Assessment instruments in school swimming research focus on technical execution, with few tools aligned to functional aquatic competence¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? Most measurement tools in the reviewed studies targeted technical execution and swimming strokes, omitting dimensions such as risk management and environmental adaptability. → Trinidad Alfonso 2026
Evidence¶
Trinidad Alfonso 2026¶
Trinidad Alfonso, Mendoza-Castejón Daniel, Mercedes de la Calle Laura, del-Blanco-Muñiz José Ángel. (2026). Analysis of swimming teaching programs, aquatic competencies and specific skills in school settings from early childhood to secondary education: A systematic review. PLOS One. https://doi.org/10.1371/journal.pone.0353477
q2 · i? · review · r2
Instrument analysis across the 16 included studies. The review reports that "most of the tools identified focused on technical execution and swimming strokes", limiting comprehensive assessment of aquatic literacy. Only five studies used standard pictorial dimensional scales of aquatic competence.
"most of the tools identified focused on technical execution and swimming strokes, with fewer instruments aligned with functional aquatic competence, which limited the comprehensive assessment of aquatic literacy by omitting critical dimensions such as risk management and adaptability to the environment."
Discussion¶
Related Claims¶
- Evidence on school swimming instruction is scarce in secondary education, with most studies in primary and preschool stages — related
- School swimming programmes predominantly adopt a technical-utilitarian orientation rather than an educational-curricular one (75% versus 25%) — related
- The technical approach has remained dominant in school swimming over the last two decades, with no temporal trend toward educational approaches — related
- Instruments show conceptual inconsistency: the same terms label different competence aspects, and disciplinary origin does not significantly correlate with definition or terminology choice — related
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