Assessing the effectiveness of aquatic education program in promoting environmental awareness among school children

Abstract

Aquatic education plays an essential role in helping children develop physical literacy. Aquatic skills such as swimming, floating, and safe water entry and exit not only encourage participation in different water environments but can also save lives during emergencies. In industrialized countries, children are generally taught swimming in supervised swimming pools, often under close observation. Infants and young children are also commonly introduced to swimming using supportive devices such as buoyancy aids.

However, there is still conflicting research regarding the most effective methods and environments for teaching aquatic skills to children. In many developing countries, where access to swimming pools and professional instruction is limited, children often learn swimming skills in natural water bodies and open aquatic environments. Since drowning rates are generally higher in developing nations than in developed countries, there is a strong need for further research into effective aquatic education strategies in such contexts.

It can be argued that learning only in swimming pools may not provide children with the opportunity to develop the full range of adaptive skills required in natural water environments. These include managing waves and currents, floating while wearing clothing, and making life-saving decisions in emergency situations. As a result, many countries are increasingly promoting aquatic education in open water environments to improve practical water safety skills and overall aquatic competence.