Relevant bibliographies by topics / Swimmimg competency

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Swimmimg competency'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Swimmimg competency"

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Miller, Margaret W., Allan J. Bright, Rachel E. Pausch, and Dana E. Williams. "Larval longevity and competency patterns of Caribbean reef-building corals." PeerJ 8 (August 12, 2020): e9705. http://dx.doi.org/10.7717/peerj.9705.

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The potential for long-distance larval dispersal depends on the longevity of planktonic, free-swimming larvae and their capacity to successfully recruit to reef habitat. We present multi-year laboratory observations of the persistence of planular larvae and settlement competency over time for cohorts derived from the same parental populations of the most important Caribbean reef building coral species, Orbicella faveolata and Acropora spp. Despite variability among years/cohorts, larvae of both species display capacity for extended longevity (up to 83 d) and competency (demonstrated at up to 48 d). Both species also displayed significantly reduced survivorship and lower realized settlement under elevated temperatures. Although the observed levels of settlement in 24 h competency assays was extremely variable, the timing of onset of competence were highly consistent among years/cohorts but distinct between species. Orbicella faveolata displayed onset of competence during day 3–5 or 4–7 (with or without exposure to positive settlement cue) after spawning; whereas, onset for Acropora spp. was day 7–8 or day 10–11 (with or without cue, respectively). This longer pre-competency period for Acropora spp. nonetheless corresponded to a greater persistence of A. palmata larvae to this age of competence (71–83% of initial cohort compared to 54–55% for O. faveolata). Such life history variation implies meaningful differences in likely dispersal potential between these imperiled reef-building species.
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Kurmeļeva, Alina, and Andra Fernāte. "PARENTS’ COMPETENCE IN INFANT FLOATING FROM A SPECIALIST PERSPECTIVE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 21, 2019): 207. http://dx.doi.org/10.17770/sie2019vol4.3769.

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Nowadays activities with the involvement of both children and parents are becoming increasingly popular. There are a variety of such activities, but in this study we focus on infant floating. It is very important how parents feel themselves in such type of lessons and how they are able to perform the exercises with their infants independently and orient themselves in a specific aquatic environment. Parents’ competences in infant floating on the whole are often characterised by their insufficient knowledge, skills and practical abilities in maintaining correct and proper behaviour in the aquatic environment. Therefore, the aim of our study is to explore and analyse the assessment of parents’ competences in infant floating. Based on the research results it would be possible to develop a more accurate model for the enhancement of the parents’ competences required for infant floating and put forward recommendations for improving parents' competences. An assessment survey of the parents' competences in infant floating was conducted from the beginning of September 2017 until the end of October. 33 swimming experts participated voluntarily in the assessment of parents’ competences in infant floating. The mean, standard deviation and mode was used to process the numerical data gathered from the responses. The content and statements put forward in the survey questionnaire regarding parents’ competences in infant floating were based on scientific concepts. The results of the survey of swimming experts indicate that all of the components proposed by the authors that influence parents’ competences in infant floating play a significant role. It could also be surely concluded that at present, the overall level of parental competence in infant floating in the opinion of experts is average. In general, all the surveyed swimming experts are of the opinion that parents should definitely supplement or acquire additional knowledge, skills and abilities in order to increase their level of competences in infant floating in order to be able to effectively apply these competences during independent lessons with their infants.
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Wiśniewska, Anna. "The social competence of swimming instructor." Quality in Sport 2, no. 1 (March 30, 2016): 30. http://dx.doi.org/10.12775/qs.2016.003.

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Moran, Kevin, Robert Podstawski, Stefan Mańkowski, Dariusz Choszcz, and Zoran Sarevic. "Socioeconomics Influences on the Water Competencies of Young Adult Polish Males." Physical Culture and Sport. Studies and Research 74, no. 1 (June 1, 2017): 19–33. http://dx.doi.org/10.1515/pcssr-2017-0014.

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AbstractDespite the popularity of aquatic recreation and its well-promoted prophylactic and therapeutic values, not a lot is known about how socio-cultural background influences the acquisition of water competency. The aim of this study was to assess the influence of socio-economic and environmental factors on the swimming and rescue skills of male university students (n = 521) aged 19-20 years residing in the Region of Warmia and Mazury, Poland.An anonymous questionnaire was used as a diagnostic tool to elicit information on participants’ social backgrounds (such as parental income and level of education). Participants provided self-estimates of swimming and rescue competency that included non-stop distance swimming, familiarity with selected swimming strokes, and their estimated rescue ability.The results suggest that students’ self-estimated swimming competency, the distance they could swim non-stop, and the capacity to swim various strokes increased in association with higher levels of educational background of the father, higher levels of monthly income, and increased size of residential agglomeration. The level of rescue skills also improved with increases in the educational background of both parents, the size of residential agglomeration, and the monthly budget. No significant differences were found in rescue competency levels when analyzed by the mothers’ educational experience. Levels of both swimming and rescue competencies were lower than those reported in comparable studies.Socio-economic status (such as a lack of discretionary time and income for families with a lower socio-economic status) and place of residence (such as lack of facilities in small villages and towns) mediated the opportunity to acquire water competencies or gain experience with aquatic activity. Methods for addressing socio-economic barriers to the acquisition of swimming and rescue competency are discussed and recommendations for further research are made.
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Dixon, Harriet E. T., and Robert D. Bixler. "Failure to Learn to (Really) Swim: Inflated Self-Efficacy?" Recreational Sports Journal 31, no. 1 (April 2007): 14–20. http://dx.doi.org/10.1123/rsj.31.1.14.

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The willingness of individuals to enroll in swimming classes requires them to recognize they do not have functional skills. This study investigated the self-efficacy of young adults 18 to 35 years of age regarding their understanding of what constitutes a competent swimmer. Forty-five interviews were conducted in recreation centers and parks with significant water features. Participants defined the word “swimming” and explained what they thought it meant when someone else said they knew how to swim. After analyzing the data, seven relevant domains appeared within respondents' definitions: not panicking, instinctive skills, basic skills, advanced skills, covering a distance, rescue skills, and ability to swim in multiple settings. Most respondents did not seem to have a well-structured understanding of swimming competency, viewing dog-paddling as evidence of competency. Organizations promoting swimming must be aware that not all people define swimming competency the same way as aquatic professionals. Appeals to take swimming lessons may fail with people most in need of them, simply because many non-swimmers have an inflated self-efficacy of their swimming ability. Information campaigns, face-to-face interactions between aquatic professionals and potential students, and advertisements for learn-to-swim classes must be specific in defining what it means to be a competent swimmer.
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Pupišová, Z., and J. Pavlík. "Analisis of swimming competence student's selected schools." Studia Kinanthropologica 17, no. 3 (September 30, 2016): 395–401. http://dx.doi.org/10.32725/sk.2016.094.

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Reed, Daniel C., Charles D. Amsler, and Alfred W. Ebeling. "Dispersal in Kelps: Factors Affecting Spore Swimming and Competency." Ecology 73, no. 5 (October 1992): 1577–85. http://dx.doi.org/10.2307/1940011.

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Chan, Derwin K. C., Alfred Sing Yeung Lee, Duncan J. Macfarlane, Martin S. Hagger, and Kyra Hamilton. "Validation of the swimming competence questionnaire for children." Journal of Sports Sciences 38, no. 14 (April 22, 2020): 1666–73. http://dx.doi.org/10.1080/02640414.2020.1754724.

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Chan, Derwin King Chung, Alfred Sing Yeung Lee, and Kyra Hamilton. "Descriptive epidemiology and correlates of children’s swimming competence." Journal of Sports Sciences 38, no. 19 (June 23, 2020): 2253–63. http://dx.doi.org/10.1080/02640414.2020.1776947.

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Gllareva, Ilir, Nebojša Trajković, Draženka Mačak, Tijana Šćepanović, Anja Kostić Zobenica, Aleksandar Pajić, Besim Halilaj, Florim Gallopeni, and Dejan M. Madić. "Anthropometric and Motor Competence Classifiers of Swimming Ability in Preschool Children—A Pilot Study." International Journal of Environmental Research and Public Health 17, no. 17 (August 31, 2020): 6331. http://dx.doi.org/10.3390/ijerph17176331.

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Swimming is a form of physical activity and a life-saving skill. However, only a few studies have identified swimming ability classifiers in preschool children. This pilot cross-sectional study aimed to find anthropometric (AM) and motor competence (MC) predictors of swimming ability in preschool children, by building classifiers of swimming ability group (SAG) membership. We recruited 92 children (girls n = 45) aged 5–6 years and took the AM and MC measurements in accordance with the reference manual and using the KTK battery test (motor quotient, MQ), respectively. A linear discriminant analysis tested a classification model of preschoolers’ swimming ability (SAG: POOR, GOOD, EXCELLENT) based on gender, age, AM, and MC variables and extracted one significant canonical discriminant function (model fit: 61.2%) that can differentiate (group centroids) POOR (−1.507), GOOD (0.032), and EXCELLENT (1.524). The MQ total was identified as a significant classifier, which absolutely contributed to the discriminant function that classifies children’s swimming ability as POOR (standardized canonical coefficient: 1.186), GOOD (1.363), or EXCELLENT (1.535) with an accuracy of 64.1%. Children with higher MQ total ought to be classified into higher SAG; thus, the classification model of SAG based on the MQ total is presented.
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Dissertations / Theses on the topic "Swimmimg competency"

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Strange, Cecily. "The relationship of psycho-social factors to swimming competency and attendance at swimming programs among year seven students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0041.

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Children in upper primary school who have not made progress along the Swimming and Water Safety Continuum may be at a greater risk in an aquatic environment because they have not developed the swimming competency, endurance and skills needed for survival in threatening aquatic situations. Three groups representing different socio-economic and geographical areas were selected to explore the relationships between psycho-social factors and the development of swimming ability among year seven students. Two groups from lower socio-economic areas were chosen. The first group was directly on the coast with easy access to the beach, while the second group was inland in the foothills of Perth. As higher socio-economic areas in Perth are generally not far from the coast only one group from a higher socio-economic coastal area was chosen. The participants were 540 year seven students, 282 of whom were males and 258 of whom were females. The primary variable of interest was the current swimming stage of year seven participants, and the differences between genders and/or locality groups. The primary research questions investigated differences between locality groups and/or genders for; a) perceived athletic competence and global self-worth, b) perceived swimming competency, confidence in deep water and importance placed on learning to swim well. c) perceived social support for sport and swimming activities and d) attendance at Interm, Vacswim and other swimming programs and aquatic venue experience. Relationships between swimming stage and the above variables were analysed. The secondary research questions investigated the most frequent reasons given by the students for not attending or discontinuing participation inVacswim, and whether there were differences between locality groups or genders. Findings indicated that the lower socio-economic groups had a significantly lower swimming stage and lower perceived self-worth than the higher socioeconomic group. Students from the lower socio-economic inland area had the lowest mean swimming stage as well as lower perceived social support for sport and swimming than either of the other two groups in the study. The two lower socioeconomic groups also attended less swimming instruction and placed less emphasis on the importance of learning to swim well than the higher socio-economic group. Despite these findings, the lower socio-economic groups did not view themselves as any less able in terms of athletic and swimming competence. However, as the two lower socio-economic groups have not progressed along the Swimming and Water Safety Continuum to the 'desirable standards' of the RLSSA (1999), these groups could be viewed as at-risk in an aquatic environment. At the same time, there was evidence that attendance at Interm along with attendance at another swimming program enabled participants to reach the 'desirable standards' of the RLSSA (1999). Girls generally had a higher swimming stage than boys in the lower socio-economic areas, attended year seven Interm and Vacswim more than boys, reported more social support for sport and swimming, and placed more emphasis on the importance of learning to swim well than boys. While many of these relationships between swimming stage and psycho-social factors have been intuitively accepted within the swimming teaching industry, we now have a better understanding of the strength and direction of these relationships.
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Bystedt, Kenneth. "Simma mot vågorna : Vilka uppfattningar om och erfarenheter av momentet simning bär nyanlända elever med sig i mötet med det svenska skolsystemet?" Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13343.

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”Människan är den enda varelse som i någon intressant och utvecklad mening undervisar sin avkomma” (Säljö, 2015, s. 11). Ur existentiell synvinkel är frågan varför lätt att besvara. Människans överlevnad i samtiden och barnens livschanser och överlevnad i framtiden, ökar genom undervisning. I Sverige har simförmåga och simkunnighet fått ett stort kulturellt värde i såväl primär socialisation (undervisning av familj, släkt och vänner) som sekundär socialisation (läroplansstyrd undervisning i skola). Under de senaste åren har många människor anlänt till Sverige, för att undkomma krig och förföljelse i hemländerna. I skolan visar det sig att många nyanlända barn och ungdomar inte kan simma. I kunskapskraven för åk 6 och åk 9 i ämnet idrott och hälsa står det tydligt “Eleven kan även simma 200 meter varav 50 meter i ryggläge” (Skolverket, 2011, s. 51-54). Detta måste eleven kunna för att minst få betyget E i ämnet idrott och hälsa. En viktig fråga är då vilka erfarenheter av vattenvana och simning som dessa barn och ungdomar bär med sig från sina tidigare hemländer. Forskningsingången i denna studie är att utveckla yrkeskompetensen genom att få förståelse för och kunskap om nyanländas förförståelse av momentet simning och vilka anpassningar som behöver göras för att eleverna ska klara momentets kunskapskrav.I en mixad studiedesign genomfördes inledningsvis en kartläggning av uppfattningar och erfarenheter i simning via en explorativ enkät och därefter uppföljande kvalitativa forskningsintervjuer med nyligen migrerade ungdomar i åldern 12-16 år. Avslutningsvis  genomfördes kvalitativa forskningsintervjuer med sakkunniga vuxna som arbetar i svenska skolor och delar de nyanländas kulturella bakgrund. Kvalitativa data analyserades sedan med kategorisk innehållsanalys. Statistisk data från enkäten triangulerades mot barnen/ungdomarnas och de vuxna informanternas berättelser. Resultaten visar bristande erfarenhet av vattenvana både inom primär- och sekundär socialisation; en uttalad effekt av socioekonomisk status; tradition kombinerat med religiösa drag kan också vara hämmande faktorer för simkunnighet, särskilt utifrån kön. Resultaten är viktiga för lärare som utbildar nyanlända elever i idrott och hälsa för att anpassa lärandesituationer.
"Man is the only creature that in some interesting and developed sense educate their offspring." (Säljö, 2015, p. 11). From an existential point of view, the question why is easy to answer. Human beings´ survival in the present and their offspring's life chances and survival in the future increases by education. In Sweden, the ability to swim and knowledge about swimming have been given a great cultural value both in primary socialization (education by the family, relatives and friends) as well as in secondary socialization (curriculum-driven education in school).In more recent years, many people have migrated to Sweden, to escape war and persecution in their home countries. In school, it becomes evident that many children and adolescents who have recently migrated to Sweden cannot swim. In the learning outcomes for grade 6 and grade 9 in physical education, it states clearly that: "Students can also swim 200 meters with 50 meters in the supine position" (Skolverket, 2011, pp. 51-54). The student must be able to fulfil this requirement in order to at least achieve the grade E in physical education. An important issue is then to understand the kinds of experiences with swimming and more in general their confidence with water that these children and adolescents carry from their countries of origin. The aim of this study is to develop teachers professional skills by gaining knowledge and understanding of young migrants prior understanding of swimming and what adjustments need to be made for students to meet proficiency requirements to fulfil the learning outcomes concerning swimming in the Swedish school system for year 6 and year 9.Undertaken was a mixed design study were initially a explorative survey of perceptions and experiences in swimming and later follow-up qualitative research interviews with newly migrated adolescents, aged 12-16 years. Finally, qualitative research interviews were conducted with expert adults working in Swedish schools and sharing the migrants´ cultural background. Qualitative data was analysed using a categorical content analysis. The statistical data from the survey was triangulated against the adolescent informants´ and the adult informants´ stories. The results show lack of aquatic experience both in primary and secondary socialization; a pronounced effect of socio-economic status; tradition combined with religious traits can also be inhibiting factors for swimming ability, especially by gender. Results are important for teachers educating migrants in physical education and adapting learning situations.
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Chang, Shu Wei, and 張書瑋. "A Research on the Professional Competency of Swimming Athletic Coaches." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/23009606362072520772.

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碩士
台北巿立體育學院
運動教育研究所
98
The main purpose of this study was to investigate the swimming coaches should possess professional ability, and different backgrounds swimming coaches in the professional level and have the ability to project an important appraisal of the degree. This study used questionnaires to amend the preparation of the "Swimming Coach of the professional ability of the questionnaire" as a tool for data collection, a total of 126 questionnaires, including basic data and the ten swimming coaches dimensions of professional competence. The subjects were elementary chools, junior high and senior high school and university and college in the swimming coaches. Part of the questionnaire demographic variables to descriptive statistics, frequency distribution and percentage methods, data processing were used independent sample t-test and one way ANOVA analysis to verify the different swimming coaches background and the professional ability of the "importance" and "with level" of the differences among, if the comparison results over a significant level, then by Scheffe post hoc comparison. Difference was analyzed by paired sample t-test, analysis of swimming coach on the professional ability of "importance" and "have the level" of the relevant circumstances. The results analysis: 1. swimming coaches to "male" majority; service units to "high school" "the majority; most of the" School physical education teachers with coaches, "the majority; the age of" 30-39 "between; working years in order to" 7-12 years "To most; coach most of the highest level certificate to" Class B coach of the national committee or sports affairs council of intermediate coaches "for the most; in part served as the highest level players to" regional national team "and" county team, "the most. 2. swimming coach of professional competence "importance" assessment of the results, mainly to "swim the basic skill training and operational capacity" is the highest. 3. swimming coach of professional competence "with level" assessment of the results, mainly to "swim the basic skill training and operational capacity" is the highest. 4. the different "gender", "job unit" and "individual identity", "years in coaching," the swimming ability of coaches on the importance of the professional assessment of a significant difference. 5. the different "job unit" and "individual identity", "age", "former player at the highest level" of the swimming ability of coaches on the importance of the professional assessment of a significant difference. 6. swimming coach expertise the ability to "swim specific fitness program training and operational capability" dimension was no significant difference.
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Books on the topic "Swimmimg competency"

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D, Bruya Lawrence, ed. Aquatic readiness: Developing water competence in young children. Champaign, IL: Human Kinetics Publishers, 1995.

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Langendorfer, Stephen J. Aquatic readiness: Developing water competence in young children. Champaign, Ill: Human Kinetics, 1995.

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Poppleton, Wendy L. The relationships between perceived competence, family sport history, physical attributes and performance time in female age-group swimming. [s.l: s.n.], 1988.

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The Competent Swimmer: A Step-By-Step Teaching Manual (Other Sports). A & C Black, 1993.

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Book chapters on the topic "Swimmimg competency"

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Stallman, Robert, Kevin Moran, Ruth Brenner, and Aminur Rahman. "Swimming and Water Survival Competence." In Drowning, 197–206. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-04253-9_30.

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"Teaching as a Search for Competence." In Swimming Upstream, 27–45. Routledge, 2013. http://dx.doi.org/10.4324/9780203727348-8.

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"Ethical and legal issues." In Tasks for Part 3 MRCOG Clinical Assessment, edited by Sambit Mukhopadhyay and Medha Sule. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198757122.003.0010.

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This task assesses the following clinical skills: … ● Patient safety ● Communication with patients ● Information gathering ● Applied clinical knowledge … You are working alongside your consultant in the termination of pregnancy clinic and have just seen 15- year- old Chantelle Briar who has come with her friend requesting a termination of pregnancy. She insists she has a surgical termination of pregnancy as she does not want to have any pain during the procedure. Please take the appropriate consent for the procedure. You have 10 minutes for this task. (+ 2mins initial reading time). This station assesses the candidate’s ability to consent and their understanding of the important principles of Gillick/ Fraser competence and the issues surrounding Jehovah’s witness. Please do not interrupt them. You are Chantelle Briar, 15- year- old and attending the clinic requesting termination of pregnancy. You are in the High school and are preparing for your GCSEs. You like the school and have good friends. You are training for competitive swimming and have lot of plans for your future career. You have recently been going out with one of your classmates who recently moved to your school. You have used condoms during sex but do not understand how you got pregnant. Your friend suggested you take a pregnancy test after you felt sick in your last swimming lesson and it was positive. You are shocked and worried as your parents are not aware that you are sexually active. You have not informed any of your family members or teachers or GP regarding the pregnancy. You googled for the termination services and got an appointment at the clinic. Your boyfriend is aware and is supportive; he has not informed his parents either. You wish to have surgical termination so that it is all done quickly and with no pain. Your friend has accompanied you to the clinic and has been very supportive throughout. When you are seen by the doctor you insist that it is all kept confidential and that you would not wish either your parents or your family doctor know about it. You would want the procedure to be done as soon as possible and the first thing in the morning so you could go home by the end of the day.
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"• Extra-curricular activities will be offered to all pupils after school/ during lunchtimes on x days a week throughout the year. • The range of extra-curricular activities will include academic, social, cultural and physical activities. • The size of classes will not exceed x. Process Targets • The proportion of (boys/girls) pupils participating in all extracurricular activities will be x per cent. • The proportion of year X pupils participating in extra-curricular activities will be x per cent. • All pupils will participate in a school visit with two nights away from home during year X. • All pupils will have at least one hour’s swimming lessons during year X. • All pupils will spend at least x hours per week with exclusive access to a computer. • All pupils will spend at least x hours each week working cooperatively in small groups. • All pupils will spend at least x hours each week engaged in literacy-related work. • All pupils will spend at least x hours each week engaged in numeracy-related work. • All pupils will be introduced to the rudiments of foreign language work during year X. Output Targets Government Targets for the year 2002: Foundation Targets: • By age 19, 85 per cent of young people to achieve five GCSEs at grade C or above, an intermediate GNVQ or an NVQ Level 2 (currently at about 72 per cent). • By age 19, 75 per cent of young people to achieve Level 2 competence in communication, numeracy and information technology, and 35 per cent to achieve Level 3 by age 21. • By age 21, 60 per cent of young people to achieve two GCE Advanced levels, an Advanced GNVQ or an NVQ Level 3 (currently about 50 per cent)." In Targets for Tomorrow's Schools, 64. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-14.

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Conference papers on the topic "Swimmimg competency"

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Jannah, Miftakhul. "DEVELOPING THE PSYCHOLOGICAL COMPETENCY ASSESSMENT MODEL TO PREDICT THE ACHIEVEMENT OF INDONESIAN SWIMMING ATHLETES." In Movement, Health and Exercise 2014 Conference. Universiti Malaysia Pahang, 2014. http://dx.doi.org/10.15282/mohe.2014.mss.077.

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