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Building the Foundation of Aquatic Literacy in 4–6 Years-Old Children: A Systematic Review of Good Pedagogical Practices for Children and Parents

Author

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  • Léa Mekkaoui

    (Univ. Lille, Univ. Artois, Univ. Littoral Côte d’Opale, ULR 7369—URePSSS—Unité de Recherche Pluridisciplinaire Sport Santé Société, 59000 Lille, France)

  • Christophe Schnitzler

    (Unité de Recherche 1342, Faculté des Sciences du Sport de Strasbourg, Université de Strasbourg, 67081 Strasbourg, France)

  • Michel Sidney

    (Univ. Lille, Univ. Artois, Univ. Littoral Côte d’Opale, ULR 7369—URePSSS—Unité de Recherche Pluridisciplinaire Sport Santé Société, 59000 Lille, France)

  • Joseph Gandrieau

    (Univ. Lille, Univ. Artois, Univ. Littoral Côte d’Opale, ULR 7369—URePSSS—Unité de Recherche Pluridisciplinaire Sport Santé Société, 59000 Lille, France)

  • Fabien Camporelli

    (CLERSE, UMR 8019, Centre National de la Recherche Scientifique (CNRS), 59800 Lille, France)

  • François Potdevin

    (Univ. Lille, Univ. Artois, Univ. Littoral Côte d’Opale, ULR 7369—URePSSS—Unité de Recherche Pluridisciplinaire Sport Santé Société, 59000 Lille, France)

Abstract

Children between the ages of 4–6 years represent the population most affected by drowning accidents, while their early involvement in physical activity, and more specifically in aquatic activities is a key factor in their future physical life journey. The systematic review’s purpose was to identify aspects in the intervention’s studies with children and/or their parents that had a significant impact on the Aquatic Literacy (AL) dimensions mentioned as motor, psychological, affective, and cognitive. The PICO method was used to define the research question and PRISMA checklist searched for articles in nine databases: Cochrane, Embase, ERIC, ProQuest, PsychInfo, PubMed, Scopus, SportDiscus, and Web of Science. Eligibility criteria were: (1) English language, (2) primary research, (3) population of 4–6 year old children or their parents, (4) intervention study design, and (5) results related to at least one of the AL domains. The strength of evidence and the risk of bias were assessed. Results showed relatively poor number of studies for such a vulnerable population regarding the drowning risk ( n = 8 for parents and n = 14 for children intervention). Studies did not show a consensus on which educational approach was more beneficial than others. Concerning parental education, results were rather homogeneous, especially concerning the theoretical frameworks employed and the relevancy to include parents in swimming programs. The development of pedagogical tools for promotion and evaluation, based on the AL theoretical framework, could help to clarify the question of “how to teach” children to prevent drowning and engage young children in long-term physical activities.

Suggested Citation

  • Léa Mekkaoui & Christophe Schnitzler & Michel Sidney & Joseph Gandrieau & Fabien Camporelli & François Potdevin, 2022. "Building the Foundation of Aquatic Literacy in 4–6 Years-Old Children: A Systematic Review of Good Pedagogical Practices for Children and Parents," IJERPH, MDPI, vol. 19(10), pages 1-23, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:10:p:6180-:d:819263
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    References listed on IDEAS

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    1. Matthew Y. W. Kwan & Jeffrey D. Graham & Chloe Bedard & Emily Bremer & Cierra Healey & John Cairney, 2019. "Examining the Effectiveness of a Pilot Physical Literacy–Based Intervention Targeting First-Year University Students: The PLUS Program," SAGE Open, , vol. 9(2), pages 21582440198, May.
    2. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
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