ilka
AU - Vogt, Tobias
N1 - Conference code: 27
PY - 2022/8
Y1 - 2022/8
N2 - IntroductionLearn-to-swim is a present theme in childhood that many children’s books address as milestone. With this, the genre of children’s books may be seen as a transfer of knowledge to society [1]. However, the focus of learn-to-swim skills mediated may differ within books, forming the rationale of evaluating to what extent water competencies [2] are addressed in children’s books. Thus, this study investigates which essential water competencies are most frequently and which are least addressed in children’s books themed learn-to-swim. The aim is to investigate to what extent children’s books can provide a realistic representation about the process of learn-to-swim.MethodsTo systematically search for respective children’s books, elements of the PRISMA statement [3] were used. The books were found via databases and websites (e.g. The British Library, Simon & Schuster) by means of a keyword search (including e.g. swim, learn-to-swim) and selected according to predefined inclusion criteria (e.g. British, last 20 years). After screening a total number of 625 books, 11 books were identified eligible for the analysis in this study.ResultsSwimming on front, back or side was most addressed in the books (91%), followed by breath control competence (82%). The safe entry and coping with risk competence both were displayed in 64% of the books. The least addressed competencies were swimming with clothes, knowing one’s own ability as well as recognizing and assisting a drowning person, each addressed in one book only (9%). Three of the overall 15 water competencies were not addressed at all (i.e. orientation competence, use of personal flotation device and knowledge of local hazards competence).DiscussionIn general, the sample of books analysed does not adequately address all the essential competencies, although they are equally important in terms of a learn-to-swim process with respect to water safety [2]. The missing or least addressed competencies are as if less significant and, thus, create a distorted representation of their importance. That swimming on front, back and side was most addressed, emphasizes that swimming mostly is associated with propulsion. However, research has shown that safe behaviour in, on and around the water also requires cognitive and affective skills, such as saving others or assessing one’s own ability [2], which are not covered at all. Further studies in need may add a focus regarding parent’s expectations on what should be taught and learned for swimming.References1.Weinkauff, G. and G. Von Glasenapp, Kinder- und Jugendliteratur [Children’s and Young Adult Literature]. 2014, Paderborn: Ferdinand Schöningh.2.Stallman, R.K., et al., From swimming skill to water competence: Towards a more inclusive drowning prevention future. International Journal of Aquatic Research and Education, 2017. 10(2): p. 3.3.Moher, D., et al., Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 2009. 6(7): p. 1-6.
AB - IntroductionLearn-to-swim is a present theme in childhood that many children’s books address as milestone. With this, the genre of children’s books may be seen as a transfer of knowledge to society [1]. However, the focus of learn-to-swim skills mediated may differ within books, forming the rationale of evaluating to what extent water competencies [2] are addressed in children’s books. Thus, this study investigates which essential water competencies are most frequently and which are least addressed in children’s books themed learn-to-swim. The aim is to investigate to what extent children’s books can provide a realistic representation about the process of learn-to-swim.MethodsTo systematically search for respective children’s books, elements of the PRISMA statement [3] were used. The books were found via databases and websites (e.g. The British Library, Simon & Schuster) by means of a keyword search (including e.g. swim, learn-to-swim) and selected according to predefined inclusion criteria (e.g. British, last 20 years). After screening a total number of 625 books, 11 books were identified eligible for the analysis in this study.ResultsSwimming on front, back or side was most addressed in the books (91%), followed by breath control competence (82%). The safe entry and coping with risk competence both were displayed in 64% of the books. The least addressed competencies were swimming with clothes, knowing one’s own ability as well as recognizing and assisting a drowning person, each addressed in one book only (9%). Three of the overall 15 water competencies were not addressed at all (i.e. orientation competence, use of personal flotation device and knowledge of local hazards competence).DiscussionIn general, the sample of books analysed does not adequately address all the essential competencies, although they are equally important in terms of a learn-to-swim process with respect to water safety [2]. The missing or least addressed competencies are as if less significant and, thus, create a distorted representation of their importance. That swimming on front, back and side was most addressed, emphasizes that swimming mostly is associated with propulsion. However, research has shown that safe behaviour in, on and around the water also requires cognitive and affective skills, such as saving others or assessing one’s own ability [2], which are not covered at all. Further studies in need may add a focus regarding parent’s expectations on what should be taught and learned for swimming.References1.Weinkauff, G. and G. Von Glasenapp, Kinder- und Jugendliteratur [Children’s and Young Adult Literature]. 2014, Paderborn: Ferdinand Schöningh.2.Stallman, R.K., et al., From swimming skill to water competence: Towards a more inclusive drowning prevention future. International Journal of Aquatic Research and Education, 2017. 10(2): p. 3.3.Moher, D., et al., Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 2009. 6(7): p. 1-6.
UR - https://www.mendeley.com/catalogue/42287c1b-3016-37e4-9dd0-452d120c6bcf/
M3 - Conference contribution - Published abstract for conference with selection process
SN - ISBN 978-3-9818414-5-9
SP - 189
BT - Book of Abstracts of the 27th Annual Congress of the European College of Sport Science
A2 - Dela, F.
A2 - Piacentini, M.F.
A2 - Helge, J.W.
A2 - Calvo Lluch, Á.
A2 - Sáez, E.
A2 - Pareja Blanco, F.
A2 - Tsolakidis, E.
PB - European College of Sport Science
CY - Sevilla
T2 - Annual Congress of the<br/>European College of Sport Science
Y2 - 30 August 2022 through 2 September 2022
ER -