Development of an easy to apply assessment tool for pre-swimming skills: A method approach in (pre)school children

Publikationen: Beitrag in Buch/Bericht/KonferenzbandKonferenzbeitrag - Abstract in KonferenzbandForschungBegutachtung

Standard

Development of an easy to apply assessment tool for pre-swimming skills : A method approach in (pre)school children. / Staub, Ilka; Laux, Stefan; Wevelsiep, Lara; Bieder, Andreas; Liebscher, Anja; Brixius, Klara; Vogt, Tobias.

Book of Abstracts: 22nd Annual Congress of the European College of Sport Science, 5th-8th July 2017, MetropolisRuhr - Germany. Hrsg. / A. Ferrauti; P. Platen; E. Grimminger-Seidensticker; T. Jaitner; U. Bartmus; L. Becher; M. De Marées; T. Mühlbauer; A. Schauerte; T. Wiewelhove; E. Tsolakidis. Band 22 Westdeutscher Universitätsverlag, 2017. S. 242.

Publikationen: Beitrag in Buch/Bericht/KonferenzbandKonferenzbeitrag - Abstract in KonferenzbandForschungBegutachtung

Harvard

Staub, I, Laux, S, Wevelsiep, L, Bieder, A, Liebscher, A, Brixius, K & Vogt, T 2017, Development of an easy to apply assessment tool for pre-swimming skills: A method approach in (pre)school children. in A Ferrauti, P Platen, E Grimminger-Seidensticker, T Jaitner, U Bartmus, L Becher, M De Marées, T Mühlbauer, A Schauerte, T Wiewelhove & E Tsolakidis (Hrsg.), Book of Abstracts: 22nd Annual Congress of the European College of Sport Science, 5th-8th July 2017, MetropolisRuhr - Germany. Bd. 22, Westdeutscher Universitätsverlag, S. 242, Annual Congress of the European College of Sport Science, Bochum, Deutschland, 05.07.17.

APA

Staub, I., Laux, S., Wevelsiep, L., Bieder, A., Liebscher, A., Brixius, K., & Vogt, T. (2017). Development of an easy to apply assessment tool for pre-swimming skills: A method approach in (pre)school children. in A. Ferrauti, P. Platen, E. Grimminger-Seidensticker, T. Jaitner, U. Bartmus, L. Becher, M. De Marées, T. Mühlbauer, A. Schauerte, T. Wiewelhove, & E. Tsolakidis (Hrsg.), Book of Abstracts: 22nd Annual Congress of the European College of Sport Science, 5th-8th July 2017, MetropolisRuhr - Germany (Band 22, S. 242). Westdeutscher Universitätsverlag.

Vancouver

Staub I, Laux S, Wevelsiep L, Bieder A, Liebscher A, Brixius K et al. Development of an easy to apply assessment tool for pre-swimming skills: A method approach in (pre)school children. in Ferrauti A, Platen P, Grimminger-Seidensticker E, Jaitner T, Bartmus U, Becher L, De Marées M, Mühlbauer T, Schauerte A, Wiewelhove T, Tsolakidis E, Hrsg., Book of Abstracts: 22nd Annual Congress of the European College of Sport Science, 5th-8th July 2017, MetropolisRuhr - Germany. Band 22. Westdeutscher Universitätsverlag. 2017. S. 242

Bibtex

@inbook{7bac578fbf384ad981caec7940992743,
title = "Development of an easy to apply assessment tool for pre-swimming skills: A method approach in (pre)school children",
abstract = "The process of learning how to swim may be defined as four developmental stages: a) following a general familiarization to water, b) five basic aquatic skills (i.e. fully submerge, learn a rhythmic and steady breathing pattern with the added pressure of water, be able to float prone and supine using buoyancy, glide with reduced drag, and dive safely into the water) have to be mastered before c) basic aquatic locomotion is possible and d) swimming styles can be learned. Pre-swimming skills, consisting of water familiarization and the five basic aquatic skills, are prerequisite to move independently in the water. While there are different ways to quantify performance in swimming (e.g. time tracking, measurement of energetics, biomechanical analyses), evaluating pre-swimming skills often refers to the teachers{\textquoteright} or coaches{\textquoteright} experience and gut instinct. Therefore, this study aimed to develop an easy to apply assessment tool that quantifies the evaluation of pre-swimming skills to help estimating the stages of development in (pre)school children.According to physical in-water characteristics, 19 consecutive and in level of difficulty increasing tasks were developed to capture the five basic aquatic skills. For each of the skills four to five tasks were differentiated. Each task was characterised by specific criteria. Criteria may be failed (end of assessment) or passed to then progress to the next level. Standard instructions will be provided verbally and in signage. 22 children (6.95 ± 1.03 years, male n=12, female n=10) covering the full range of task-difficulty were recruited as participants to perform the developed tasks. Performances were video recorded from standardized frontal (above and under surface) and sideways perspectives. Next, video sequences together with standardized evaluation sheets will be sent to three rating groups (each n=100) comprising different levels of experience in accordance to learning how to swim: swimming coaches, physical education teachers (elementary schools), and parents with children in the respective age group but no particular swimming or teaching history. Using the rating groups{\textquoteright} evaluations, inter-rater reliability will be tested. If found reliable, the tool may be used in educational concepts and learning-to-swim.",
author = "Ilka Staub and Stefan Laux and Lara Wevelsiep and Andreas Bieder and Anja Liebscher and Klara Brixius and Tobias Vogt",
note = "Veranstalter des Kongresses: Ruhr-Universit{\"a}t Bochum, TU Dortmund, Universit{\"a}t Duisburg-Essen; Annual Congress of the European College of Sport Science ; Conference date: 05-07-2017 Through 08-07-2017",
year = "2017",
month = jul,
day = "6",
language = "Deutsch",
isbn = "978-3-89966-755-2",
volume = "22",
pages = "242",
editor = "A. Ferrauti and P. Platen and E. Grimminger-Seidensticker and T. Jaitner and U. Bartmus and L. Becher and {De Mar{\'e}es}, M. and T. M{\"u}hlbauer and A. Schauerte and T. Wiewelhove and E. Tsolakidis",
booktitle = "Book of Abstracts",
publisher = "Westdeutscher Universit{\"a}tsverlag",

}

RIS

TY - CHAP

T1 - Development of an easy to apply assessment tool for pre-swimming skills

T2 - Annual Congress of the European College of Sport Science

AU - Staub, Ilka

AU - Laux, Stefan

AU - Wevelsiep, Lara

AU - Bieder, Andreas

AU - Liebscher, Anja

AU - Brixius, Klara

AU - Vogt, Tobias

N1 - Conference code: 22

PY - 2017/7/6

Y1 - 2017/7/6

N2 - The process of learning how to swim may be defined as four developmental stages: a) following a general familiarization to water, b) five basic aquatic skills (i.e. fully submerge, learn a rhythmic and steady breathing pattern with the added pressure of water, be able to float prone and supine using buoyancy, glide with reduced drag, and dive safely into the water) have to be mastered before c) basic aquatic locomotion is possible and d) swimming styles can be learned. Pre-swimming skills, consisting of water familiarization and the five basic aquatic skills, are prerequisite to move independently in the water. While there are different ways to quantify performance in swimming (e.g. time tracking, measurement of energetics, biomechanical analyses), evaluating pre-swimming skills often refers to the teachers’ or coaches’ experience and gut instinct. Therefore, this study aimed to develop an easy to apply assessment tool that quantifies the evaluation of pre-swimming skills to help estimating the stages of development in (pre)school children.According to physical in-water characteristics, 19 consecutive and in level of difficulty increasing tasks were developed to capture the five basic aquatic skills. For each of the skills four to five tasks were differentiated. Each task was characterised by specific criteria. Criteria may be failed (end of assessment) or passed to then progress to the next level. Standard instructions will be provided verbally and in signage. 22 children (6.95 ± 1.03 years, male n=12, female n=10) covering the full range of task-difficulty were recruited as participants to perform the developed tasks. Performances were video recorded from standardized frontal (above and under surface) and sideways perspectives. Next, video sequences together with standardized evaluation sheets will be sent to three rating groups (each n=100) comprising different levels of experience in accordance to learning how to swim: swimming coaches, physical education teachers (elementary schools), and parents with children in the respective age group but no particular swimming or teaching history. Using the rating groups’ evaluations, inter-rater reliability will be tested. If found reliable, the tool may be used in educational concepts and learning-to-swim.

AB - The process of learning how to swim may be defined as four developmental stages: a) following a general familiarization to water, b) five basic aquatic skills (i.e. fully submerge, learn a rhythmic and steady breathing pattern with the added pressure of water, be able to float prone and supine using buoyancy, glide with reduced drag, and dive safely into the water) have to be mastered before c) basic aquatic locomotion is possible and d) swimming styles can be learned. Pre-swimming skills, consisting of water familiarization and the five basic aquatic skills, are prerequisite to move independently in the water. While there are different ways to quantify performance in swimming (e.g. time tracking, measurement of energetics, biomechanical analyses), evaluating pre-swimming skills often refers to the teachers’ or coaches’ experience and gut instinct. Therefore, this study aimed to develop an easy to apply assessment tool that quantifies the evaluation of pre-swimming skills to help estimating the stages of development in (pre)school children.According to physical in-water characteristics, 19 consecutive and in level of difficulty increasing tasks were developed to capture the five basic aquatic skills. For each of the skills four to five tasks were differentiated. Each task was characterised by specific criteria. Criteria may be failed (end of assessment) or passed to then progress to the next level. Standard instructions will be provided verbally and in signage. 22 children (6.95 ± 1.03 years, male n=12, female n=10) covering the full range of task-difficulty were recruited as participants to perform the developed tasks. Performances were video recorded from standardized frontal (above and under surface) and sideways perspectives. Next, video sequences together with standardized evaluation sheets will be sent to three rating groups (each n=100) comprising different levels of experience in accordance to learning how to swim: swimming coaches, physical education teachers (elementary schools), and parents with children in the respective age group but no particular swimming or teaching history. Using the rating groups’ evaluations, inter-rater reliability will be tested. If found reliable, the tool may be used in educational concepts and learning-to-swim.

UR - http://www.ecss2006.com/asp/Congress/2017/FINPRO_BOCHUM_WEB_Version.pdf

M3 - Konferenzbeitrag - Abstract in Konferenzband

SN - 978-3-89966-755-2

SN - 978-3-9818414-0-4

SN - 978-3-89966-777-6

SN - 978-3-89966-776-9

VL - 22

SP - 242

BT - Book of Abstracts

A2 - Ferrauti, A.

A2 - Platen, P.

A2 - Grimminger-Seidensticker, E.

A2 - Jaitner, T.

A2 - Bartmus, U.

A2 - Becher, L.

A2 - De Marées, M.

A2 - Mühlbauer, T.

A2 - Schauerte, A.

A2 - Wiewelhove, T.

A2 - Tsolakidis, E.

PB - Westdeutscher Universitätsverlag

Y2 - 5 July 2017 through 8 July 2017

ER -

ID: 3084640