This doctoral thesis concerns swimming competence among children within the context of school-based physical education (PE). Specifically, it approaches swimming competence from multiple perspectives, focusing on an explicit curricular competence aim for 9-10-year-old children in primary schools. The thesis explores the development, validity and reliability of practical assessments, investigates achievement levels and examines the transfer of aquatic skills across distinct aquatic environments. The overarching research question guiding this thesis is: How can swimming competence in 9-10-year-old children be assessed, what is the current level of proficiency, and what is the relationship between aquatic skills performed in different aquatic environments?

To answer this question, the project employs a sequential research design consisting of four studies, each building on the previous one and informing the next. This process culminates in this article-based thesis, which comprises four independent but interrelated research papers and a synopsis.

The synopsis elaborates on the four papers, provides a background and context, and discusses previous research in the field. It offers an overview of the theoretical perspectives, expands on the methodology and methods applied, and presents and discusses the main findings. The thesis culminates in a discussion that encapsulates its overall contributions and implications, addresses limitations and offers suggestions for further research.

Paper I reports on the results of a Delphi study that developed an instrument for evaluating children’s swimming competence, the Swimming Competence Assessment Scale (SCAS).

Paper II presents a validation study, providing results from an examination of key psychometric properties of the SCAS. Papers III and IV utilise the SCAS to investigate swimming competence among children, although they employ divergent designs in their reports.

Paper III presents a large-scale cross-sectional study that investigates actual swimming competence in indoor swimming pools as a part of aquatic education for fourth grade in PE, whereas Paper IV includes open-water measurements to examine the transfer of aquatic skills across two distinct aquatic environments.

This thesis seeks to contribute to the knowledge base and enhance the understanding of children’s swimming competence. Additionally, it advocates a holistic approach to aquatic education, emphasising water competence and the development of learning designs for children that accentuate the interaction between learners and various aquatic environments to amplify the drowning prevention potential.

Publications, dissemination and outreach