Citation

van Duijn T, Cocker K, Seifert L, Button C. Front. Psychol. 2022; 13: e982480.

Copyright

(Copyright © 2022, Frontiers Research Foundation)

DOI

10.3389/fpsyg.2022.982480

PMID

36248477

PMCID

PMC9554088

Abstract

Drowning has been the cause of over 2.5 million preventable deaths in the past decade. Despite the fact that the majority of drownings occur in open water, assessment of water safety competency typically occurs in swimming pools. The assessment of water safety competency in open water environments brings with it a few difficulties, but also promises tremendous benefits. The aim of this position paper is to discuss the benefits and caveats of conducting assessments in open water environments as opposed to closed and controlled environments, and to provide recommendations for evidence-based practice. The first theoretical section discusses the effects of the environment and key variables (such as temperature and water movement) on various factors of assessment. These discussions are linked to the two perspectives of representative learning design (based on ecological dynamics) and information processing theory. The second section presents two pilot studies of relevance and provides practical implications for assessment of water safety competency. It seems that a combination of pool-based practice and open water education may be ideal in assessing aquatic skills competency. Assessment in open water presents clear benefits regarding validity, but often poses seemingly unsurmountable barriers, which providers may have reservations about in the absence of clear evidence. Hence this article provides a robust discussion about competency assessment and signals the practical importance of faithfully reproducing the environment in which skilled behavior is most relevant.

Language: en

Keywords

validity; environment; aquatic skills; cognitive psychology; ecological dynamics; outdoor; skill learning