Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in China
Background. The drowning death rate of Chinese students ranks among the top three in the world, and drowning has become an urgent problem for the country and society to solve. Objective. To test whether traditional swimming teaching can improve students’ knowledge and skills of water safety and redu...
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| Format: | Article |
| Language: | English |
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Wiley
2022-01-01
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| Series: | Discrete Dynamics in Nature and Society |
| Online Access: | http://dx.doi.org/10.1155/2022/6141342 |
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| _version_ | 1849304771418128384 |
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| author | Shichao Zhang Jia Dai Zhenxin Nie |
| author_facet | Shichao Zhang Jia Dai Zhenxin Nie |
| author_sort | Shichao Zhang |
| collection | DOAJ |
| description | Background. The drowning death rate of Chinese students ranks among the top three in the world, and drowning has become an urgent problem for the country and society to solve. Objective. To test whether traditional swimming teaching can improve students’ knowledge and skills of water safety and reduce the probability of drowning in China. Methods. A total of 82 second-grade students in elementary school were selected as experimental subjects, and the repeated measures analysis of variance experiment design was used to carry out the research. Results. After the experiment, the swimming safety education model significantly increased the scores of swimming safety knowledge and skills and the difference was statistically significant (t = 4.060, 5.325, P<0.05); the attitude and behavior scores decreased, and the difference was statistically significant (t = −4.392, −2.201, P<0.05). After the experiment, the swimming safety education model is more effective in teaching swimming safety knowledge, attitude, and behavior than the traditional swimming teaching, and the difference is statistically significant (t = 2.699, 3.852, 4.308, P<0.05). After the experiment, when the traditional swimming teaching model is compared with the control group, the difference in swimming safety skills was statistically significant (t = 4.704, P<0.05) and other dimensions were homogeneous. In conclusion, the traditional swimming teaching can only improve student’s swimming safety skills but cannot reduce student’s drowning injuries. The swimming safety education model is superior to the traditional swimming teaching in terms of swimming safety knowledge, attitudes, and behaviors. Recommendations. For beginners in swimming, the teaching content of swimming self-rescue skills and swimming safety knowledge should be added. |
| format | Article |
| id | doaj-art-3c282cf3aa054c10a93e6697bcfe30c9 |
| institution | Kabale University |
| issn | 1607-887X |
| language | English |
| publishDate | 2022-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Discrete Dynamics in Nature and Society |
| spelling | doaj-art-3c282cf3aa054c10a93e6697bcfe30c92025-08-20T03:55:37ZengWileyDiscrete Dynamics in Nature and Society1607-887X2022-01-01202210.1155/2022/6141342Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in ChinaShichao Zhang0Jia Dai1Zhenxin Nie2Yunnan Sports Vocational and Technical UniversityYunnan Sports Vocational and Technical UniversityYunnan Sports Vocational and Technical UniversityBackground. The drowning death rate of Chinese students ranks among the top three in the world, and drowning has become an urgent problem for the country and society to solve. Objective. To test whether traditional swimming teaching can improve students’ knowledge and skills of water safety and reduce the probability of drowning in China. Methods. A total of 82 second-grade students in elementary school were selected as experimental subjects, and the repeated measures analysis of variance experiment design was used to carry out the research. Results. After the experiment, the swimming safety education model significantly increased the scores of swimming safety knowledge and skills and the difference was statistically significant (t = 4.060, 5.325, P<0.05); the attitude and behavior scores decreased, and the difference was statistically significant (t = −4.392, −2.201, P<0.05). After the experiment, the swimming safety education model is more effective in teaching swimming safety knowledge, attitude, and behavior than the traditional swimming teaching, and the difference is statistically significant (t = 2.699, 3.852, 4.308, P<0.05). After the experiment, when the traditional swimming teaching model is compared with the control group, the difference in swimming safety skills was statistically significant (t = 4.704, P<0.05) and other dimensions were homogeneous. In conclusion, the traditional swimming teaching can only improve student’s swimming safety skills but cannot reduce student’s drowning injuries. The swimming safety education model is superior to the traditional swimming teaching in terms of swimming safety knowledge, attitudes, and behaviors. Recommendations. For beginners in swimming, the teaching content of swimming self-rescue skills and swimming safety knowledge should be added.http://dx.doi.org/10.1155/2022/6141342 |
| spellingShingle | Shichao Zhang Jia Dai Zhenxin Nie Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in China Discrete Dynamics in Nature and Society |
| title | Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in China |
| title_full | Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in China |
| title_fullStr | Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in China |
| title_full_unstemmed | Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in China |
| title_short | Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in China |
| title_sort | can swimming teaching prevent drowning an experimental study of children in china |
| url | http://dx.doi.org/10.1155/2022/6141342 |
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