Journal articles: '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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Ninot, Grégory, Jean Bilard, Didier Delignières, and Michel Sokolowski. "Effects of Integrated Sport Participation on Perceived Competence for Adolescents with Mental Retardation." Adapted Physical Activity Quarterly 17, no. 2 (April 2000): 208–21. http://dx.doi.org/10.1123/apaq.17.2.208.

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The purpose was to examine the effects of type of program (integrated vs. segregated) and type of sport (basketball vs. swimming) on sport skills, four domains of perceived competence, and general self-worth. Participants were 48 adolescent females with mental retardation (MR) divided equally into six groups: (a) segregated basketball, (b) integrated basketball, (c) segregated swimming, (d) integrated swimming, (e) adapted physical activity (APA), (f) sedentary. The experimental treatment was 8 months long. We administrated sport skill tests and Harter’s (1985) Self-Perception Profile for Children four times to determine changes in sport skill, perceived competence, and general self-worth. Results indicated (a) significant improvement in skill for all sports groups, (b) no changes in perceived social acceptance and physical appearance, (c) significantly lower perceived athletic competence for the integrated basketball group compared to the sedentary group, (d) significantly lower perceived conduct for the basketball groups compared to the APA and sedentary groups, (e) and no significant changes in general self-worth.

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Silic, Ninoslav, Kristina Sesar, and Mate Brekalo. "Interactive Effects of Goal Orientation and Perceived Competence on Enjoyment among Youth Swimmers." International Journal of Psychological Studies 8, no. 3 (June 23, 2016): 40. http://dx.doi.org/10.5539/ijps.v8n3p40.

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This study investigated achievement goal orientation profile differences between youth swimmers on perceived competence and enjoyment, and the contribution of goal orientation and perceived competence to enjoyment in swimming. Male and female swimmers (n=302), aged 10-18 years (M=12.7; sd=2.25) completed a questionnaire assessing goal orientation, perceived competence and enjoyment in swimming. Cluster analysis revealed four goal orientation profile groups: high task/high ego, moderate task/low ego, high task/moderate ego and low task/moderate ego. MANOVA was conducted and a significant multivariate effect was found (Wilks=0.762; F=14.370; p=0.000; ES=0126). Further, Scheffe’s post-hoc comparisons tests revealed that swimmers scoring relatively high in both task and ego orientations, with a balance between the two, reported high values for perceived competence and enjoyment. Finally using two-way factorial MANOVA it was found that the interaction between the perceived competence and goal orientation profiles was not significant. Emphasizing task orientation for young athletes is a means to increase enjoyment in sport, regardless of their level of perceived competence.

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Badruzaman, Badruzaman, Yudha M. Sapoetra, Agus Rusdiana, Jajat Jajat, and Septian Williyanto. "Concurrent Validity of Front-Crawl Swimming Competence through Measurement of Basic Swimming Abilities for Beginners." International Journal of Human Movement and Sports Sciences 9, no. 4A (July 2021): 8–14. http://dx.doi.org/10.13189/saj.2021.091302.

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Mische Lawson, Lisa, Julie D’Adamo, Kayle Campbell, Bethany Hermreck, Sarah Holz, Jenna Moxley, Kayla Nance, Megan Nolla, and Anna Travis. "A Qualitative Investigation of Swimming Experiences of Children With Autism Spectrum Disorders and Their Families." Clinical Medicine Insights: Pediatrics 13 (January 2019): 117955651987221. http://dx.doi.org/10.1177/1179556519872214.

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Objective: To understand the swimming experience from the perspective of children with autism spectrum disorder (ASD) and their families. Methods: We interviewed 12 diverse families using a semi-structured interview with follow-up probing questions related to their swimming experiences. Interviews were transcribed verbatim and coded by researchers. Results: Themes included family water activities, safety, characteristics of ASD, instructional methods, swim skills, swimming preferences, barriers/challenges, and benefits of swimming. Findings indicate positive experiences and skill acquisition were prevalent when instructional methods matched a child’s unique needs. Parents revealed they were more confident in safety as their children’s swimming competence improved. Individualized instructional methods and unique characteristics of ASD may influence perceived safety.

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Клімакова, C. М. "State of Professional Preparation of Future Physical Training Teachers to Teach Swimming at Children’s Holiday Camps." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 1 (April 9, 2016): 40–48. http://dx.doi.org/10.17309/tmfv.2016.1.1133.

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The paper reviews the state of professional preparation of future physical education teachers relying on the comparison of the fundamental documents that shape the professional competence of a swimming instrucror at children’s holiday camps. The author analyzes and compares the compliance of the educational-qualification standard in the physical education speciality with the requirements of the swimming instructor’s professional duties at children’s holiday camps. The paper compares the compliance of the swimming curricula of the School of Physical Education of H. S. Skovoroda Kharkiv National Pedagogical University with the educational-qualification standard in the physical education speciality and the requirements of the swimming instructor’s professional duties at children’s holiday camps.

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Kurmeļeva, Alīna, and Andra Fernāte. "PROMOTION OF PARENT’S COMPETENCE IN INFANT FLOATING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 20, 2020): 273. http://dx.doi.org/10.17770/sie2020vol6.5089.

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Currently, there are conflicting views around the world regarding infant floating. There is no consensus on the most effective techniques for facilitating infant swimming skills. Infant floating is dominated by a therapeutic and pedagogical approach that ensures parents' involvement in the process. There is no unified methodology for infant floating in Latvia. Furthermore, the number of infant swimming specialists, as well as adequate infrastructure, is insufficient and limited. In the existing situation, it is important to increase parents' competence in infant floating so that parents are able to carry out infant bathing independently. The aim of the study is to develop a model for improving parental competence in infant floating. The main research methods comprised of studying and analysing scientific literature and modelling. The paper is based on 27 scientific literature sources, 22 of them in English, 2 in Latvian and 3 in Russian. The developed model of parental competence improvement in infant floating includes parents' theoretical knowledge of infant floating; independent research on infant floating; water safety; the application of infant floating skills under a specialist’s guidance and the ability to independently use acquired skills without guidance. In the future it will be possible to test the developed model to evaluate its usefulness in promoting parental competence in infant floating, thus ensuring parents' ability to float the infant independently.

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Seweryniak, Tomasz, Justyna Muracka, and Aneta Stosik. "Swimming coaches competences in the opinion of expert coaches." Quality in Sport 2, no. 3 (September 30, 2016): 54. http://dx.doi.org/10.12775/qs.2016.019.

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Ramos, William Dominic, Austin Robert Anderson, and Dohyun Lee. "Collegiate Club Swimming: An Examination of Leisure Motivations." Recreational Sports Journal 42, no. 1 (April 2018): 75–89. http://dx.doi.org/10.1123/rsj.2016-0025.

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The purpose of this study was to determine leisure motivations for college club swimmers in the United States, and to examine differences in motivation by swimmers' gender, university affiliation, ethnicity, and frequency of participation. College club swimmers from a nationwide sample completed the Leisure Motivation Scale (LMS) to assess the strength and differences of varying motivational factors for club swimming participation. Results indicated that social and competency-mastery motivational factors were the most important for this participatory group, and that motivational differences existed based upon respondent university affiliation, ethnicity (White/non-White) and frequency of participation.

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Qiang, Liyuan, and Jinping Cheng. "Exposure to microplastics decreases swimming competence in larval zebrafish (Danio rerio)." Ecotoxicology and Environmental Safety 176 (July 2019): 226–33. http://dx.doi.org/10.1016/j.ecoenv.2019.03.088.

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Wisenden, Brian D. "Effect of Predation on Shaping Parental Brood Defense and Larval Ontogeny of Convict Cichlids Leading to Population Divergence." Diversity 12, no. 4 (April 2, 2020): 136. http://dx.doi.org/10.3390/d12040136.

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(1) Predation selects for antipredator competence in prey. For fishes with parental care, brood predators exert selection on the morphological phenotype of offspring, and also exert strong selection pressure to promote parental care behavior of adults. (2) This review summarizes field and lab studies on the ontogeny of antipredator competence in convict cichlids, a freshwater fish with extended biparental care of their free-swimming young. (3) Here, data show that differences in swimming performance between small and large young are exploited by parents when they adopt (smaller) young. Velocity and acceleration of startle responses improves nonlinearly with body size, increasing rapidly at a point when the skeleton rapidly ossifies from cartilage to bone, at the size at which discrimination by adopting parents shifts, and the timing of change in the rate of change in area protected by parents. Convict cichlids in a Nicaraguan lake population showed a similar correlation among these traits, but these traits are delayed relative to Costa Rican fish. (4) Population divergence is likely explained by relatively more intense brood predation in the lake, which selects for different optima of larval antipredator competence and parental brood defense.

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Moran, Kevin, Jonathon Webber, and Teresa Stanley. "Protection Motivation Theory (PMT), Risk of Drowning, and Water Safety Perceptions of Adult Caregivers/Parents." Open Sports Sciences Journal 11, no. 1 (July 31, 2018): 50–59. http://dx.doi.org/10.2174/1875399x01811010050.

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BackgroundWhile the circumstances surrounding drowning incidents in high income countries are well known, little is known about how members of the public perceive the risk of drowning and their role in drowning prevention.Objective:The purpose of the study was to analyze caregiver/parent perceptions of the risk of drowning in terms of risk (threat) appraisal processes and coping appraisal processes.Method:This study utilized Protection Motivation Theory (PMT) to analyse parent’s perception of the risk of drowning as part of an evaluation of a water safety program. Participants (N= 174) completed a pre-intervention survey that sought information on their water competency, open water experience, previous instruction, and perceptions of drowning risk.Results:In terms of risk appraisal processes, more females, Asian peoples, and those with lower self-reported swimming and rescue competency perceived greater severity of drowning risk and greater vulnerability to that risk when swimming in open water. In terms of coping appraisal processes, males, non-Asian peoples and those with self-reported good swimming and rescue competencies were more likely to report confidence in the self-efficacy of their preventive actions.Conclusion:Considerable variations in risk (threat) appraisal and coping appraisal processes in respect of the risk of drowning were evident. The implications of the findings on water safety education are discussed. Ways of promoting water safety and drowning prevention are examined and recommendations for future research studies to address limitations of the study are made.

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Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.

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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.

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Vaščáková, Tereza, and Martin Kudláček. "Vliv Halliwickova konceptu na rozvoj plaveckých dovedností u dětí s mozkovou obrnou a autismem." Studia sportiva 8, no. 1 (July 14, 2014): 59–68. http://dx.doi.org/10.5817/sts2014-1-6.

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Stoking post describes how to use Halliwick concept in swimming training. Swimming is for clients diagnosed with cerebral palsy (CP) and autism, one of the best physical activities. For clients with special needs but requires only changing the activity but the approach instructors. One of the ways that fully respect these requirements is Halliwick concept of swimming lessons. Motor competence is one of the important indicators of personality development, has a social dimension. The term motor skills with noise continuum: analysis and description of the state - the adoption of measures to modification and improvement (Válková, 2010) to evaluate the results of the use of the test swimming skills (hereinafter WOTA - Water orientation test (Tirosh, Katz-Leurer & Getz, 2008). The present results represent a pilot study. Study was conducted in 15 probands with different types of cerebral palsy and autism. Study had pretest and posttest design with a two-month intensive training session with swimming Halliwick concept. Since we have worked with a homogeneous group of clients probands were divided into three groups according to the type of diagnosis (quadruparetic form of cerebral palsy, diparetic form of cerebral palsy and autism) and after a two-month course we evaluated the changes of swimming skills through WOTA test.

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Ziegler, Amanda F., Lisa Hahn-Woernle, Brian Powell, and Craig R. Smith. "Larval Dispersal Modeling Suggests Limited Ecological Connectivity Between Fjords on the West Antarctic Peninsula." Integrative and Comparative Biology 60, no. 6 (July 3, 2020): 1369–85. http://dx.doi.org/10.1093/icb/icaa094.

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Synopsis Larval dispersal is a key process for community assembly and population maintenance in the marine environment, yet it is extremely difficult to measure at ecologically relevant spatio-temporal scales. We used a high-resolution hydrodynamic model and particle-tracking model to explore the dispersal of simulated larvae in a hydrographically complex region of fjords on the West Antarctic Peninsula. Modeled larvae represented two end members of dispersal potential observed in Antarctic benthos resulting from differing developmental periods and swimming behavior. For simulations of low dispersing larvae (pre-competency period = 8 days, settlement period = 15 days, swimming downward) self-recruitment within fjords was important, with no larval settlement occurring in adjacent fjords <50 km apart. For simulations of highly dispersing organisms (pre-competency period = 35–120 days, settlement period = 30–115 days, no swimming behavior), dispersal between fjords occurred when larvae were in the water column for at least 35 days, but settlement was rarely successful even for larvae spending up to 150 days in the plankton. The lack of ecological connectivity between fjords within a single spawning event suggests that these fjords harbor ecologically distinct populations in which self-recruitment may maintain populations, and genetic connectivity between fjords is likely achieved through stepping-stone dispersal. Export of larvae from natal fjord populations to the broader shelf region (>100 km distance) occurred within surface layers (<100 m depth) and was enhanced by episodic katabatic wind events that may be common in glaciomarine fjords worldwide.

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Faillettaz, Robin, Eve Johnson, Patrick Dahlmann, Alexandra Syunkova, John Stieglitz, Daniel Benetti, Martin Grosell, and Claire B. Paris. "Ontogeny of Orientation during the Early Life History of the Pelagic Teleost Mahi-Mahi, Coryphaena hippurus Linnaeus, 1758." Oceans 1, no. 4 (October 8, 2020): 237–50. http://dx.doi.org/10.3390/oceans1040017.

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Understanding the orientation behavior and capabilities in early life history (ELH) of fishes is critical for studying their dispersal but has, surprisingly, never been tested in any pelagic species. We here investigate the ontogeny of orientation and swimming abilities of the pelagic Coryphaena hippurus Linnaeus, 1758 larvae, hereafter mahi-mahi, through their ELH stages using the Drifting In Situ Chamber (DISC) in a laboratory setup. The DISC was deployed in a large (3 m3) circular aquarium in order to control the stimulus perceived by the fish and to identify behavioral response at the individual, developmental stage, and population levels. A total of 79 individual ranging from 7 to 23 days post hatch and from preflexion to early juvenile stages were exposed to a directional light mimicking the sun’s position. Orientation towards the light direction was tested by switching the light by 180° among trials. To compare the orientation among development stages, we scaled the directionality by the swimming ability, therein defined as “directionality competence”. The results show that while mahi-mahi directionality competence increases through ontogeny, they acquire a positive and directional phototaxis behavior at the flexion stage. This potential solar orientation is kept through the early juvenile stage. Mahi-mahi may thus be able to use the sun as a compass in the open ocean as observed in the larval stages of demersal species seeking for settlement habitats. This ability notably develops before the improvement of their swimming capabilities, suggesting that early orientation—even at micro-scale—and swimming capabilities may be equally important for the survival of the ELH stages of pelagic species.

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Rocha, Helena A., Daniel A. Marinho, Nuno D. Garrido, Liliane S. Morgado, and Aldo M. Costa. "The acquisition of aquatic skills in preschool children: deep versus shallow water swimming lessons." Motricidade 14, no. 1 (May 24, 2018): 66. http://dx.doi.org/10.6063/motricidade.13724.

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One of the key factors in the swimming teaching-learning process seems to be the variation of water’s depth.However, there are almost no studies about this topic and the existing ones usually follow a basic approach and with no control of the educational program used. It was our purpose to determine the effect of deep versus shallow water differences on developing pre-schoolers’ aquatic skills after 6 months of practice. Twenty-one Portuguese school-aged children of both genders (4.70 ± 0.51 yrs.), inexperienced in aquatic programs, participated in this study. The children were divided into two groups performing a similar aquatic program but in a different water depth: shallow water (n=10) and deep water (n=11). Each participant was evaluated twice for their aquatic readiness using an observation check list of 17 aquatic motor skills: during the first session (T0) and after six months of practice (two sessions per week with a total of 48 sessions) (T1). The aquatic proficiency on each skill was compared between the groups and a stepwise discriminant analysis was conducted to predict the conditions with higher or lower aquatic competence. Results suggested that swimming practice contributed positively to improvements on several basic aquatic skills, in both groups. The results showed that shallow water group managed to acquire a higher degree of aquatic competence particularly in five basic aquatic skills (p< .05): breath control combined with face immersion and eye opening; horizontal buoyancy; body position at ventral gliding; body position at dorsal gliding; leg kick with breath control at ventral body position, without any flutter device. The discriminant function revealed a significant association between both groups and four included factors (aquatic skills) (p< .001), accounting for 88% between group variability. The body position at ventral gliding was the main relevant predictor (r=0.535). Shallow water swimming lessons generated greater aquatic competence in preschool children after a period of 6 months of practice.

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Ruiz-Pérez, Luis Miguel. "Competencia motriz acuática: una cuestión de edades." Revista de Investigación en Actividades Acuáticas 1, no. 1 (February 25, 2021): 16–22. http://dx.doi.org/10.21134/riaa.v1i1.390.

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Antecedentes: La investigación ha demostrado que el ser humano puede aprender las habilidadesacuáticas desde muy temprana edad. Desarrollar la competencia acuática se ha convertido en uno de losobjetivos importantes a promover desde la más tierna infancia pero que dura todo el ciclo vital, y susefectos en el organismo han sido constatados desde hace décadas. De ahí que afirmar que las prácticasacuáticas son beneficiosas es confirmar la necesidad de que estas actividades formen parte de lasexperiencias que todo ser humano debiera tener en su vida.Objetivos: El objetivo principal del presente artículo ha sido provocar una reflexión sobre el propioconcepto e aprender a nadar y su significado en la infancia y las edades avanzadas.Resultados: El resultado más relevante que se decanta de lo analizado es la necesidad de cambiar deenfoque y de repensar los escenarios acuáticos de enseñanza y desarrollo de la competencia acuática.Conclusiones: Los escenarios acuáticos de enseñanza y desarrollo de la competencia acuática deberían serun reflejo de la realidad a la que niños y mayores se van a enfrentar. Abstract Introduction: Research has shown that humans can learn aquatic skills from a very early age. Developing aquatic competence has become one of the important objectives to promote from the earliest childhood but lasts throughout the life cycle, and its effects on the organism have been verified for decades. Hence, to affirm that aquatic practices are beneficial is to confirm the need for these activities to be part of the experiences that every human being should have in his life.Goals: The main objective of the present article is to provoke a reflection on the concept of learning to swim and its meaning in childhood and the advanced ages.Results: The most relevant result of the analyzed is the need to change the focus and rethink the aquatic scenarios of teaching and development of aquatic competence.Conclusions: The aquatic scenarios of teaching and development of aquatic competence should be a reflection of the reality that children and adults will face.Keywords: life span, swimming, infants, elder people, teaching. ResumoIntrodução: A pesquisa mostrou que os seres humanos podem aprender habilidades aquáticas desde tenra idade. Desenvolver uma concorrência aquática tornou-se um dos objectivos importantes para promover desde a infância, mas que dura durante todo o ciclo de vida, e seus efeitos sobre o corpo foram anotados por décadas. Daí dizer que os exercícios de água são benéficos é para confirmar a necessidade de essas atividades fazem parte das experiências que cada ser humano deve ter em sua vida.Objetivos: Neste artigo, uma revisão de algumas questões que continuam a gerar decisões controvérsia e preocupação tiradas com os jovens e com os idosos, ao desenvolver sua concorrência aquáticos tanto feito.Resultados: O resultado mais importante é decantado a partir da análise é a necessidade de mudar o foco e repensar cenários aquáticos o ensino e desenvolvimento da competencia aquática.Conclusiones: Cenários de água ensino e desenvolvimento da competencia aquática deve ser um reflexo da realidade que as crianças e os adultos vão enfrentar.Palavras-chave: ciclo de vida, natação, crianças, idosos, ensino.

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Özer, Dilara, Sibel Nalbant, Abdurrahman Aktop, Özgür Duman, Inan Keleş, and N. Füsun Toraman. "Swimming Training Program for Children with Cerebral Palsy: Body Perceptions, Problem Behaviour, and Competence." Perceptual and Motor Skills 105, no. 3 (December 2007): 777–87. http://dx.doi.org/10.2466/pms.105.3.777-787.

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OZER, DILARA. "SWIMMING TRAINING PROGRAM FOR CHILDREN WITH CEREBRAL PALSY: BODY PERCEPTIONS, PROBLEM BEHAVIOUR, AND COMPETENCE." Perceptual and Motor Skills 105, no. 7 (2007): 777. http://dx.doi.org/10.2466/pms.105.7.777-787.

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Schwamberger, Benjamin, and Zachary Wahl-Alexander. "Swim to the Top: A University Partnership Focused on Enhancing Swimming Competency in African American Youth." Strategies 31, no. 3 (May 3, 2018): 20–26. http://dx.doi.org/10.1080/08924562.2018.1442277.

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Garrido, Nuno Domingos, Aldo Matos Costa, and Robert Keig Stallman. "Drowning: a leading killer!" Motricidade 12, no. 2 (October 13, 2016): 2. http://dx.doi.org/10.6063/motricidade.9482.

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Drowning kills at least 372,000 people worldwide every year and is the 3rd leading cause of unintentional death, accounting for 7% of all deaths stemming from accidents (WHO, 2014). Conceptually, “drowning” is a complex and multi-faceted phenomenon, characterized as a chain of events (Bierens, 2006). Drowning is defined as the process of experiencing respiratory impairment from immersion or submersion in liquid.Research on drowning as a phenomenon presents several difficulties - most of all, that global data concerning the number of occurrences are not accurate. Nevertheless, detailed analysis of the registered incidents allows the identification of risk factors of drowning. An in-depth analysis of the risk factors is the basis for the creation of targeted and effective strategies to prevent drowning.Due to variability of situations which could lead to a drowning episode, experts suggest the adoption of a multi-layer prevention model, rather than opting for isolated measures, since no single measure can prevent all deaths and injuries caused by submersion. Among the preventive measures we would like to emphasize instruction in swimming and water safety. So, what does "knowing how to swim" really mean? Some authors define mastery of this competence as swimming a given distance, while others put the emphasis on how this/any given distance is swum (Stallman, Junge, & Blixt, 2008). It has long been realized that there is no contradiction between learning those competencies which make a person less susceptible to drowning and those competencies which prepare the path towards higher levels of performance and competition. Aquatic movement researchers and practitioners and drowning prevention researchers and practitioners, share in the responsibility for drowning prevention though they are often unaware of it. The question “What should be taught to children?” is too infrequently asked. There remains great variation in what is taught and programs continue to be guided by tradition and expert opinion. The great variation is proof that we have not agreed on the content of learn – to – swim.The concept of water competence was launched in 1995 and emphasized both a broad repertoire of physical skills as well as knowledge and values. It was then adapted this to drowning prevention, defining it as “the sum of all personal aquatic movements that help prevent drowning, as well as the associated water safety knowledge, attitudes, and behavior that facilitate safety in, on and around the water”. The advent of the concept of “water competence” has opened the door for a revival of the interest in the development of a broad repertoire of physical aquatic skills and of the integration of both cognitive and afferent competencies. It also shifts the focus from “defining swimming” to a broader and more inclusive notion of which competencies can contribute to making people less susceptible to the risk of drowning.Water competence is a much more comprehensive and inclusive concept than 'swimming skill', since it also includes both cognitive and afferent competencies, making it especially relevant in the prevention of drowning. Nevertheless, drowning is a complex research phenomenon, as is its prevention. The concept of water competence is a living concept and still in development.Please keep yourself water safe!

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Vallerand, Robert J., Luc G. Pelletier, and Françoys Gagné. "ON THE MULTIDIMENSIONAL VERSUS UNIDIMENSIONAL PERSPECTIVES OF SELF-ESTEEM: A TEST USING THE GROUP-COMPARISON APPROACH." Social Behavior and Personality: an international journal 19, no. 2 (January 1, 1991): 121–32. http://dx.doi.org/10.2224/sbp.1991.19.2.121.

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The purpose of the present studies was to test the unidimensional versus the multidimensional perspectives of self-esteem using a group-comparison approach. In the first study, male and female talented and regular students completed the Perceived Competence Scale (Harter, 1982). This scale assesses self-esteem in three life domains: cognitive (school), physical (sports and physical activity), and social, as well as general self-esteem. Results showed that talented students had higher self-esteem than regular students only in the cognitive domain. In Study 2, we sought to replicate and extend these findings to the context of sports. Male and female talented and regular swimmers completed the PCS as well as a swimming self-esteem subscale. Results showed that talented swimmers had significantly higher levels of swimming self-esteem than regular swimmers. Talented swimmers also reported higher levels of physical self-esteem although to a lesser extent. In addition, male students reported higher levels of self-esteem than females in the physical domain (Studies 1 and 2), as well as in swimming (Study 2). These findings were interpreted as providing strong support for the multidimensional view of self-esteem.

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Kong, Siew Mui, Rajendran Muthuveloo, Josephine Ie Lyn Chan, and Ai Ping Teoh. "TopSteel: swimming sustainably in the blue metal ocean." Emerald Emerging Markets Case Studies 11, no. 2 (August 13, 2021): 1–32. http://dx.doi.org/10.1108/eemcs-09-2020-0328.

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Learning outcomes This paper aims to enable students craft a winning corporate strategy applicable for organizations in various contexts. The practical approach consists of conducting scenario planning based on internal and external environment analysis, identifying the winning factor, proposing an implementation strategy of entry and exit strategies, and future customers, and evaluating matching of business ethics and legality. Case overview/synopsis Wesley Chen, the executive director and group chief executive officer, has the ultimate challenge of leading his management team to operate from a sole proprietorship management style to a listed large company in the Malaysian Stock Exchange. He identified the gap in the need to craft a winning corporate strategy for business sustainability. The corporate strategy should address expansion of their service offerings and needs to be carefully crafted to suit TopSteel’s risk appetite and overall business strategy. The strategy must also consider the internal and external factors that TopSteel faced with, identify the core competency of TopSteel, build in strategic agility in the implementation plans to address the dynamic business landscape, and most importantly ensure the corporate strategy must be in compliance to ethical and legal standards. The case study documents the one year of transition of TopSteel’s operations with a strong focus on the strategic management process direction for a winning OEM+ model through the use of SWIM concept. Complexity academic level This case is suitable for undergraduate or postgraduate programs or even executive courses in strategic management. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 11: Strategy

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Costa, Aldo M., Alexandra Frias, Sandra S. Ferreira, Mario J. Costa, António J. Silva, and Nuno D. Garrido. "Perceived and Real Aquatic Competence in Children from 6 to 10 Years Old." International Journal of Environmental Research and Public Health 17, no. 17 (August 21, 2020): 6101. http://dx.doi.org/10.3390/ijerph17176101.

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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.

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Labocha, Marta, Małgorzata Kruczek, Jacek Radwan, Paweł Koteja, and Katarzyna Grabiec. "Contest winning and metabolic competence in male bank voles Clethrionomys glareolus." Behaviour 141, no. 3 (2004): 343–54. http://dx.doi.org/10.1163/156853904322981897.

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AbstractFamale bank voles prefer dominant males as mates, and it has been suggested that this preference may benefit females genetically, via increased fitness of their progeny. This requires that male ability to win intrasexual contests is associated with their genetic quality. An important aspect of individual quality is metabolic competence. Here, we investigated whether male ability to win contests is correlated with aerobic capacity (the maximum rate of oxygen consumption) or factorial aerobic scope (the ratio of aerobic capacity to basal metabolic rate [BMR]). The ability to win was assessed as proportion of dominant behaviours in staged contests with five other males, and aerobic capacity was measured both during exercise (swimming) and during cold-exposure trials. Contest winning ability was not correlated with the aerobic capacity (p > 0.6), the factorial metabolic scope (p > 0.25) or BMR (p = 0.24; all the traits were corrected for the effect of body mass). Thus, the results indicate that the trait (male dominance) subject to female preference in the bank vole fails to reveal an important aspect of male quality, i.e. his metabolic competence.

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Mahan, M. P., and M. R. Young. "Immune parameters of untrained or exercise-trained rats after exhaustive exercise." Journal of Applied Physiology 66, no. 1 (January 1, 1989): 282–87. http://dx.doi.org/10.1152/jappl.1989.66.1.282.

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The effect of a single exhaustive swimming exercise bout on immune competence of untrained or exercise-trained female Wistar rats was compared with the competence of control sedentary rats. After the exhaustive exercise bout, the blastogenic response to concanavalin A by spleen cells of untrained rats was extensively suppressed, whereas the response of the trained rats was only marginally suppressed. The suppressed immune competence of the untrained rats after the exhaustive exercise was associated with an increase in immune-suppressive activity of splenic lymphocytes. The macrophages of the untrained rats and of the control sedentary rats were slightly immune suppressive to normal spleen cells through a prostaglandin-dependent mechanism. The addition of prostaglandin E2 (PGE2) to the blastogenesis cultures revealed that the spleen cells of untrained rats were unusually sensitive to the suppressive effects of PGE2. In contrast to the untrained rats, the marginal level of immune suppression in trained rats after the exhaustive exercise was associated with a lesser degree of lymphocyte-suppressive activity, an immune stimulatory activity by the splenic macrophages, and an insensitivity of the splenic lymphocytes to the suppressive effects of PGE2.

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Wheeler, Jeanette D., Kit Yu Karen Chan, Erik J. Anderson, and Lauren S. Mullineaux. "Ontogenetic changes in larval swimming and orientation of pre-competent sea urchinArbacia punctulatain turbulence." Journal of Experimental Biology 219, no. 9 (May 1, 2016): 1303–10. http://dx.doi.org/10.1242/jeb.129502.

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d’Arripe-Longueville, Fabienne, Christophe Gernigon, Marie-Laure Huet, Fayda Winnykamen, and Marielle Cadopi. "Peer-Assisted Learning in the Physical Activity Domain: Dyad Type and Gender Differences." Journal of Sport and Exercise Psychology 24, no. 3 (September 2002): 219–38. http://dx.doi.org/10.1123/jsep.24.3.219.

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The purposes of this study were to qualitatively analyze peer interaction in dyads practicing a swimming skill, and to examine the potential dyad type-by-gender differences in observed peer interaction modes. Sixty-four senior high school students (32 M, 32 F) trained for 8 min either in symmetrical (same competence) or asymmetrical (different competence levels) same-sex dyads. The numbers of attempts and performance scores were also documented for novices. The observed peer interaction modes consisted of guidance-tutoring, imitation, cooperation, and parallel activity. Multivariate and univariate analyses revealed that tutoring and imitation were manifested more in asymmetrical dyads, while cooperation and parallel activity were more frequent in symmetrical dyads. Males in symmetrical dyads displayed the most parallel activity. Males carried out more attempts than females. Regarding performance, males in asymmetrical dyads benefited more from training than the other groups did. Similarities and differences with findings observed in the academic domain are discussed.

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Maciejewski, Meghan F., Kirstin S. Meyer, Jeanette D. Wheeler, Erik J. Anderson, Nicole C. Pittoors, and Lauren S. Mullineaux. "Helical swimming as an exploratory behavior in competent larvae of the eastern oyster (Crassostrea virginica)." Journal of Experimental Marine Biology and Ecology 510 (January 2019): 86–94. http://dx.doi.org/10.1016/j.jembe.2018.10.007.

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A. Artiga Jr. II, Edilberto, Charis B. Limbo, Lyndon L. Maningo, and Leo A. Mamolo. "Effects of "Langoy sa Kaluwasan- Learn to Swim" Extension Project to the Swimming Competency of Barangay Emergency Response Personnel." International Journal of Human Movement and Sports Sciences 8, no. 6 (December 2020): 438–43. http://dx.doi.org/10.13189/saj.2020.080616.

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Vujović, Bojana, Smilja Teodorović, Željka Rudić, Mile Božić, and Vera Raičević. "Phenotypic heterogeneity of Pseudomonas aeruginosa isolates in the protected nature park ‘Palić’ (Serbia)." Water Supply 16, no. 5 (April 22, 2016): 1370–77. http://dx.doi.org/10.2166/ws.2016.061.

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Pseudomonas aeruginosa is a globally distributed environmental bacterium, which is also a significant opportunistic pathogen of humans, animals and plants. It is considered that wide distribution of this bacterium is connected with its most significant constitutive property to form biofilms, and that this multicellular mode of growth, predominant in nature, serves as a protective mechanism against unfavourable environmental conditions. The work presented here examines the phenotypic diversity of Pseudomonas aeruginosa environmental isolates with respect to biofilm production capacity under different environmental conditions (temperature, pH, NaCl), production of virulence factors, and motility. The purpose of this work is to present the production of two quorum sensing-regulated virulence factors (rhamnolipids and pyocyanin), explore different motility tests (swimming, swarming and twitching) and discover potential relationship between assessed phenotypic features. Obtained results delineate environmental conditions coinciding with biofilm production and suggest a high correlation between rhamnolipid production levels and biofilm formation. Rhamnolipids affect motility competence, yet only the flagellum-mediated swimming motility has significant impact on the biofilm formation potential. Although it is challenging to demarcate a definitive, clear correlation between parameters tested, rhamnolipid content appears to serve as a link between the tested phenotypic factors.

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Bryant, Lance G., and Matthew D. Curtner-Smith. "Impact of a Physical Education Teacher’s Disability on Elementary Pupils’ Perceptions of Effectiveness and Learning." Adapted Physical Activity Quarterly 25, no. 2 (April 2008): 118–31. http://dx.doi.org/10.1123/apaq.25.2.118.

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The purpose of this study was to examine the impact of a physical education teacher’s disability on elementary school pupils’ learning and perceptions of the teacher’s competence. Participants (N = 113) were randomly assigned to view one of two virtually identical videotaped swimming lessons. In the first lesson, the teacher was able-bodied (ABL) while in the second, she taught from a wheelchair (WCL). Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a perception questionnaire regarding the teacher. Results showed that pupils who viewed the WCL scored significantly higher on the technique portion of the examination than pupils who watched the ABL. There were no significant differences between the perceptions of either group.

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Nam, Jaesik, and Youngsuk Lee. "Exploring the Effectiveness of an Elementary School Survival Swimming Education Program to Reinforce Physical Practice Competence in Students." Korean Journal of the Elementary Physical Education 24, no. 2 (July 31, 2018): 33–52. http://dx.doi.org/10.26844/ksepe.2018.24.2.33.

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Moreira, Fabiana T., Joseph Harari, and Augusto A. V. Flores. "Neustonic distribution of decapod planktonic stages and competence of brachyuran megalopae in coastal waters." Marine and Freshwater Research 58, no. 6 (2007): 519. http://dx.doi.org/10.1071/mf07002.

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Settlement rate may not reflect larval supply to coastal waters in different marine invertebrates and demersal fishes. The importance of near-shore oceanography and behaviour of late larval stages may be underestimated. The present study conducted neustonic sampling over station grids and along full-length transects at two embayments in south-eastern Brazil to (1) compare diurnal and nocturnal occurrence of most frequent decapod stages to assess their vertical movements, (2) describe the formation of larval patches and (3) measure competence of crab megalopae according to their distance to recruitment grounds. Several shrimp species apparently undergo a diel vertical migration, swimming crab megalopae showed no vertical movements and megalopae of the intertidal crab Pachygrapsus transversus revealed a reversed vertical migration. During the day, crab megalopae aggregated in convergence zones just below surface slicks. These larvae consisted of advanced, pre-moult stages, at both mid-bay and near-shore patches. Competence, measured as the time to metamorphosis in captivity, was similar between larval patches within each taxon. Yet, subtidal portunids moulted faster to juveniles than intertidal grapsids, possibly because they were closer to settlement grounds. Megalopae of Pachygrapsus from benthic collectors moulted faster than those from bay areas. These results suggest that alternative vertical migration patterns of late megalopae favour onshore transport, and actual competence takes place very close to suitable substrates, where larvae may remain for days before settlement. Lack of correlation between larval supply and settlement for Pachygrapsus suggests that biological processes, besides onshore transport, may play an important role in determining settlement success of coastal crabs.

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D’Hondt, Eva, Lise Buelens, Lisa M. Barnett, Kristy Howells, Arja Sääkslahti, Aldo M. Costa, Boris Jidovtseff, Lisa Mertens, and Kristine De Martelaer. "Differences between Young Children’s Actual, Self-perceived and Parent-perceived Aquatic Skills." Perceptual and Motor Skills 128, no. 5 (June 22, 2021): 1905–31. http://dx.doi.org/10.1177/00315125211017864.

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As drowning is a leading cause of unintentional injury/death in children worldwide, perceptions of their actual aquatic skills are of critical importance. Children’s self-perceptions may influence the risks they take, and parental perceptions may influence the degree of supervision deemed to be necessary for children in and around water. Accordingly, we examined the differences between young children’s actual, self-perceived and parent-perceived aquatic skills. Using a three-way repeated measures ANCOVA, we analyzed data from 134 child-parent dyads (56.0% boys; M age = 7.1, SD = 1.1 years; and 71.6% mothers). We measured self and parental perceptions of the child’s aquatic skills with the ‘Pictorial Scale of Perceived Water Competence’ (PSPWC), and we applied the exact same 17 test items of the PSPWC to assess the child’s actual aquatic skill level in the water. Controlling for years of swimming school experience, within-subject differences between the total scores on the ‘Actual Aquatic Skills Test’ (AAST) and both the child- and parent-completed PSPWC indicated lower than actual estimates of the children’s aquatic skill level. The degree of disagreement against the AAST was more pronounced in parents than in 6-7 year-old children but was similar between parents and 8-9 year-old children, with these patterns being evident regardless of the children’s sex. Our study contributes to an ongoing validation of the PSPWC and represents a key advance in assessing and comparing children’s actual and perceived aquatic skill competence, using perfectly aligned instruments. Future research and practice might explore children’s actual aquatic skills in different contexts (e.g., open water), include perspectives of non-parent caregivers and assess perceived and actual water competence across development.

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Wheeler, JD, KR Helfrich, EJ Anderson, B. McGann, P. Staats, AE Wargula, K. Wilt, and LS Mullineaux. "Upward swimming of competent oyster larvae Crassostrea virginica persists in highly turbulent flow as detected by PIV flow subtraction." Marine Ecology Progress Series 488 (August 15, 2013): 171–85. http://dx.doi.org/10.3354/meps10382.

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Høeg, J. T., and L. E. Ritchie. "Correlation between cypris age, settlement rate and anatomical development in Lernaeodiscus porcellanae (Cirripedia: Rhizocephala)." Journal of the Marine Biological Association of the United Kingdom 67, no. 1 (February 1987): 65–75. http://dx.doi.org/10.1017/s0025315400026369.

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The correlation between settlement rate, cypris age and anatomical maturation on the ultrastructural level was studied in female cyprids of Lernaeodiscus porcellanae, a rhizocephalan parasite of the porcelain crab Petrolisthes cabrilloi. There is no settlement on crabs until the cyprids are at least 2–3 days old, and maximum settlement activity is only reached 5 days after the moult from nauplius to cyprid (at 15 °C). Thereafter the settlement rate decreases again, possibly due to depletion of energy reserves in the non-feeding cyprids. Ultrastructural investigations show that the female cyprids cannot metamorphose into a kentrogon until 2–3 days after the moult from nauplius to cyprid, which explains the absence of settlement in young cyprids. Competence to metamorphose depends on changes in the cement glands, the epidermis and the antennules. The cypris moult cycle is arrested at an early stage and moult activity is only resumed after settlement. This ensures that the cyprids will not initiate metamorphosis while free-swimming.

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Zeng, Xu-Hui, Chengtao Yang, Xiao-Ming Xia, Min Liu, and Christopher J. Lingle. "SLO3 auxiliary subunit LRRC52 controls gating of sperm KSPER currents and is critical for normal fertility." Proceedings of the National Academy of Sciences 112, no. 8 (February 9, 2015): 2599–604. http://dx.doi.org/10.1073/pnas.1423869112.

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Following entry into the female reproductive tract, mammalian sperm undergo a maturation process termed capacitation that results in competence to fertilize ova. Associated with capacitation is an increase in membrane conductance to both Ca2+ and K+, leading to an elevation in cytosolic Ca2+ critical for activation of hyperactivated swimming motility. In mice, the Ca2+ conductance (alkalization-activated Ca2+-permeable sperm channel, CATSPER) arises from an ensemble of CATSPER subunits, whereas the K+ conductance (sperm pH-regulated K+ current, KSPER) arises from a pore-forming ion channel subunit encoded by the slo3 gene (SLO3) subunit. In the mouse, both CATSPER and KSPER are activated by cytosolic alkalization and a concerted activation of CATSPER and KSPER is likely a common facet of capacitation-associated increases in Ca2+ and K+ conductance among various mammalian species. The properties of heterologously expressed mouse SLO3 channels differ from native mouse KSPER current. Recently, a potential KSPER auxiliary subunit, leucine-rich-repeat-containing protein 52 (LRRC52), was identified in mouse sperm and shown to shift gating of SLO3 to be more equivalent to native KSPER. Here, we show that genetic KO of LRRC52 results in mice with severely impaired fertility. Activation of KSPER current in sperm lacking LRRC52 requires more positive voltages and higher pH than for WT KSPER. These results establish a critical role of LRRC52 in KSPER channels and demonstrate that loss of a non-pore-forming auxiliary subunit results in severe fertility impairment. Furthermore, through analysis of several genotypes that influence KSPER current properties we show that in vitro fertilization competence correlates with the net KSPER conductance available for activation under physiological conditions.

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Mitrovic, Bojan, and Goran Vuckovic. "Basic swimming competence of police officers of the Ministry of Interior of Serbia as a basic motor skill required in flood protection and rescue operations." Nauka, bezbednost, policija 21, no. 3 (2016): 61–78. http://dx.doi.org/10.5937/nabepo21-13018.

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Barnett, Lisa M., Jill A. Hnatiuk, Ninoshka D’Souza, Jo Salmon, and Kylie D. Hesketh. "What Factors Help Young Children Develop Positive Perceptions of Their Motor Skills?" International Journal of Environmental Research and Public Health 18, no. 2 (January 18, 2021): 759. http://dx.doi.org/10.3390/ijerph18020759.

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A positive perception of motor skills is important for physical activity participation. The aim was to investigate which modifiable factors predict children’s perceived motor skills. Mothers completed questionnaires when their child was 3.5 and 5 years old. At 5 years old, the children’s perceived motor competence (PMC) was assessed. Separate linear regression models (up to 300 children) examined which factors at each time point predicted children’s PMC, adjusted for relevant confounders. Multivariate models were then run with factors associated (p < 0.10) with perception. At 3.5 years, the time spent with same age and older children (both higher tertiles) and parental physical activity facilitation (sum of facilitation in last month, e.g., taking child to park) were initially associated with higher perception. Dance/gymnastics participation were associated with lower perceptions. Other child behaviours, maternal beliefs, play equipment, and swimming lessons were non-significant. In the final prospective model (n = 226), parental physical activity facilitation when child was 3.5 years old was the only factor to predict PMC. No factors were significant for the cross-sectional analyses at 5 years. Perceptions are formed based on past experiences which may explain why factors at 3.5 years rather than current experiences (when children were 5 years old) were associated with childhood perceptions.

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Journal articles on the topic 'Swimmimg competency'

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