Shallow or deep water for adjustment? : a study in children aged 3 to 6 years

INTRODUCTION: Several studies and theories about swimming teaching methods refer to the best age for starting swimming learning the influence of aids on water first experiences. In a learn-to-swim program the question of what is the best environment condition in aquatic set-tling in arises. The choice could depend on the depth of the swimming pool of the sport facilities or on the teaching methodology. This study aimed to compare the out-comes of a settling in carried out in deep or shallow water in 3 to 6 years children. METHODS: Twenty-two children were selected according to age, anthropometric characteristics and swimming skills (no experience) then assigned to a learn-to-swim program aimed to a first experience and settling in practiced on shallow or deep water condition: SW, shallow water (4.8±0.7 years, 16.8±1.6 kg, 108±7 cm); DW, deep water (age 5.3±1.4 years, 17.2±3.4 kg, 110±11 cm). Sixteen classes 60-minutes long were attended by children practicing an open multi-lateral approach to maintain a high attention and motivation and to achieve the maximum educational effect. The SW group moved into the deep water during the two last classes before the final evaluation of acquired abilities that was performed into the deep water. RESULTS: Children practicing the learning program in the deep water obtained a higher mean score, but not significantly different than the children having a shallow water settling in program (p=0.20). DISCUSSION: Contrasting guidelines come from the literature: accordingto DW advocates children have not to switch from a simplified situation (shallow water) to a more difficult one, starting again the way to settle in, whereas according to SW advocates children can practice in a simplified condition, with more stable supports and then with more dy-namic exercises. The little difference found between SW and DW could actually be due to the fact that SW have to better get acquainted to the new environment (as they experience deep water only twice) whereas DW children performed the test in the same situation they managed since the first class. However guided experiences both in shallow and deep water lead to similar results in approaching swimming baselines with no differences in the quickness or quality of learning.