importance of swimming lessons essay

Why You Should Learn to Swim: It Could Save Your Life

Thousands in the U.S. drown accidentally each year.

Years before he became a U.S. Olympic swimmer, Cullen Jones almost drowned in front of his parents.

Young Cullen loved the water. He happily spent hours in the bathtub, “until I was a prune,” he recalls. At age 5, his parents took him to a water park in Pennsylvania. His father slid down a water slide in an inner tube, followed by a gleeful Cullen. His joy quickly turned to terror. “I flipped upside down,” Jones, now 33, says. “Underwater, I held onto the inner tube, trying to pull myself up, but I didn’t have the strength.” Cullen lost consciousness; a lifeguard rescued and helped resuscitate him .

The terrifying episode prompted Jones’ parents to take him to swimming lessons. Jones – who won a gold medal as part of a U.S. men’s freestyle relay team in the 2008 London Olympic Games – recounts his near-drowning as part of his efforts to encourage kids, adolescents, teenagers and adults to learn to swim on behalf of the USA Swimming Foundation's “Make a Splash” program. He and other proponents of swimming and water safety point out that every year, about 3,500 people in the U.S. accidentally drown, according to the Centers for Disease Control and Prevention.

Swimming is “not only a recreational activity – it’s a skill that saves lives,” says Lindsay Mondick, senior manager-aquatics for the YMCA. Swimming programs not only teach people how to swim, but they also provide other safety training, such as cardiopulmonary resuscitation lessons, demonstrations of how to use safety equipment, such as flotation devices, and tips on safer places to swim.

[See: 7 Exercises You Can Do Now to Save Your Knees Later .]

Outreach efforts by the USA Swimming Foundation (which works with hundreds of local pools), the YMCA and hundreds of local recreation programs are making a difference, says Debbie Hesse , executive director of USA Swimming Foundation. The foundation recently released a new study by the University of Memphis and the University of Nevada-Las Vegas measuring the swimming ability of kids ages 4 to 18 and parents and other caregivers in the U.S. Within this group, the study found that 64 percent of African-Americans, 45 percent of Hispanics and 40 percent of Caucasians have little or no swimming ability, which puts them at risk for drowning. Those numbers may not sound great, but they’re an improvement of 5 to 10 percent (depending on the group) over a 2010 survey released by the foundation. That survey found that 70 percent of African-Americans had little or no swimming ability.

A 2014 study by the CDC found that the rate of drowning in swimming pools for black kids and teens between ages 5 and 19 is more than five times that of white children. This lack of swimming ability has led to some high-profile tragedies: In August 2010, for example, a black teenager wading along the Red River shoreline near Shreveport, Louisiana, slipped off a ledge into deeper water. The teen didn’t know how to swim and yelled for help. Five siblings and cousins rushed into the water to save him – but none of them could swim, either. All six drowned.

Pre-civil rights era Jim Crow policies account for why relatively few African-Americans have learned how to swim, says Jeff Wiltse , a history professor at the University of Montana who wrote “The Black-White Swimming Disparity in America: A Deadly Legacy of Swimming Pool Discrimination,” published in 2014 in the Journal of Sport and Social Issues. He also wrote the book “Contested Waters: A Social History of Swimming Pools in America.”

“The comparatively low swimming rates among black Americans today is, in large part, a legacy of past discrimination. Swimming became popularized among white Americans in the 1920s and 1930s at municipal swimming pools and in the 1950s and 1960s at suburban club pools,” Wiltse says. “Black Americans were largely denied access to these pools and the swim lessons that occurred at them. As a result, swimming never became integral to black Americans’ recreation and sports culture and was not passed down from generation to generation as commonly occurred with whites. In many cases, black parents passed along a fear of water to their children rather than the practice of swimming. In this way, the swimming disparity created by past discrimination persists to the present.”

[See: The 10 Most Underrated Exercises, According to Top Trainers .]

Jones, one of the most prominent African-American swimmers in U.S. history, hopes he and other black swimmers can serve as role models for black youths. Jones wants blacks and everyone else to not only learn swimming for safety reasons, but to improve their health. Swimming is great exercise that's easy on the joints, so it’s excellent for people with arthritis . It doesn’t take a toll on your feet or legs the way high-impact exercise can. Swimming can also help ward off diabetes , obesity and heart disease. “The ball is rolling, but there’s a lot more work to be done,” Jones says.

If you want to learn how to swim and get water safety training, or want your child to take swimming lessons, experts suggest these strategies:

Consider your options. Between programs offered by the USA Swimming Foundation, the YMCA, local parks and recreation centers and private swim schools, you should be able to find a regimen that suits your child or you in your area virtually everywhere in the country. At the foundation’s website , you can find more than 1,000 lesson providers.

Look for affordable lessons. This year, the YMCA will provide 27,000 scholarships for swimming lessons in underserved communities , Mondick says. The USA Swimming Foundation will provide $450,000 in grants this year to provide free or reduced-cost swimming lessons to children whose families otherwise wouldn't be able to afford them. And the Los Angeles County Department of Parks and Recreation has 31 swimming pools and another 30 splash pads (areas for water play that have no standing water, but could have ground nozzles) and small water parks, says Joe Goss, chief of the department’s aquatics program. In partnership with the American Red Cross, the department offers free swimming lessons in disadvantaged areas.

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Don’t procrastinate. Many people have a “this will never happen to me” attitude about drowning, says Jim O’Connor, aquatics safety coordinator for Miami-Dade County’s Department of Parks, Recreation and Open Spaces. “It only takes 20 to 60 seconds for someone to be totally submerged in water,” he says. “It can happen quickly in a backyard pool with an unsupervised child."

The danger can be deceptive because “drowning doesn’t look like drowning,” says Lauren Bordages , director of Stop Drowning Now, an organization based in Tustin, California, that's dedicated to saving lives through drowning prevention and water safety education. “Drowning isn’t a splashy dramatic scene from television,” she says. “Drowning is silent.”

Don’t let age stop you. Some swimming programs offer training to children as young as 3 months. At that age, it’s about getting kids acclimated to water. Conversely, no one is ever too old to learn how to swim, Jones says. His mom, who’s 66, is planning on taking swim lessons this year. “You can learn to swim at any age,” he says.

[See: 8 Healthy West Coast Habits East Coasters Should Adopt .]

Have fun. “Swimming is one of the best ways to cool off in the summer heat and a fun way to stay active,” says Keith Anderson , director of the District of Columbia Department of Parks and Recreation. “Take it from me; I swam as a youth, and it was one of my favorite sporting activities.”

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The Importance of Swim Lessons

By: Mollie Shauger | Thursday, June 20, 2019 | Aquatics

Child learning how to swim

Swim lessons are a great way to prepare young swimmers to enjoy the water in a much safer way. Here at the YMCA, we offer a number of learn-to-swim classes for swimmers of all ages. Beyond enjoyment, swim lessons offer new swimmers a number of benefits that can last a lifetime.

Improve Safety – For Everyone

Sadly, the Center for Disease Control and Prevention reports that more than 3,400 people drown in the United States each year. Those that know how to swim are far more equipped to rescue someone that is struggling to swim. Furthermore, it’s a valuable skill to have for those who work with, or supervise, young children, who are more susceptible to suffering an injury while swimming.

Additionally, teaching children to swim at a young age helps prepare them to be safer around bodies of water. Swim lessons help adults and children become more comfortable in the water, and teaches them to float and safely operate in the water. This also empowers them to attend pool parties and enjoy social time with their friends in and around the water.

Healthy Benefits for Young Children

Children can take water safety courses or parent-child swimming lessons as early as 2-months old. Multiple studies have found many physical and neurological benefits of teaching children to swim in their toddler years. A long-term study performed by Griffith University found that 3-5 year old’s who learned to swim early had better verbal, math, and literacy skills when compared to children their same age that didn’t know how to swim. Furthermore, teaching young children to swim improves their self-control, boosts their self-esteem and gives them more self-confidence to handle new situations. Swimming also helps children develop healthy muscles, and improves their cardiovascular health and performance.

Incredible Health Benefits

Swimming is one of the best exercises a person can do, and it offers a list of incredible health benefits. First, swimming is a low-impact sport, which makes it great for any person of any age to practice. Seniors often enjoy swimming as a healthy cardiovascular exercise that won’t upset their joints. Unlike running or lifting weights, the low-impact of swimming empowers people to enjoy the sport their entire lives. Swimming is also an exercise that engages a lot of muscle groups, which makes it an incredible full-body workout. Swimming has been proven time and again to be one of the best calorie-burning exercises, and can aide in weight-loss, muscle growth, and promotes better overall cardiovascular health.

Excellent Competition

Swimming is a fun sport open for children of all ages to compete. Competitive swimming gives people a chance to train with a team and make new friends in a healthy space. Competitive swimming also offers students a chance to earn a scholarship and compete in college. This can help parents save money on expensive tuition costs, and gives their child a huge head-start on earning new friends while away at school.

Relaxing Fun

Most people that know how to swim get real enjoyment and relaxation from spending leisure time in the water. Being able to swim allows people to escape a hot summer day by going to the pool, or a natural body of water. The skill itself opens up an entirely natural world of lakes, rivers and oceans to explore and enjoy as a swimmer. You can hop in the boat with some friends to go water skiing, or enjoy snorkeling in the ocean and observing the countless wonders of the sea. Swimming doesn’t have to be relegated to a pool, and it’s a skill that empowers people to explore. So, if you don’t know how to swim, or you want to teach your family to swim, then contact the YMCA for more information about our many learn-to-swim programs .

A True Lifelong Skill

Swimming is a life-long skill that swimmers can practice year-round. According to the CDC, swimming can help with chronic diseases and mental health. Water-based exercising like swimming improves the use of joints affected by arthritis, and can help seniors exercise in a healthy environment long after retirement.

Learn to Swim at the YMCA

The Metro YMCA in northern NJ provides water safety classes for the whole family, so that each member of your family is confident around bodies of water. We also offer swim lessons for children with moderate-to-severe neurological, physical, or social challenges.

Call us today to learn more about our swimming lessons. Because the Y is for all, we offer financial assistance for qualifying individuals and families who want to participate in our programs.

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‘Learning To Swim At 24 Taught Me An Important Life Lesson’

Assistant editor Naydeline Mejia shares how she came to peace with the water.

It was the summer of 2018. My sister, cousin, and I were aboard a motorboat with seven other wide-eyed tourists hoping to catch a glimpse of the sunken statues off the coast of Isla Mujeres, Mexico. As we pulled away from the beach, I watched the celeste-hued water transform into a midnight blue and realized I could no longer rely on my fragile safety net—the knowledge that I’d be able to see my feet on the ocean floor. This was deep sea.

After about 15 minutes, our captain stopped the vessel and began to distribute the essentials alongside his assistant: life jackets, flippers, and goggles.

“Anyone who wants to get in and see the statues, now’s your chance,” he announced in Spanish, our shared mother tongue.

While I’m aware of the human body’s natural buoyancy in saltwater, I’m also conscious that the ocean will not hesitate to swallow one whole at the first sign of fear. In other words, I wasn’t about to risk it.

I’ve never been a particularly strong swimmer.

While I'd participated in an entire year of swimming lessons in the sixth grade—a rare opportunity for a low-income Black girl attending a West Bronx public school—sometime between the start of puberty and the beginning of adulthood, I had become increasingly aware of my own mortality. For me, this awareness largely manifested in a fear of drowning. When it comes to water-based activities, I prefer to stand comfortably in the shallow end.

And so, one by one, my boat mates made their way into the water. But I stayed onboard. As my family members and the other tourists followed the captain to see the life-sized sculptures which sat 30 feet under the surface, I began to viciously sob—failing miserably to hide my shame from the deckhand watching me as I swallowed my own salty tears.

I’ve always felt a deep connection to bodies of water . Whenever I feel overwhelmed, I search for a waterfront—a rarity in my concrete jungle home of New York City. My affinity also makes sense, since being in or near water has been linked to a reduction in stress, alleviated anxiety, and a boost in overall mood, according to licensed therapist Shontel Cargill, LMFT.

Yet, the visceral pain I felt that day from not being able to jump freely into the water is not something even I truly grasp. It felt like I’d tapped into a deep source within me—an ancestral struggle, almost. It was like I could hear the synchronous wails produced by my collective bloodline, begging for freedom from the forces that kept them shackled to the island of La Española—fearing yet worshiping the water gods.

It’s a common racist trope that Black people can’t swim.

But it’s hard to ignore this one’s startling reality. Nearly 64 percent of African-American children have no to low swimming ability, compared to 45 percent of Hispanic children and 40 percent of Caucasian children, according to USA Swimming . Moreover, Black children drown at rates three times higher than white children, per the CDC .

And it's not just children who are affected. Black people, in general, drown at higher rates than any other demographic, says Paulana Lamonier, the founder and CEO of Black People Will Swim , a mission-based program empowering Black and brown people to be more confident in the water. I first learned about Paulana and her mission after reading a feature on her on CNBC , and knew that when I decided to begin my swim journey, it would be with her.

“The reason why it’s important for us to teach people these life-saving skills is simply that: because it is a life-saving skill,” she tells me. “We’re really giving people that chance to dream again; the chance and opportunity for freedom. When you’re on vacation, you no longer have to sit poolside—you don’t have to be scared to jump.”

Twenty minutes past noon on Saturday, May 20, 2023, I went to my first swim class.

I arrived at CUNY York College’s Health and Physical Education Building where classes for Black People Will Swim’s spring 2023 program were being held. By the time I reached the 25-meter swimming pool, class was already in session.

Paulana, a warm yet commandeering figure, was teaching the class, and invited me to join. As I slowly and awkwardly slid my way into the pool's shallow end, I took in the expressions around me. There was a variety of ages in our adult-beginner course, which was made up of all Black women. Young 20-somethings, like myself, women in their 30s and 40s, and even a few Aunties—elders, often mature women over the age of 50.

Our first lesson started with a breath. We were to learn how to breathe underwater.

One by one, Paulana went around asking each of us to hop down into a squat until our fingertips touched the pool floor. Once there, rather than sucking in air through our nostrils, we were to expel that air by blowing bubbles—holding in the remaining oxygen in our mouths. When my hands touched the bottom of that pool and I was surrounded by blue I felt—if only for a second—at home. If only I could breathe underwater , I thought, I would never leave .

“The water was like my getaway,” says Maritza McClendon , a 2004 Olympic silver medalist and the first Black female to make the U.S. Olympic swim team. “Every time I get in the water, I’m in my happy place—I’m in my element.”

McClendon—who, after being diagnosed with scoliosis, began swimming at the age of six per her doctor’s recommendation—has always found solace in the water, even when the pressures of competitive swimming weighed her down.

"When I got in the pool, it was like I went into an oasis and forgot about everything—it was just me and the water.”

As I re-emerged from the pool after that first drill, I suddenly became aware of my senses. The silence from being submerged disappeared, and I was met with the noises around me.

To my right, one of my classmates—an older woman perhaps in her mid-60s to early 70s—was holding onto the edge, quietly blowing bubbles to herself as the rest of the class moved onto the next lesson.

I pondered what experience may have caused her to develop this palpable fear, and ultimately lead her here today. I also wanted to grab her hand and walk her to the middle of the pool, so we could float together like two otters, holding on tight to ensure the other wouldn't float too far away, and she could share some of the joy I felt.

The truth is, part of the reason why many Black and brown Americans don’t know how to swim today is a result of racial and class discrimination.

“There were two times when swimming surged in popularity—at public swimming pools during the 1920s and 1930s and at suburban swim clubs during the 1950s and 1960s. In both cases, large numbers of white Americans had easy access to these pools, whereas racial discrimination severely restricted Black Americans’ access,” wrote Jeff Wiltse, a historian and author of Contested Waters: A Social History of Swimming Pools in America , in a 2014 paper published in the Journal of Sport and Social Issues .

The systemic impairing of Black Americans’ ability to swim—thanks to poorly maintained and unequal swimming pools, private clubs that barred Black members, and public pool closures in the wake of desegregation—meant that swimming became a “self-perpetuating recreational and sports culture” for white Americans, says Wiltse. Black communities struggled to literally and metaphorically get a foot in.

“[Swimming] is a predominantly white sport,” says McClendon. (FYI: Of the 331,228 USA Swimming members, less than 5 percent are Black or African American, according to the 2021 Membership Demographics Report .)

“Growing up, I was definitely one of the few at every single swim meet, and even on my swim team,” McClendon recounts. “As early as nine years old, I remember finishing a race in which I got first, and walking past a parent who said, ‘You should go back and do track or basketball. What are you doing here?’ Sort of questioning why I was in the sport. If anyone else would’ve won the race, they would’ve been congratulating them.”

While most of McClendon’s career spans the 1990s and early 2000s, she says instances like this still happen today.

I missed the next three weeks of classes, so by the time I walked into my second swim session, I felt energized yet daunted.

As soon as I got in the pool, I asked my classmates about their reasons for joining the Black People Will Swim program.

One woman shared that she wanted to learn how to swim because she’s the only one in her family that couldn't and she had a seven-month-old son: “If he’s drowning, I want to be able to save him,” she tells me.

The second woman I spoke to said almost drowning twice pushed her to want to learn.

Unsurprisingly, most of these reasons pertain to survival. Swimming , at the end of the day, is a skill needed to live; it’s an ability and privilege that so many take for granted.

At the start of that second class, I was anxious. I had missed so much during my time away, and we were at the point of the program where everyone was expected to navigate the 14-foot end of the pool. Our first lesson of the day: butterfly backstrokes. I tried my best to prolong my turn by generously offering that my other classmates go ahead of me, but eventually I had to go.

As I positioned my feet on the wall, held onto the edge of the pool, and laid my head back, I silently repeated to myself, You got this! You are a child of the water. You will not drown. “Ready?” asked the instructor who was teaching my class. With one deep breath, off I went.

As soon as I started kicking my feet and pushing the water forward with my arms, I was making headway. It felt so natural, like muscle memory. Perhaps those middle school swim lessons did teach me something. After about five strokes, I was ordered to stop so the next person could demonstrate if they were ready to move on to the next step.

Swimming is easy enough when you know you can safely land on your feet the moment you start to panic, but once the depth of the pool is above my own height (at 5'4"), I no longer feel at ease. So you can imagine my nervousness when the instructor said we were about to backstroke the entire 25-meter pool.

As I prepared for that feat on the wall, I recounted the memory of that fateful summer of 2018, when I was too afraid to jump off the boat without a lifejacket. Then there was another memory: 11-year-old Naydeline, unafraid to jump into the deep end. Instead, exhilarated by it.

“Ready?” asked the instructor.

Off I went, rapidly backstroking across that 25-meter pool. I was making headway, but as I reached the 12-meter mark, I stopped. I was beginning to swallow water, and the chlorine-tinged liquid filling my throat made me panic. I was no longer swimming, but sinking. I quickly grabbed the nearest lane rope to stabilize myself.

“What happened?” asked my instructor. “You were doing so well.”

“I panicked,” was all I could say. The intrusive thoughts had started to pour in as soon as I sensed the depth of the pool change from six feet to eight feet to 10 feet: You’re drowning, you’re drowning, you’re drowning , and my anxiety took over.

It took a few seconds to catch my breath, but then I turned to face the deep end of the pool. I realized there was no getting out of this—I had to keep going. With my instructor situated behind me to catch me if I began to drown, I shut my eyes and inhaled for three counts, exhaled for three counts, again and again. Ready?

I was off once more. I didn’t stop until I hit the end of the pool.

A month after the end of the swim program, I headed out on a trip to the island of Aruba.

The schedule was filled with walking tours, parasailing, and an exploration of one of the island’s many natural pools.

The author parasailing off a boat at Palm Beach, Aruba.

On the second to last day, we kayaked across a small portion of the Caribbean Sea to go snorkeling. There would be coral reefs, parrotfish, and lobsters. I opted out.

I wasn’t confident that I wouldn’t start to panic and drown. So, while the rest of my tour group and the instructor went ahead, I stayed seated on the dock. As I looked out at the expansive sea around me, noticing how the colors transitioned from celeste to navy, I breathed in deeply: 1, 2, 3, 4, 1, 2, 3, 4 . I was trying my best not to cry.

Our reserved, yet warm tour guide had also stayed behind. He claimed he was tired of beautiful beaches and ocean views—they didn’t impress him, he said. After noticing that I had been sitting alone on the dock for what felt like half an hour, he came to sit next to me. I told him about my deep affinity for the sea, but also how much it terrified me.

“The trick to swimming,” he said, “is letting go of fear. […] The water will do most of the work for you. It’ll hold you up, but only if you let it. You must remain calm, and trust yourself.”

Perhaps that is the missing puzzle piece: trust. Trust in the water, but most importantly, trust in myself. Trust that I could keep myself alive, and the water would help me—if I let it.

Naydeline Mejia is an assistant editor at Women’s Health , where she covers sex, relationships, and lifestyle for WomensHealthMag.com and the print magazine. She is a proud graduate of Baruch College and has more than two years of experience writing and editing lifestyle content. When she’s not writing, you can find her thrift-shopping, binge-watching whatever reality dating show is trending at the moment, and spending countless hours scrolling through Pinterest.

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April 20th is Healthy Kids Day

Free community event with activities for kids and the entire family

The Importance of Swim Lessons for Kids and Adults

June 29, 2023 Aquatics

Are you ready to make a splash and prioritize water safety for yourself and your loved ones? Join us as we dive into the world of swim lessons and explore why they are essential for both kids and adults. Whether you're a beginner or looking to refine your skills, swim lessons offer invaluable benefits that go beyond just learning how to swim.

Building Confidence and Safety

Swim lessons provide a foundation of confidence and safety in and around the water. For children, learning to swim at an early age instills a sense of self-assurance , helping them feel comfortable and secure in aquatic environments. Adults, too, can benefit from swim lessons as they gain the necessary skills and knowledge to navigate pools, lakes, and oceans safely. Building confidence in the water can open up a world of opportunities for fun and recreation, while also providing peace of mind knowing that you and your loved ones are equipped with essential water safety skills.

Developing Life-Saving Skills

Swimming is not only a recreational activity but also a life-saving skill . Accidents can happen anytime, anywhere, and having the ability to swim can make all the difference. Swim lessons teach vital water survival techniques, including proper breathing, floating, and stroke techniques, which can save lives in emergency situations. By mastering these skills, individuals of all ages can become confident and capable swimmers, ready to respond effectively and safely if faced with unexpected water-related incidents.

Promoting Physical Fitness and Well-being

Swimming is a fantastic way to stay fit and lead a healthy lifestyle. It is a low-impact exercise that works the entire body, improving cardiovascular health, muscular strength, and endurance. Whether you're splashing around with your little ones or engaging in lap swimming, swim lessons offer a fun and effective way to stay active and maintain overall physical well-being. Plus, the buoyancy of the water reduces stress on joints, making it an ideal exercise for individuals with joint pain or mobility limitations.

Fostering Social Connections

Swim lessons create opportunities for social connections and community engagement. Whether it's joining a group lesson, participating in swim clubs, or attending family swim sessions, these experiences allow individuals of all ages to connect with others who share a passion for swimming and water activities. Building friendships, encouraging teamwork, and fostering a sense of belonging can make the swim lesson journey even more enjoyable and rewarding.

Whether you're a child taking your first strokes or an adult seeking to enhance your skills, swim lessons offer a wide range of benefits. From building confidence and safety to developing life-saving skills, promoting physical fitness, and fostering social connections, swim lessons are an investment in your well-being and the well-being of your loved ones. Join us on this aquatic adventure and embark on a journey that will leave you swimming with joy, confidence, and peace of mind.

Remember, water safety is a skill that lasts a lifetime, and it's never too late to start. Let's make a splash together and prioritize water safety for a lifetime of fun, fitness, and cherished memories in and around the water!

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The Vital Importance of Swimming Lessons: Benefits and Reasons

Updated: Sep 4, 2023

Swimming is an essential life skill that everyone should acquire. It's ideal to start learning as a child, so enroll your kids in swimming lessons at a young age. However, being an adult should never deter you from learning this valuable skill. Regardless of your age, anyone can become proficient in swimming—it's truly never too late. As a swim instructor of over 15 years, I've had the privilege of teaching people of all ages how to swim, and adults often express the most gratitude when they realize they can learn this skill later in life. Nevertheless, I still recommend beginning one's swim journey as early as possible so you or your children can begin to enjoy this skill early in life. In this article, we'll explore three compelling reasons, backed by expert insights and research, that underscore the vital importance of swimming lessons for children.

The first and most important reason, which is obvious but critically important, is drowning prevention. Drowning ranks as a top cause of child fatalities. Through swimming lessons, children acquire invaluable water safety skills, including the ability to swiftly reach the poolside, execute a safe pool exit, float, secure a breath, tread water, and master essential swimming strokes. Notably, teaching your child to swim can dramatically reduce the risk of drowning among children aged 1-4 years, with studies conducted by the National Institutes of Health indicating an impressive risk reduction of up to 88%. The comprehensive learn to swim program at Kitty Swimmers covers all these vital skills and more, ensuring that you and your family can confidently and safely enjoy vacations and pool time!

Another vital reason to prioritize swimming, is the maintenance of physical health. It serves as an exceptional form of exercise that can make staying fit enjoyable for your child. Swimming stands out as a low-impact aerobic activity, known to bolster muscle strength, enhance cardiovascular well-being, and contribute to effective weight management. A report endorsed by the Centers for Disease Control and Prevention (CDC) underscores swimming's significance as an exercise for children, highlighting its capacity to enhance flexibility, balance, and coordination. Therefore, it's crucial to continue swimming even after your child has mastered what I refer to as the 'essential swimming skills'—the ability to take a breath and keep going (whether through floating or lifting their head) and knowing how to exit the water safely. Some parents may consider halting swimming lessons once these skills are acquired, but swimming offers more than just water safety. Learning proper swimming strokes is instrumental in physical development and fosters improved coordination.

Swimming extends its benefits beyond physical development; it also significantly impacts mental health across all age groups. This aquatic activity serves as a potent means to enhance mental well-being. The tranquil nature of swimming offers profound stress and anxiety reduction. In fact, a study featured in the International Journal of Aquatic Research and Education unveiled that swimming not only induces relaxation but also contributes to improved sleep quality and a notable reduction in symptoms associated with depression.

Children stand to gain a multitude of advantages from swimming lessons, making them an indispensable part of their growth. Lessons not only serve as a crucial safety measure against drowning but also promote physical well-being and foster mental health. Understanding the importance of swimming lessons is just the first step, now it's time to take action and get in the pool! Be sure to visit our shop for custom Kitty Swimmers gear

including swim wear for the entire family, water-resistant book bags for swim gear or back to school needs, sun protecting rash guards, shirts, and more.

Written by Cat V.

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By: Author Paul Jenkins

Posted on April 5, 2023

Categories Self Improvement

As a daily swimmer, in the pool year-round and the sea in summertime (we’re lucky enough to live near the coast), this topic is close to my heart in more ways than one!…

Swimming is an essential skill with numerous physical and mental health benefits for individuals of all ages. As a low-impact exercise, swimming enables people to engage in almost every major muscle group, including their arms, legs, torso, and stomach, improving muscle strength and endurance.

Swimming increases one’s heart rate without putting undue stress on the body and promotes a healthy metabolism and cardiovascular system (Livestrong) . In addition, regular participation in swimming can contribute to reduced stress levels, decreased anxiety and depression, and improved sleep patterns (Just Swim) .

For people with medical conditions such as fibromyalgia, swimming can help alleviate anxiety, and warm water exercise therapy can reduce depression and enhance overall mood (CDC) . These factors, combined with the positive impact swimming has on mental health in pregnant individuals, make it an important addition to any wellness routine.

Physical Benefits

Cardiovascular fitness.

Swimming is an excellent workout that helps improve cardiovascular fitness by increasing heart rate without causing stress on the body. As a result, it helps to strengthen the heart and allows for better blood circulation throughout the body. Swimming increases heart rate and promotes cardiovascular strength.

Muscle Strength

Swimming also provides a whole-body workout and engages practically all of the muscles. According to healthdirect , swimming can strengthen nearly every muscle in the body while simultaneously working the core to develop stability. This full-body resistance exercise ultimately improves muscle strength and endurance over time.

Flexibility

Swimming helps improve flexibility by requiring the body to move through a full range of motion while performing various strokes in the water. The stretching and lengthening of muscles during swimming lead to increased flexibility and can also help reduce the risk of injury.

Joint flexibility, in particular, can be improved due to the low-impact nature of swimming exercises. This, in turn, can help promote daily mobility and overall physical well-being.

Low Impact Exercise

One of the significant advantages of swimming as a form of exercise is its low-impact nature. Swimming in water relieves pressure on weight-bearing joints, such as the knees and ankles. As a result, it is an ideal activity for individuals with joint issues, arthritis, or those recovering from injuries. healthdirect states that swimming is gentle on the joints while still providing the benefits of a full-body workout.

Mental Benefits

Stress reduction.

Swimming is an effective way to relieve stress and tension due to its repetitive and rhythmic nature. According to a study , 74% of respondents said swimming helps them release stress and tension. The soothing effect of water can also contribute to the feeling of relaxation.

Mood Improvement

Regular swimming has been shown to improve mood in both men and women. Swimming can decrease anxiety and improve overall mental well-being in individuals with fibromyalgia. Moreover, swimming releases endorphins, known as happiness hormones, leading to an instant mood lift, as stated by Calmsage .

Cognitive Function

Swimming has positively affected cognitive function by slowing down dementia and cognitive decline. According to Just Swim , swimming has helped reduce anxiety and depression symptoms in 1.4 million adults in Britain, thus enhancing overall cognitive health.

Developing Discipline, Focus, and Drive

Swimming, like other sports, can help individuals develop discipline and focus by setting goals and working towards achieving them. The repetitive nature of swimming strokes encourages a meditative state, promoting mental concentration and focus.

Swimmers often develop a strong drive for self-improvement and a sense of accomplishment, positively impacting areas outside the pool, such as personal and professional life. As a result, swimming can contribute to overall personal growth and development.

Safety and Survival

The importance of swimming for all ages.

Swimming is an essential life skill that can benefit people of all ages. It improves heart health and strengthens the lungs, and helps increase oxygen circulation throughout the body, which can be crucial in emergencies (Metro League) . Teaching children basic survival skills from a young age is particularly important, as this equips them with the knowledge necessary to stay safe when near or in water (Jackson Health) .

Preventing Drowning and Accidents

Drowning can happen quickly and silently, making it vital for everyone to learn how to swim and be aware of their surroundings in aquatic environments (American Red Cross) . Adequate water safety education can help reduce the risk of injury or drowning in home pools, hot tubs, beaches, oceans, lakes, and rivers. Furthermore, it can minimize accidents in everyday situations, such as bathtubs and even buckets of water.

Water Safety Skills

Learning water safety skills not only helps individuals to protect themselves but also helps others in danger without risking their own lives. Survival swimming skills teach older children how to swim to safety if they accidentally fall into the water, and safe rescue skills enable them to assist someone in trouble (RNLI International) .

Key water safety skills to learn include:

• Proper entry and exit from the water.
• Float and tread water for an extended period.
• Swim at least 25 yards (23 meters) to safety.
• Recognize and respond to signs of distress.
• Perform a safe, non-contact rescue.

Educating oneself about water safety and honing these skills can significantly reduce the risk of accidents and fatalities in aquatic environments.

Social Aspects

Group activities.

Swimming is a great way to participate in group activities that strengthen social bonds and encourage teamwork. Group swimming lessons, for example, allow children and adults to interact with others who share a common interest in swimming. This can lead to new friendships and a sense of camaraderie among participants.

Swimming can also be enjoyed with family and friends as a fun, recreational activity. Many swimming pools and water parks offer attractions like water slides, wave pools, and lazy rivers, which can be enjoyed together, creating a space for relaxation, enjoyment, and quality time spent with loved ones.

Building Confidence

Accomplishing swimming goals, such as learning new strokes or improving one’s performance, can significantly boost an individual’s self-confidence. Mastering a new skill or achieving a personal best in swimming can instill a sense of pride and accomplishment. Additionally, overcoming fears or hesitations related to swimming, such as a fear of deep water, can help individuals build resilience and self-esteem.

Participating in group swimming lessons can be invaluable for young children’s social development. They can develop essential life skills as they learn how to interact, cooperate, and be confident around different personalities. This acquired confidence can then carry over to other areas of their lives, such as school and social settings.

Swimming as a Lifelong Skill

Swimming is a versatile and essential skill that benefits individuals from childhood to adulthood. This section highlights the age-inclusivity of swimming, its role in health and fitness maintenance, and the importance of mastering this activity to enrich daily life.

Age Inclusivity

Swimming is a skill that spans multiple age groups, making it an inclusive form of exercise and recreation. Swimming benefits all ages, from infants learning water safety to seniors maintaining physical health. Its low-impact nature accommodates joint health concerns in older adults, while its ability to improve motor skills and coordination benefits children during their developmental years.

Health and Fitness Maintenance

Swimming is an invaluable asset in maintaining overall health and fitness. As a full-body workout, swimming strengthens muscles, improves cardiovascular endurance, and increases flexibility CDC . Moreover, it aids in combating chronic health issues such as obesity, heart problems, and diabetes Swim Strong Foundation .

Beyond its physical advantages, swimming bolsters mental health. This activity has been shown to alleviate anxiety, enhance mood, and even provide therapeutic benefits to individuals with fibromyalgia CDC . Expectant mothers can also benefit from the positive effects swimming has on mental health during pregnancy CDC .

Life Skills and Confidence

Swimming teaches valuable life skills and instills confidence in individuals, regardless of age. Swimming promotes personal development as a crucial life skill, allowing children and adults to overcome fear and gain a sense of accomplishment when mastering water-related exercises The Noodies .

As one progresses in their swimming abilities, they acquire essential water safety knowledge, which can save lives in unforeseen circumstances. Whether swimming recreationally or competitively, mastery of this skill proves indispensable both in and out of the water.

Swim Lessons Save Lives. Should Schools Provide Them?

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As summer draws near, kids are increasingly likely to find themselves in or near the water. To some, this is a much anticipated opportunity for recreation and physical activity. But for those who can’t swim, being around water poses a serious threat of drowning.

One state lawmaker wants to change this, and she’s eyeing the school curriculum as the vehicle for action.

Maryland Del. Karen Toles (D-District 25) this April introduced HB 1105 , which would have required the state education department to develop a curriculum for an elective course in water safety and swimming for public school students in grades 8 through 12.

“It’s something that’s needed. I don’t know how to swim myself,” said Toles. “You look at many children throughout Maryland, particularly in the Black community, and historically, it’s not something parents passed down to their children. It’s a skill our children need to have.”

The bipartisan bill died in committee in this year’s legislative session; Tole suggested that its late introduction was partly to blame. (It was introduced on February 10.) But the effort wasn’t a complete flop. It raised awareness among the public and policy makers of the importance of learning to swim for safety’s sake, an issue that’s particularly pressing for students of color, who are far less likely to know how to swim and who drown at a much higher rate than their white peers.

The bill follows legislative efforts in other states to incorporate swimming into the school curriculum. In 2014, then-Rep. Karen Clark introduced a bill in Minnesota that would require public schools to provide swim lessons for K-12 students. The bill did not become law and swimming is not a graduation requirement in Minnesota, according to Kevin Burns, spokesperson for the Minnesota Department of Education. While a few individual schools and districts nationwide do require students to learn how to swim, there are still no statewide laws requiring schools to provide swimming lessons as part of their curriculum. Nevertheless, Toles said the recently proposed bill in Maryland has galvanized support from sources that could serve as future partners in such an initiative.

Staunch support for the initiative

One such supporter is Maryland’s Prince George’s County’s Department of Parks and Recreation.

“We’re really excited that Delegate Toles is advocating for this vital education and skill building opportunity for students in the state,” said Tara Eggleston Stewart, the division chief for aquatics and athletic facilities for the Prince George’s County Department of Parks and Recreation Maryland-National Capital Park and Planning Commission. “We in PG County serve a predominantly African American and Latino resident population. Those communities are at most risk for drowning and water-related injuries,” she said.

The Prince George’s parks and recreation department has, since 2011, partnered with its local school system to address this problem. It began with a $5,000 grant from the USA Swimming Foundation’s Make a Splash program, a national initiative to bring water safety and education to underserved populations.

Initially, the department worked with a few schools close to its aquatic facilities to offer water safety education as well as swimming instruction at its facilities free of charge during the school day. The county school system provides bus transportation to and from the pools for participating 2nd graders. The parks and recreation department funds swim instructors and, for any student who needs them, goggles and swimsuits. The growing program currently serves 25 local schools and 1,450 students, and Eggleston Stewart hopes to expand it to 45 schools by the 2023–2024 school year.

“We teach important education skills in the school system around math, science, English, and so forth. Learning to swim is really a life-saving skill,” said Eggleston Stewart.

Challenges to launching swim requirements

Partnerships like the one between Prince George’s County’s schools and its park and recreation department illustrate how a bill like the one Toles proposed can be executed. It also shows how many pieces need to align to make it happen. Such efforts require staunch advocates like Eggleston Stewart and ample resources—PG County’s agency operates 14 facilities with pools. Some counties have far fewer. Participating school systems must also be willing and able to support the initiative. Like many school systems around the country, Maryland has a shortage of school bus drivers ; it’s unclear how many other local school systems would be able to provide transportation to and from pools.

These complicated arrangements could be avoided if schools had pools. But, as noted by Cara Grant, the president-elect of SHAPE America, the Society of Health and Physical Educators, that’s generally not the case—a factor that likely contributed to the bill’s failure, which Tole said had bi-partisan support. “Very few schools in the state of Maryland have swimming pools in their school facility,” Grant said. “Those that do usually have a partnership with government agencies to fund them.”

One such model, Grant explained, might be the District of Columbia’s transportation department, which has partnered with D.C. public schools to create Biking for Kids —classes on pedestrian and bicycle safety held in the district’s elementary schools.

Inequitable access to swimming is at the root of the problem

While the logistical challenges of launching and maintaining swimming programs by school systems are real, so too is the danger for kids who don’t learn to swim.

Drowning is the second leading cause of injury death for children ages 5 to 14, according to the C enters for Disease Control , and not knowing how to swim is one of the biggest risk factors for drowning. Nearly 64 percent of Black children in the United States report no to low swimming ability, compared to 45 percent of Hispanic children and 40 percent of white children, according to the advocacy organization U.S.A. Swimming .

A lack of opportunity to learn how to swim is largely to blame for the disparity, fueled historically by segregated pools and fewer pools in neighborhoods where a majority of residents are Black. Plus, many cities are now experiencing lifeguard shortage s. Subsequently, Black children ages 10-14 drown in swimming pools at rates 7.6 times higher than White children, according to the CDC.

These statistics, and the support her proposed legislation has received so far, keep Toles optimistic.

“Folks are jumping on board to support my bill to provide this life saving skill,” she said. “I plan to bring it [the bill] back next year, and get even more advocates at the table.”

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How Important is Learning to Swim?

• Safety around water,
• Health & wellbeing,

If asked, most parents can immediately rattle off a list of basic life skills they instinctively know their children must learn to be safe and healthy. These lists usually include habits like looking both ways before crossing the street, washing hands with soap and water (timed by singing the “Happy Birthday” song) and eating the correct daily serving of fruits and vegetables.

But for too many parents, safety around water is not on the list; and that’s something we need to address.

Fatal drowning is the second-leading cause of unintentional injury-related death for children ages 1 to 14 years old. And, the problem is particularly acute among minority communities. African-American children ages 5 to 14 are three times more likely to drown than white children of the same age.

According to a recent national study conducted at Ys by the USA Swimming Foundation and the University of Memphis at YMCAs, 64 percent of African-American and 45 percent of Hispanic children cannot swim, compared to just 40 percent of Caucasian children . Equally concerning, 87 percent of those swimmers with no or low ability plan to go to a swimming facility at least once during the summer months and 34 percent plan to swim 10 or more times.

The Y is committed to making swimming part of the list of basic life skills and reducing water-related injuries, particularly in communities where children are most at risk, through the Safety Around Water program. This program focuses on teaching parents about the importance of water safety skills and provides more children with access to water safety lessons. These lessons teach youth valuable skills for when they find themselves in the water unexpectedly, a scary situation every child should be equipped to handle.

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Learn more about the Y’s Safety Around Water program .

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Essay on Swimming

Students are often asked to write an essay on Swimming in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Swimming

Introduction to swimming.

Swimming is a fun and healthy activity. It is both a sport and a way to relax. People swim in pools, lakes, and oceans.

The Art of Swimming

Swimming involves moving your body through water. You use your arms and legs to push yourself forward. There are different styles like freestyle, backstroke, and butterfly.

Benefits of Swimming

Swimming is great for your health. It strengthens your muscles and heart. It also helps you stay fit and can be a great way to make friends.

Swimming is a wonderful activity. It’s fun, healthy, and a great skill to learn.

Also check:

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250 Words Essay on Swimming

Introduction.

Swimming, a seemingly simple yet complex activity, is a multifaceted discipline that combines physical exertion, mental fortitude, and technical proficiency. It is not merely a recreational pursuit but also an essential life skill and a competitive sport.

The Art and Science of Swimming

The beauty of swimming lies in its effortless synchronization of body movements, breath control, and rhythmic coordination. It is a symphony of physics, biology, and artistry. The swimmer, acting as a lever, uses the water’s resistance to propel forward, demonstrating Newton’s third law of motion in action. Biologically, it engages multiple muscle groups, enhancing cardiovascular health and overall fitness.

Swimming as a Life Skill

Swimming is more than a sport; it’s a crucial survival skill. According to the World Health Organization, drowning is the third leading cause of unintentional injury death worldwide. Therefore, swimming education is not a luxury but a necessity, underscoring the importance of making it accessible to all.

Competitive Swimming

In the realm of competitive swimming, athletes push their physical and mental boundaries to achieve remarkable feats. It’s a test of endurance, speed, and technique. Swimmers train rigorously, perfecting their strokes, starts, and turns, and strategizing their races.

In conclusion, swimming is a versatile discipline that intertwines physical fitness, mental resilience, and technical finesse. Its significance extends beyond recreation, offering life-saving skills and a platform for athletic competition. Thus, it deserves recognition not just as a sport or hobby, but as a comprehensive discipline with far-reaching implications.

500 Words Essay on Swimming

Swimming, an activity often associated with leisure, holds a multifaceted significance in human life. It is not just a means of entertainment or a competitive sport, but a life skill and a form of physical exercise that promotes health and wellbeing.

Swimming is a perfect blend of art and science. The artistry in swimming is evident in the fluid, rhythmic movements of the body, the synchronization of breath with strokes, and the ability to maintain buoyancy. The science of swimming, on the other hand, is deeply rooted in principles of physics and biology. Understanding the concepts of drag, buoyancy, and propulsion can help swimmers improve their technique and efficiency.

Recognizing swimming as a life skill is crucial. It is not just about being able to enjoy a day at the pool or beach, but also about ensuring personal safety. Drowning is a leading cause of accidental death worldwide. Hence, learning to swim can be a potentially life-saving skill. In addition, swimming also fosters self-confidence, discipline, and a sense of achievement, especially in young learners.

Swimming and Health

Swimming offers a plethora of health benefits. It provides a full-body workout, improving cardiovascular fitness, muscle strength, and flexibility. It is a low-impact exercise, making it suitable for individuals of all ages and fitness levels. Moreover, swimming can help manage weight, reduce stress, and improve mental health.

Swimming as a Competitive Sport

Swimming has a significant place in the world of sports. It is one of the most popular events in the Summer Olympics, showcasing different styles like freestyle, backstroke, breaststroke, and butterfly. Competitive swimming requires rigorous training, strategic planning, and mental resilience. It fosters a spirit of sportsmanship, teamwork, and perseverance among athletes.

Environmental Considerations

While swimming offers numerous benefits, it’s important to consider its environmental impact. Chlorinated pools can have detrimental effects on the environment. Ocean swimming can disturb marine ecosystems if not done responsibly. Therefore, swimmers should strive to minimize their environmental footprint by following sustainable practices.

In conclusion, swimming is much more than a recreational activity. It is a life skill that ensures safety, a form of exercise that promotes health, and a competitive sport that fosters discipline and resilience. However, as we enjoy the benefits of swimming, we must also be mindful of our responsibility towards the environment. By embracing swimming in its entirety, we can enhance our physical and mental wellbeing while contributing to a sustainable future.

That’s it! I hope the essay helped you.

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Why Schools Should Make Swimming Lessons Mandatory for Child Development

Article 24 Mar 2023 2410 0

Swimming is not only a fun and exciting recreational activity, but it is also an essential life skill that can save lives. For children, learning to swim is even more critical as it can contribute to their physical, social, and cognitive development. Unfortunately, not all children have access to swimming education, which is why schools should make swimming lessons mandatory. In this article, we will explore the benefits of mandatory swimming lessons in schools, the impact of swimming education on child development, reasons to make swimming lessons compulsory, and how schools can integrate swimming lessons into their curriculum.

Benefits of mandatory swimming lessons for students

Swimming lessons offer numerous benefits to students, including:

Promoting Physical Fitness: Swimming is a full-body workout that can improve cardiovascular health, muscle strength, and flexibility. Regular swimming lessons can contribute to a child's overall fitness level, which is crucial in combating obesity and other health problems.

Enhancing Water Safety: According to the Centers for Disease Control and Prevention (CDC), drowning is the leading cause of accidental death in children aged 1-4 years, and the second leading cause in children aged 5-14 years. Learning to swim can help children become more confident and comfortable in and around water, reducing their risk of drowning.

Improving Cognitive Development: S tudies show that children who learn to swim at an early age have better coordination, are more confident, and have improved cognitive development. Swimming requires the use of both the left and right sides of the brain, improving neural connections and promoting cognitive development.

Boosting Social Skills: Swimming lessons offer a unique opportunity for children to socialize and make new friends. They learn to work in teams, communicate with others, and develop their social skills.

Importance of swimming lessons in schools

Incorporating swimming lessons into the school curriculum is essential for several reasons, including:

Bridging the Gap in Access to Swimming Education: Not all children have access to swimming lessons due to socioeconomic factors. Incorporating swimming lessons into the school curriculum can help bridge the gap in access to swimming education, especially for low-income families and communities.

Making Swimming Education a Priority: Making swimming lessons mandatory in schools sends a message to students and parents that swimming education is a priority. It emphasizes the importance of water safety, physical fitness, and overall health.

Encouraging Lifelong Learning: Swimming is a skill that students can use throughout their lives. By introducing swimming education at a young age, schools can encourage lifelong learning and promote healthy habits.

Reasons to make swimming lessons compulsory in schools

There are several reasons why schools should make swimming lessons compulsory, including:

Preventing Drowning: As previously mentioned, drowning is a leading cause of accidental death in children. Making swimming lessons compulsory can help prevent drowning and save lives.

Addressing the Swimming Skills Gap: In a survey conducted by the American Red Cross, 80% of Americans said they do not know how to swim, and only 56% of those who know how to swim can perform the five essential water safety skills. By making swimming lessons compulsory, schools can help address the swimming skills gap and promote water safety.

Supporting Physical Education: Swimming is an excellent addition to the physical education curriculum, offering a low-impact workout that is easy on joints and muscles. Incorporating swimming lessons into the school curriculum can support physical education and promote overall health.

Impact of swimming lessons on child development

Swimming lessons can have a significant impact on a child's development, including:

Physical Development: Swimming is a low-impact activity that can help children develop their coordination, balance, and overall physical fitness.

Social Development: Swimming lessons offer a unique opportunity for children to socialize with their peers in a fun and safe environment. Children learn to work together, take turns, and communicate effectively while participating in group activities and games. Swimming lessons can also help children build confidence and self-esteem, as they learn new skills and overcome their fears.

Improved Cognitive Development: Swimming requires the use of both the left and right sides of the brain, leading to improved cognitive development. A study conducted by the Griffith Institute for Educational Research found that children who participated in regular swimming lessons at a young age achieved significantly better cognitive and physical development milestones compared to their non-swimming peers.

Better Physical Fitness: Swimming is a low-impact exercise that offers a full-body workout, making it an ideal activity for children of all ages and abilities. Regular swimming can help improve cardiovascular health, strengthen muscles and bones, and increase flexibility and coordination. It can also promote healthy growth and development, reduce the risk of obesity, and improve overall physical fitness.

Prevention of Drowning: According to the Centers for Disease Control and Prevention (CDC), drowning is the leading cause of accidental death in children aged 1-4 years, and the second leading cause in children aged 5-14 years. Swimming lessons can teach children essential water safety skills such as floating, treading water, and basic strokes, reducing their risk of drowning and increasing their chances of survival in case of an emergency.

Integration of Swimming Lessons into School Curriculum:

To ensure that all children have access to swimming education, schools can integrate swimming lessons into their curriculum. Schools can partner with local swimming facilities, hire certified swimming instructors, and incorporate swimming lessons into their physical education program. The National Recreation and Park Association recommends that schools prioritize water safety education and swimming proficiency by incorporating swimming into the curriculum, promoting aquatic fitness, and providing opportunities for continued swimming education.

Reasons to Make Swimming Lessons Compulsory:

Despite the numerous benefits of swimming education, many schools do not offer swimming lessons as part of their curriculum. To prevent the negative effects of a lack of swimming education in students, schools should consider making swimming lessons compulsory. Here are some reasons why:

Promoting Water Safety: As mentioned earlier, drowning is a leading cause of accidental death in children. By making swimming lessons compulsory, schools can ensure that all children receive essential water safety education, reducing their risk of drowning and increasing their chances of survival in case of an emergency.

Equal Access to Swimming Education: Swimming lessons can be expensive and often inaccessible to low-income families and communities. By making swimming lessons compulsory, schools can ensure that all children, regardless of their socioeconomic status, have equal access to swimming education.

Promoting Physical Fitness: Physical inactivity is a growing problem among children, leading to an increased risk of obesity and other health problems. By making swimming lessons compulsory, schools can promote physical fitness and overall health among children.

Conclusion:

Swimming lessons offer numerous benefits for child development, including improved social, cognitive, and physical development, as well as water safety education. To ensure that all children have access to swimming education, schools should consider making swimming lessons compulsory as part of their curriculum. By promoting water safety, equal access to swimming education, and physical fitness, schools can help children develop essential life skills and promote their overall health and well-being.

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The Impact of Swimming on Fundamental Movement Skill Development in Children (3–11 Years): A Systematic Literature Review

Associated data.

The data presented in the study are available in the article.

Swimming is the only sport providing lifesaving skills, reducing the risk of death by drowning, a top cause of deaths in children aged 1–14 years. Research shows swimming amongst other sports can aid fundamental movement skill (FMS) development. Therefore, this review investigated the following: (1) how swimming impacts FMS development in children aged 3–11 years, (2) successful tools assessing swimming and FMS, and (3) recommendations appropriate to the UK curriculum based on findings of this study. A systematic literature review using Google Scholar, PubMed, and SPORTDiscuss was conducted to investigate the effects of swimming on FMS development. Methods included database searching, finalising articles appropriate to the inclusion and exclusion criteria, and identifying relevant articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The Mixed Methods Appraisal Tool assessed data quality and bias risk, whilst thematic analysis synthesised data alongside descriptive results. Ten papers were synthesised, identifying significant positive impacts of swimming on FMS, including significant pre–post testing ( p < 0.01), significant improvements compared to other sports ( p < 0.001), and significant improvements in specific motor skills (Balance; p = 0.0004). Future research specifically addressing swimming and FMS is essential to improving the curriculum.

1. Introduction

Current research on fundamental movement skills (FMS) and the impact of swimming is limited, with research considering the effects of swimming often being incorporated alongside other sports like football [ 1 ], gymnastics [ 2 ], and general physical activity (PA) [ 3 ] and in children with disabilities [ 4 ], which does not focus on swimming-specific effects on FMS development. Those limited papers that do address the effects of swimming on FMS can be dated, based overseas [ 5 , 6 ], or based on different curriculum and assessment guidelines or unreliable swimming assessment methods [ 7 ]. Previous research indicates that swimming intervention can improve FMS development [ 1 ], reduce stress and overstimulation in children with disabilities [ 4 ], and make joint manipulation easier due to reduced weight bearing.

Although limited, research supports the positive impact of swimming intervention on FMS development [ 8 , 9 ] and highlights a need for a more modern and universal swimming assessment tool [ 10 ]. This is particularly true for UK research, representative of the population, in addressing the importance of swimming within the UK curriculum and Swim England (SE; [ 11 , 12 , 13 ]). Research supporting the general benefit of swimming to FMS is non-specific, with research generalising swimming rather than breaking it down into swimming-specific skills, highlighting a gap in the literature looking at specific effects of swimming on FMS in children [ 14 ].

1.1. Swimming

Swimming can improve general health, mental health [ 15 ], cardiovascular endurance, muscular strength, flexibility, coordination, balance, and much more [ 16 ], but it also allows for children to interact with new people of a similar ability to themselves, develop new skills, and socialise [ 17 ]. Swimming is a highly inclusive sport and can be for all ages, sizes, ethnicities, and backgrounds; children or adults with disabilities can also participate in the sport, which is extremely beneficial to their wellbeing [ 18 ]. Swimming is the only sport that is a lifesaving skill [ 17 ] and is often seen as an essential life skill and sport for this reason. Currently, swimming is the only compulsory sport in the UK national curriculum [ 17 ], with schools having to provide lessons in key stage 1 or 2 (KS1 or KS2; [ 13 ]), which encourages pupils’ time in the water; however, the purpose of this is to provide general water safety such as swimming competently for 25 m and performing self-rescue [ 18 ], not to aid FMS development specifically. The government provides schools with a PE Sports Premium, used to provide equipment, lessons, and training for staff in order to deliver high-quality PE lessons in primary schools across the UK [ 19 ], with guidance suggesting where schools should allocate money to, which may be why only 53% of KS1/2 students access swimming lessons [ 11 ]. According to recent government statistics [ 14 ], local authority schools (LAS) were allocated GBP 6970.00 per pupil for the 2022–2023 academic year (GBP 6780.00 for 2021–2022), for pupils aged 5–16 years. This money is for employing staff, maintenance, equipment, and supplies. In the 2021–2022 academic year, total expenditure for UK LAS was GBP 23.1 billion [ 20 ], only 13% was spent on supplies including sports equipment. For the 2021–2022 academic year, school sports premium (SSP) funding provided five goals for primary schools to work towards [ 14 , 19 ], including increasing attainment and achieving swim competency by the end of KS2; however, this was scarcely achieved: one in four students did not reach swim competency, with only 34% meeting full competency criteria [ 11 ]. Again, the SSP provides guidance rather than policy, which allows schools to spend funds as they wish [ 21 ] and could potentially disadvantage some children who then do not access swimming lessons regularly. Guidance is provided by the government [ 14 ] and Active Partnerships [ 22 ], an organisation supported by the government to advise schools on spending which could be a contributing factor to why not all KS2 children achieve swim competency post-KS2 [ 14 ].

In recent years, the emergence of new assessment tools for swimming includes the aquatic movement protocol (AMP) [ 10 ], backed by the increasing number of children and adults dying from drowning, a preventable cause of death. In 2021, the World Health Organisation (WHO) [ 23 ] identified that drowning is a top-five cause of deaths in 1–14-year-olds in 48 of 85 countries worldwide, highlighting the significance of learning swimming not just for FMS development, but also as a lifesaving tool. The AMP [ 10 ] is one of the first tools proposed to effectively assess aquatic motor competence in young children. Whilst this study identified a significant relationship ( p = 0.01) between swimming and improved FMS, there needs to be further research to assess the test–retest reliability of the AMP, which may prove to be a useful tool that can be utilised by swimming coaches, education teachers, and sport scientists [ 10 ], especially in the UK where research is limited.

1.2. Fundamental Movement Skills

Motor development is the change or improvement in motor skills (MS); FMS competency is a prerequisite to daily functioning and participation in PA or sport-specific activities [ 24 ], primarily developed in pre-school-aged children (3–5 years) [ 25 ], a critical time for FMS development influenced by instruction and practice [ 26 ]. If a child were to not develop specific locomotor and object control skills during pre-school years, they can become limited in MS ability. Research highlights that FMS delays can mirror inactivity in adolescence [ 25 , 27 ], making everyday tasks harder, and contributes to poor coordination and motor function which are essential to daily routines in adulthood.

Exercise is known to improve brain function, cognition [ 28 , 29 ], and coordination [ 30 ] as well as develop locomotor control, the ability to move through different environments using movements including running, walking, hopping, skipping, and jumping, for example [ 31 ], whereas object control involves skill and control of something external from the body such as kicking a ball, catching a netball, hitting, throwing, and striking [ 32 ]; a child’s ability to do these things increases their activity participation and academic achievement likelihood in later life [ 33 ], whereas children who are underdeveloped in these areas are associated with higher risk of inactivity and sedentary behaviour [ 34 ], with inactivity due to poor FMS being more common in children with disabilities too.

Research surrounding developing FMS is often linked to assessment methods like the Test of Gross Motor Development-2 (TGMD-2) which is highly reliable for testing children’s gross motor development between 3–11 years of age [ 35 ]; the TGMD-2 uses two subtests for locomotor and object control, making it a highly appropriate assessment method for FMS in primary school-aged children, using locomotive and object manipulative skills relative to this age group. This test is easily used by a range of professionals, which means teachers could use this to look at the progression of their students, as well as in research settings [ 36 ], as research has identified the reliability and consistency of the TGMD-2, distinguishing between both fine and gross MS [ 37 ]. However, the TGMD-2 does have its limitations, as it does not take into account other factors such as special educational needs and disability (SEND) and personal and environmental factors [ 38 ]. Additionally, the Bruininks–Oseretsky Test of Motor Proficiency (BOTMP) [ 39 ] uses products to assess gross and fine MS, similar to the TGMD-2 but with more specific tests, which limits the age range the tests are suitable for; further, it only provides generalised texts for motor proficiency and does not distinguish between gross and fine MS [ 36 ]. Both BOTMP and TGMD-2 provide reliable and valid results; however, they only assess FMS on land, without consideration for transferable skills learnt in the water, such as kicking, jumping, throwing, and balance, which are shown to develop through swimming [ 16 ]. In addition, the BOTMP can be used to assess children with disabilities [ 39 ], whereas the TGMD-2 does not take factors such as SEND and environment into account [ 38 ], which is significant when the number of children in the UK living with a SEND is increasing: from 6% of children in 2010 [ 40 ] to 9% in 2022 [ 41 ].

All presented publications from the literature highlight the requirement for children in KS1 and KS2 to be able to swim competently and to be aware of safety issues around water to prevent children from drowning (ages 1–14 years). FMS is primarily developed in pre-school children (3–5 years) as previously stated, with FMS testing being highly utilised in children aged 3–11 years. The authors of this study felt that with all the characteristics associated with improving swimming and FMS competency, it was appropriate to concentrate on pre-school children (3 years) and children reaching the end of primary school/KS2 in England (11 years). Therefore, with this justification of age, the following aims of this literature review are (1) to assess if there is an impact of swimming on FMS development in children aged 3–11 years; (2) to identify successful tools that assess swimming and FMS individually; and (3) to conclude with recommendations appropriate to the UK curriculum based on the findings of this study.

2. Materials and Methods

2.1. protocol and registration.

The systematic literature review (SLR) was registered on PROSPERO on 22 March 2023 (registration number CRD42023384361). The SLR protocol is available on the PROSPERO website when searching the registration number, which is alternatively found by using the link: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42003384361 , accessed on 22 March 2023.

2.2. Criteria for Study Selection

The literature was systematically reviewed, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 42 ] and updated framework [ 43 ], to narrow down works in the literature published between January 2008 to December 2022 (15-year span), identifying all peer-reviewed, English language articles analysing the effect of swimming on FMS in children aged between 3–11 years, reflective of predominately primary school-aged groups [ 13 ]. English language articles may originate from across the world, therefore showing a broader reflection of the effect of swimming on FMS and the importance of this for children. Within the search, all experimental, primary data-based studies were included (random and non-random control trials, experimental, observational, cohort studies); review articles were excluded.

Articles examining the effect of swimming on FMS met the following series of criteria: participants 3–11 years; swimming measured either observationally or using a form of aquatic movement assessment such as the AMP [ 10 ]; having used an instrument to evaluate FMS; primary data collection through baseline or observational study; peer-reviewed; analysing swimming and FMS or variant terminology. Articles wherein participants were outside of the 3–11-year age bracket were excluded to keep analysis predominately within the primary school age bracket, as swim competency should be achieved by KS2 [ 13 ]. Articles exceeding the 3–11 age bracket, but whose mean age was within the bracket, were included. Articles wherein data needed for data extraction (e.g., participant age) were missing were excluded to ensure accurate data collection. Studies including participants with special educational needs and disability (SEND) were included if they met the inclusion and exclusion criteria, due to limited research, thereby promoting inclusivity by assessing a variety of participants in terms of ability. Studies using only qualitative data were excluded; studies which use both qualitative and quantitative data were included, due to the lack of research available. Finally, studies which address sports in addition to swimming (e.g., football) [ 1 ] were included, providing outcome data availability and relevance.

2.3. Search Strategy

Google Scholar, SPORTDiscuss, and PubMed/Medicine were searched up to December 2022 using the following key words: fundamental movement skills, swimming, and children. For example, PubMed was searched using the following: “Allintitle: *fundamental movement skills* *swimming* *children*”. As both swimming and FMS can have alternative accepted terminology, for swimming, terms included the following: swimming; swimmer; swim; swim skills; swimming proficiency; aquatic movement; aquatic skills; aquatic motor skills; aquatic competence; aquatic readiness; aquatic environment; water skills; water safety; water therapy; water movement; drowning; and drowning prevention. For FMS, terminology included the following: fundamental movement skills; fundamental motor skills; foundational movement skills; gross motor skills; gross motor function; motor skills; motor ability; motor coordination; motor competence; motor competency; motor learning; motor performance; motor development; motor proficiency; locomotor skills; and object control. Titles were screened according to the criteria and duplicated papers from different search engines were subsequently removed. An additional screening of the abstract was undertaken and, in the case of uncertainty as to whether inclusion criteria had been fulfilled, the article was included in the full-text screen. Full-text articles were reviewed for eligibility. The search strategy was completed by the lead researcher (LS) and may be viewed in Figure 1 . The original search sample was later shared with the second researcher (CR) to ensure agreement on the inclusion of studies. For studies that were not initially agreed upon, a discussion was held to reach a mutual decision on the inclusion of specific articles. A final search was carried out prior to write up to check for new updates since the initial search.

Combined searches following the PRISMA flow chart regarding papers found using the search: “Allintitle: *fundamental movement skills* *swimming* *children*” [ 42 ].

2.4. Data Extraction Synthesis

Articles that met all criteria were then input into a table to log relevant information including author(s); date of publication; country of study; the setting of the study (field (a school), laboratory); sample size; sample age range; participants’ mean age; the study design; the outcome measure; and the overall findings of swimming and FMS. Outcome measures looked at FMS assessment through tests such as the TGMD-2; swimming competency was reported observationally or using testing methods like the AMP [ 10 ].

2.5. Study Quality Assessment

Due to the variability of study design, the Mixed Methods Appraisal Tool (MMAT) [ 44 ] was the most appropriate method of assessing the quality and bias risk of the studies finalised for review. The MMAT used 2 initial questions used for all papers regardless of study design, followed by 5 assessment questions relevant to the study design; for this study, these questions were from either quantitative randomised controlled trials or quantitative non-randomised trials. Answers to each question were scored, up to a maximum of 7 points, for 7 questions. Questions answered with yes received 1 mark and questions answered with cannot tell or no were awarded no marks; therefore, a high score indicated the high quality of the study, whereas a low mark would indicate risk of bias or poor quality. Scores following the MMAT can be found in Table 1 . Whilst the MMAT indicated the quality assessment of each paper, it did not contribute to the inclusion and exclusion criteria.

MMAT Quality Assessment Outcomes.

2.6. Analysis

Due to the lack of research specifically regarding the effects of swimming on FMS, the analysis of collated articles is of a narrative approach. Thematic analysis assessed factors within the research question from a qualitative perspective, paired with the quantitative pre–post data of each study. The thematic analysis followed Braun and Clarke’s method which aims to identify patterns across a data set relating to the benefits of swimming on FMS development [ 49 , 50 ]. Thematic analysis is comprised of the following 6 phases [ 50 ]: (1) familiarisation with data, reading all transcripts and data presented, (2) generating codes from the data/text presented, (3) searching for themes in the codes (usually, there are multiple themes and sometimes subthemes which fall under those themes), (4) reviewing themes, making sure all codes have been assigned to a theme, (5) defining and naming themes that are easily understood, and (6) reporting. This analysis can either be guided by existing theories as well as the researcher’s standpoint and subject knowledge (theoretical) or led by coding without trying to fit the data into a mould or pre-existing frame (inductive). Both are accepted forms of analysis; inductive thematic analysis does reduce the influence of the researcher’s standpoint, although not completely [ 49 ]. For this study, a combination approach was used [ 51 ], due to there being a lack of previous research on this topic; therefore, there was no mould to fit into, reducing the risk of bias from the researcher’s standpoint [ 51 ] and allowing the data to shape themes truthfully and be easily interpretable [ 52 ].

3.1. Study Selection

Using PRISMA methods ( Figure 1 ), a total of 649 papers were found in February 2023 using the search “Allintitle: *fundamental movement skills* *swimming* *children*” on three search engines (Google Scholar, SPORTDiscuss, PubMed/Medicine). A total of 552 papers were excluded based on their title for reasons including, but not limited to, irrelevancy or not being available in English language, for example. The remaining 97 papers were reduced to 85 after removing duplicates; abstracts were then analysed and excluded based on available criteria, resulting in 50 papers failing to meet the inclusion criteria. In instances where it was unclear if the paper met the inclusion/exclusion criteria, they were included for full-text analysis. Full-text analysis included 35 papers, where 25 were removed for reasons including (but not limited to), mean age failing to meet inclusion criteria, no data specific to swimming and FMS, and no pre–post data. As a result, only 10 papers met the inclusion/exclusion criteria and were, therefore, included in full-text analysis ( Table 2 ). Figure 1 demonstrates the process carried out [ 42 ].

Swimming and FMS Study Descriptive Results.

Key: TGMD-2—Test of Gross Motor Development-2; GMFM—88—Gross Motor Function Measurement—88 Tests; WOTA-2—Water Orientation Test Alyn 2; KTK—Körperkoordinationtest Für Kinder test; AMP—aquatic movement protocol; SMAB—Standardized Movement Assessment Battery.

3.2. Origin and Participants

Of the final 10 studies, only 2 originated in the UK [ 7 , 10 ]. The remaining eight originated from various countries, including Portugal [ 8 , 9 , 48 ], Serbia [ 6 , 45 ], Romania [ 47 ], Poland [ 46 ], and Turkey [ 5 ]. All studies reported gender and age as required by the inclusion/exclusion criteria; participants of the studies were predominantly male: out of a combined total of 611 participants from all studies, 429 (70.2%) were male, and only 182 (29.8%) were female. Ideally, it would be more representative to have equal male and female participants; however, this is often not possible. Participants had an average age of 7.7 years, fitting with UK primary curriculum recommendations [ 13 ] for swimming lessons, as well as being in the middle of this review’s target population age bracket.

3.3. Study Design

All ten of the articles included were forms of randomised controlled trials. Three of the articles were classed as randomised controlled trials and an additional seven were classed as non-randomised. Of these, one had an observational longitudinal element to it.

3.4. Study Quality Assessment

The MMAT [ 44 ] assessed the quality of studies due to the variance in methods used in each study. All studies scored high, with independent scores reported in Table 1 . Collectively, all studies met five or more of the criteria out of a possible seven set out by the MMAT criteria [ 44 ]: 30% of studies scored highly (seven of seven), 50% met six of the criteria, and 20% met five of the criteria. When assessing each study using the MMAT tool, three studies fell into category 2 (quantitative randomised controlled trials) and seven fell into category 3 (quantitative non-randomised). Due to all studies containing all required data needed to meet the inclusion criteria, there were no missing data and, therefore, there was no need to assess risk of bias due to missing results.

3.5. Swimming and FMS Development Articles

Ideally, all studies analysed would have utilised the same testing methods of swimming and FMS; however, limited research surrounding this topic and limited robust assessment tools for swimming meant this was not possible [ 10 ]. As a result, a meta-analysis was not possible and, therefore, analysis was of a thematic nature [ 50 ], to ensure a meaningful analysis was carried out. Swimming assessments included observations, AMP [ 10 ], or Water Orientation Test Alyn 2 (WOTA-2) [ 53 ]. In addition, there is no standalone FMS assessment tool; researchers used a variety of methods including the TGMD-2 [ 35 ], Gross Motor Function Measurement—88 Tests (GMFM-88) [ 54 ], Körperkoordinationtest Für Kinder test (KTK) [ 55 ], EUROFIT [ 56 ] tests, and Standardized Movement Assessment Battery (SMAB) [ 57 ]. With this in mind, the inclusion/exclusion criteria could not specify the type of assessment battery used as there is so much variability in testing methods as well as lack of research in this field generally. All test methods were used twice except for the AMP and SMAB (used once) and TGMD-2 (three times). The AMP was used once as the study was testing its robustness in assessing aquatic motor skill development [ 10 ], whereas the TGMD-2 is a more common and reliable test for FMS [ 35 ]. It is likely the SMAB was used less often due to being dated [ 57 ], and the study using this test method was aimed towards children with cerebral palsy [ 7 ].

Following thematic analysis and descriptive results, all studies found that swimming does have a positive impact on FMS. All studies excluding two [ 10 , 47 ] found that FMS markers improve significantly because of the intervention following pre–post testing ( Table 2 ). Pîrjol et al. [ 47 ] found that certain markers improved significantly, with overall, but not significant, improvement. Pratt et al. [ 10 ] found that there was a significant relationship ( p = 0.01) between TGMD-2 and AMP tests, indicating swimming competency is directly related to improved motor proficiency. Similarly, Bastik et al. [ 5 ] and Rocha et al. [ 48 ] also found significant pre–post results ( p < 0.01 [ 5 ]; p < 0.015 [ 48 ]); however, it is important to note that these studies included the assessment of two or more sports, which may detract away from the significance of swimming data.

Papers which assessed both male and female participants focused on the development of FMS as a result of intervention, except for one. Pratt et al. [ 10 ] identified a significant ( p < 0.05) gender difference in that females had a higher AMP score (27.97 ± 27.90) compared to males (21.10 ± 22.70), which highlighted the potential need for a standardised assessment battery for swimming to further explore these effects. In addition, several papers did not use control groups (CG) [ 5 , 6 , 8 , 9 , 10 , 47 ], whereas studies that did include a CG [ 7 , 45 , 46 , 48 ] found significant results between them, further supporting the need for a robust swimming intervention within the curriculum, for FMS development alongside social, PA, and health benefits. There was no study included in this cohort that identified that swimming did not improve FMS development. All studies either identified that swimming improves FMS—and the data were significant such as those of Sigmundsson et al. [ 7 ] who found significant differences between the swimming and control groups following the intervention ( p = 0.017)—or that some factors improve FMS significantly (EUROFIT test 2 ( p = 0.002) and 4 ( p = 0.001)) whilst others do not [ 47 ], and another identified the significant, positive relationship between swimming and FMS ( p < 0.01) measures, but without pre–post data [ 10 ].

In addition, 7 of the 10 studies assessed pre–post data, finding significant results. Descriptive results in Table 2 represent the study by Dimitrijević [ 45 ] who found a significant increase in balance control ( p < 0.01) and GMFM scores ( p < 0.01) from baseline to 6-week intervention testing. Jorgic et al. [ 6 ] found a significant increase in GMFM scores post-test ( p < 0.07). Both studies highlighted that FMS development had occurred. Eider [ 46 ] found that balance ( p = 0.0004) and static ( p = 0.01) and functional strength ( p = 0.0009) all improved significantly from pre- to post-testing, again highlighting motor skill development as a result of a swimming intervention, further supported by Rocha et al. [ 48 ] who found significant increases in motor proficiency skills such as running ( p = 0.014) and hopping ( p = 0.009) as well as in TGMD-2 scores overall ( p = 0.015) as a result of a 30-month intervention. Additionally, Pîrjol et al. [ 47 ] found significant improvements in some scores of motor skill development (EUROFIT tests 2 ( p = 0.002) and 4 ( p = 0.001)) and Moura et al. [ 8 ] found significant improvements in both basic and formal swimming skill interventions pre–post testing; the KTK test highlighted significant improvements in motor coordination (basic and formal p < 0.01). Moura et al.’s [ 9 ] second study also found significant results of improved motor coordination ( p < 0.01) and improved aquatic skills ( p < 0.01), as a result of the swimming intervention.

As a result, the main themes drawn from the papers assessed included the following: swimming improves FMS development significantly; increased frequency, intensity, time, and type (FITT) of swimming is needed generally and to improve FMS; a longer intervention duration would be beneficial; further research is needed into swimming specifically; the need for a swimming-specific assessment battery; negative comments surrounding intervention assessment tools used and intervention duration; and positives surrounding the significant effect of swimming interventions on FMS. Thematic analysis was conducted for all 10 papers and drew themes which correlated with descriptive results, including how swimming improves MS (either specific skills [ 47 ] or as a whole resulting from the outcome measure [ 6 , 8 , 9 ]), and suggested room for future research into the benefits of swimming for children and for the curriculum too.

4. Discussion

The objectives of this current study were (1) to assess the impact of swimming on FMS development in children aged 3–11 years, (2) to identify successful tools used to assess them independently, including TGMD-2 and AMP, and (3) to draw attention to the need for a more robust swimming curriculum generally, but particularly within the UK’s national school curriculum [ 13 , 14 ]. The key finding of this study is that swimming interventions were successful across the board in improving FMS, but the timeframe of interventions limited results, with the constraints of the school curriculum ultimately accountable. We appreciate that previously published works in the literature [ 58 , 59 , 60 ] have highlighted the benefits of swimming on FMS; however, the published research is scant in this specific area, specifically in 3–11-year-olds. Therefore, this current research has been influential in assessing all research within this area on 3–11-year-olds, using primary data studies measuring swimming through baseline or observational studies or a form of aquatic movement assessment and studies having used an instrument to evaluate FMS. Equally, this study did allow for the inclusion of studies which addressed sports in addition to swimming once the outcome data were found to be relevant. Across the board, there were improvements in participants’ FMS following swimming interventions; in studies where there were additional sporting interventions, it was highlighted that the swimming interventions had the highest impact on FMS development [ 5 , 48 ]. Out of the 10 papers assessed, only 4 used control groups [ 7 , 45 , 46 , 48 ], highlighting the lack of comparison had participants not been subjected to the swimming exposure in papers where a control group was not present. This was additional to other drawbacks including male-only samples [ 5 ], samples not representative of the population [ 45 ], some studies with poor or no baseline tests [ 48 ], and some studies lacking swimming-specific assessment tools [ 46 ].

4.1. Findings

The weight of evidence is in favour that there is a positive impact of swimming on FMS development; not only does swimming have benefits to health, fitness [ 16 ], and social and mental wellbeing [ 15 ] and provides lifesaving skills [ 17 ], it also supports development of FMS key to the overall health and development of children [ 58 ], particularly children between 3–11 years of age [ 59 , 60 ]. Of the 10 studies, the participants’ ages ranged from 4–10-years-old [ 5 , 7 ] with an average age of 7.7 years; this is an ideal range to have assessed as research suggests optimal FMS development occurs during the early years of childhood [ 61 ]. Following thematic analysis, there were clear themes within the data which coincided with the descriptive results ( Table 2 ), specifically pre–post data. Of the 10 papers analysed, 7 documented clear pre–post data, all finding significant results regarding some or all of the test batteries; for example, Pîrjol [ 47 ], found that two of the EUROFIT assessment battery tests obtained significant data (Test 2: p = 0.002/Test 4: p = 0.001), whereas Jorgic [ 6 ] found significant increases in GMFM scores ( p < 0.07) as a whole alongside Moura [ 9 ] who found a significant increase in KTK motor coordination scores following post-testing ( p < 0.01). It could be argued that in studies where there were not significant increases across the board in FMS markers [ 46 , 47 ], these markers may indicate the limited influence swimming has on FMS development; in contrast, the inconsistent result may be due to errors within the study itself or an inappropriate or dated test battery such as the EUROFIT [ 56 ] which both Eider [ 46 ] and Pîrjol et al. [ 47 ] used, both finding some results more significant than others. However, recent research [ 62 ] highlighted the EUROFIT as a reliable method for assessing the effects of swimming on FMS in secondary school-aged pupils; however, this study only used a select few of the EUROFIT test batteries which may exclude those tests that these studies did include. It did, however, highlight the need for swimming to be implemented more thoroughly in the national curriculum in the UK and found significant results pointing towards the same conclusions as the data in this current study, suggesting that swimming does impact motor skill development. Additionally, the inconsistent EUROFIT data may be due to a lack of research into its application in aquatic settings; recent research highlights its test–retest reliability but also notes a lack of research supporting its use [ 63 ], especially as there is no research into its application in a swimming setting. This is further supported by research suggesting that modifications to the test battery may be needed for application of specific tests within the battery as some hold more reliability than others [ 64 ], which would further support the significance of some tests but not others. In contrast to this, other research has identified that the EUROFIT has test–retest reliability but also noted that other studies (not related to swimming/FMS) had similar problems with the significance of data for some tests and not others, concluding inconsistency in test methods between each test [ 65 ].

In summary, throughout the process of data collation for this study, assessing results of studies that do not use a consistent testing battery increases the risk of influences such as researcher bias, reliability of test methods, as well as comparability, with a meta-analysis not possible in this circumstance. It is hard to ignore the importance of a consistent and streamlined testing method for FMS and swimming as independent topics, to allow for the effects of an intervention such as swimming on FMS to be clearly and easily identified. It may be important to assess if one test works better than another in future research, to identify the best test for FMS. A further future recommendation to encourage the need for a universal and reliable test battery for FMS, and swimming independently, is essential as studies have further reported limitations of the ceiling effect which may reduce significant results [ 66 ] as well as the only modern and reliable test method suggested for swimming being the AMP, only newly developed by Pratt et al. [ 10 ] and still requiring further research. In terms of future research, it would be appropriate to complete a meta-analysis of each of the tools used to assess FMS and swimming and then compare them for more robust findings to identify which tool would be more appropriate when assessing FMS and swimming competency.

In the two papers where swimmers were compared to children participating in other sports to assess FMS development, both [ 5 , 48 ] used the TGMD-2 test, finding that those subjected to a swimming intervention scored higher in these tests compared to those of other sports or control groups. More specifically, in Bastik et al.’s research [ 5 ], the highest overall TGMD-2 score of the group was 102.70 ± 9.3 for swimming, whereas the next highest was for table tennis (98.75 ± 10.7), and the lowest score was from the court tennis group (80.00 ± 12.6), with both having higher variance between the subjects within their groups also. In contrast to this, Rocha et al. [ 48 ] found that both swimming and football provided long-term benefit to FMS development; although swimming scored higher (124.81 ± 7.83) compared to the control group in post-testing at 30 months (99.18 ± 12.59), it did not score higher compared to the football intervention (133.55 ± 6.67), which conflicts with Bastik et al. [ 5 ], even though their football intervention did score high in post-testing, which may be due to differences in the test methods used by each research group, this helps to confirm the fact that swimming is one of the most impactful sports contributing to FMS development. However, it does raise questions as to whether swimming is the most impactful sport for FMS development, as conflicting research suggests motor skill development should not be bound by sports participation [ 67 ], whereas other research [ 2 ] coincides with Bastik et al. [ 5 ] and Rocha et al. [ 48 ], supporting that sport is a key development tool for FMS; research explicitly stating swimming is the best sport for FMS development is limited if not non-existent, but this study shows that swimming improves motor skill development ( Table 2 ), as do other sports including football [ 48 ] and gymnastics [ 2 ], for example, and highlights a need for future research specifically assessing the benefits of swimming to FMS development using modern, reliable, robust, well-researched assessment tools for both swimming and FMS. In support of this, thematic analysis identified a subtheme which highlighted the need for swimming-specific research into the effects on FMS, and this is supported by the lack of papers included in the study due to irrelevance and not meeting the inclusion criteria, with many papers excluded for including other sports for interventions and not fully documenting the specific effects of a swimming intervention on FMS. As previously stated, our inclusion criteria ensured the inclusion of research that analysed swimming, either observationally or through an aquatic movement assessment, and FMS, using an instrument to evaluate it; however, limited research surrounding this area and limited robust assessment tools for swimming meant minimal studies were included.

What was also highlighted was that many of the papers included in the final analysis made comment on the intervention time being too short to see the full effects of swimming [ 6 , 8 , 45 ] as well as not allowing time to develop full skill mastery [ 8 , 9 , 46 ]. This was further supported by research supporting that the development of skills is hindered by the constraints of the school curriculum limiting time and duration of swimming lessons [ 68 ]; equally, candidates for the sample were most commonly found through local schools and clubs due to convenience. The sample consisted of 10 studies that met the inclusion criteria for this review and, of these, only two were from the UK, emphasising the scant data within this area and country. This is surprising, since the literature has strongly suggested that swimming can be beneficial to children’s general health, mental health, coordination, and balance [ 15 , 16 , 18 ] and is currently the only compulsory sport in the UK national curriculum [ 17 ]. Considering that research supports the positive impact of swimming interventions on FMS development [ 8 , 9 ] and children who are underdeveloped in terms of FMS are associated with a higher risk of inactivity and sedentary behaviour [ 34 ], the persistent paucity of research on swimming and FMS is concerning and requires urgent research attention in the future.

A large proportion of negative themes within this current study surrounded the lack of research and FITT criticisms as well as future recommendations surrounding the need to increase both [ 7 , 9 , 45 ]; this further supports the need to encourage future research into swimming-specific interventions associated with FMS development. Many participants were selected through convenience sampling within the schools they attended, where swimming lessons were part of their curriculum [ 8 ]; again, a major theme emerged in that this FITT drawback was due to research being bound by the constraints of the curriculum’s time allocation for swimming [ 8 , 10 , 46 ] and further highlights the need for the curriculum to be addressed regarding swimming as well as increasing research on this topic. Additional findings by Pratt et al. [ 10 ] were the only to address gender differences, finding that females had significantly ( p = 0.05) higher aquatic competence scores (27.97 ± 27.90) compared to males (21.10 ± 22.70) and higher locomotor scores compared to males (F, 14.9 ± 0.4/M, 14.2 ± 0.4; p = 0.05). However, Lubans et al. [ 59 ] found that males were better than females in terms of object control which conflicts with some of this research. van Beurden et al. [ 69 ] identified that males were better at both locomotor skills tests as well as object control which conflicts with data found by Pratt et al. [ 10 ]. This conflicting evidence highlights the need for further research specifically looking at gender differences or the gender-specific effects of swimming on FMS, as this may affect the way a programme is delivered or assessed, especially as girls start puberty at an earlier age than boys on average [ 70 ] and may feel the benefits of this through their skills and FMS development. It is hard to pinpoint which gender is better than the other regarding FMS skills relating to a swimming intervention, again, due to the lack of research in this area, as well as Pratt et al.’s [ 10 ] AMP assessment tool being a new process which is yet to be assessed for test–retest reliability, requiring further research. This further highlights the requirements for a standardised assessment battery for swimming and the need for a robust swimming intervention within the curriculum for FMS development, alongside social, PA, and health benefits.

4.2. Review of Data

The study by Bastik et al. [ 5 ] found significant data in support of swimming improving FMS development; however, the study did highlight some limitations. The research did not include the use of a control group, making it harder to identify the true impact of a swimming intervention; studies such as that by Sigmundsson et al. [ 7 ] identified the significant difference between the swimming and control groups ( p = 0.017) and, therefore, the true benefit of a swimming intervention, whereas Bastik et al. [ 5 ] could only highlight the benefits of swimming compared to additional sports, although swimming scored highest following TGMD-2 testing. Unfortunately, several other studies did not utilise a control group, making it harder to compare the effects to intervention exposure [ 6 , 8 , 9 , 10 , 47 ], something which a control group would help to demonstrate. Furthermore, the study by Bastik et al. [ 5 ] lacked baseline testing, which further makes the true benefits of an intervention hard to assess, reducing result robustness, especially when comparing against multiple other sports. This also does not account for any prior experience a child may have in an intervention: some may have had swimming lessons before whereas others may have never played table tennis, putting the swimming group at an unfair advantage and giving further false representation of results. To further this, Rocha et al. [ 48 ] compared swimming to a football intervention, also lacking baseline testing, raising the same issues; however, Rocha et al. [ 48 ] did test incrementally but still did not consider influences that pre-testing would have ruled out. For example, Eider [ 46 ] used pre–post testing, and this allowed significant improvements to be identified which Bastik et al. [ 5 ] and Rocha et al. [ 48 ] could not, as well as ensuring the validity of results. In comparison to this, Rocha et al. [ 48 ] conducted further research which did utilise baseline testing which proved to highlight significant results in development of skills as a result, further highlighting the importance of baseline testing.

In addition to this, the research by Bastik et al. [ 5 ] used a male-only participant sample, which reduces the generalisability and does not represent the target population; FMS does not only apply to the male gender. Unfortunately, the male-only sample was used in two other studies [ 46 , 48 ], highlighting the same concerns regarding practical application. The lack of generalisability of representative samples was a common theme amongst the studies used for this review. Many studies’ participants were not representative of the age-appropriate population [ 5 , 8 , 10 , 45 ] and also excluded SEND groups [ 48 ] who receive proven benefits from aquatic therapy and swimming to their health, wellbeing, and motor function [ 4 , 45 ]. A further limitation identified was the use of small participant samples further reducing the reliability of results [ 6 , 45 , 47 ].

Research by Dimitrijević et al. [ 6 ] amongst many other papers highlighted the limitations of a short intervention. In fact, 9 out of 10 studies identified that the intervention was too short in terms of time span, with interventions usually taking place over weeks to months, with only one study taking a longitudinal approach [ 48 ]. Many papers commented this was due to the constraints of the school curriculum [ 9 , 47 ], whilst others suggested future research should consider looking at the benefits of a swimming intervention over a longer period [ 6 , 8 , 45 ]; this could help to support the requirement for swimming in the UK national curriculum during key stages 1 and 2 [ 13 , 17 ]. Longitudinal studies in relation to child development are essential in order to obtain a clear picture of the development process and influences which would influence factors such as the school curriculum, developing a more accurate picture [ 71 ] of the true influences of an intervention such as swimming. This is supported by previous research [ 72 ] that assessed the benefits of FMS development throughout childhood, assessing children in 2000 and again in 2008, finding that participation in sports greatly develops FMS but this is influenced by length of participation, highlighting the importance of future longitudinal studies on the effects of swimming in FMS development for longer periods (1 year or more). In addition to this, it should be considered that it is not always possible to conduct long-term research due to the convenience and constraints of the school curriculum [ 9 , 47 ] and, fortunately, all studies found significant data within some/all of their tests, such as the study by Moura et al. [ 9 ], who found swimming improved motor skills significantly ( p < 0.01). The clear curriculum constraints highlight a need for future research addressing this pitfall, to evidence the notion that longer participation in swimming through the curriculum may further support child development. Equally, this literature review found that only two studies were relevant to the UK, therefore supporting the requirement for a more robust swimming curriculum generally, but particularly within the UK national curriculum. A further limitation was the poor quality of the test methods used; for example, the EUROFIT test battery is slightly dated [ 56 ] and conflicting research suggests the test may contribute to fluctuating significance between each test battery [ 63 , 64 ]. Research by Eider [ 46 ] highlighted this as well as that by Pratt et al. [ 10 ] and research not included in this study [ 63 , 64 , 65 ]. Similarly, the lack of a valid and reliable test method for swimming became apparent, as only three studies utilised a swimming test method, such as the AMP [ 10 ] or the WOTA-2 [ 6 , 45 ], and two used an observation checklist [ 8 , 9 ].

In contrast, despite the many limitations from various papers, the studies did meet sufficient scores when using the MMAT assessment tool [ 44 ] and did provide data that met all inclusion and exclusion criteria. Adjustments were made to inclusion criteria such as including SEND-participant papers, due to the lack of research in swimming and FMS paired with limited standardised test methods, especially swimming-specific ones [ 10 ]. This calls for the need for future research into identifying a robust, reliable, and valid assessment tool for swimming development as well as standardising the FMS assessment tools used. These findings also press the need for future research into the effects of swimming on FMS development, especially over a longer period of time, and constraints of the UK national curriculum need to be addressed, suggesting policy and curriculum revision to benefit the development of FMS for children throughout childhood, not just for KS1/KS2 [ 13 ]. This would no doubt increase the need for additional funding to support development.

4.3. Strengths and Limitations of the Current Study

This study has addressed the specific objectives it set out to investigate, namely (1) regarding all studies included in the synthesis, there is an impact of swimming on FMS development and it is positive and (2) some tools were more reliable than others: the TGMD-2 test and GMFM-88 indicated significant results for the papers they were used in, whereas methods such as SMAB were highlighted as dated [ 7 ], and the EUROFIT was highlighted as inconsistent and, therefore, less successful in comparison to other tests [ 46 , 47 ]. In addition, there is an apparent lack in standardised testing methods for swimming, with the emergence of a new testing method addressed by Pratt et al. [ 10 ]; there needs to be further research investigating this as well as possible alternatives. Other strengths of this study include using an explicit bias-reducing assessment tool (MMAT) [ 44 ], inclusion of reliable sources and research, and a comprehensive review in line with PRISMA methodology with no selective preferences and an open approach following standardised and reliable review methods utilised [ 42 , 43 ] to ensure lack of bias. Most importantly, the findings of this research positively highlight the benefits to child development throughout childhood, not just in a specific age group, and swimming is the only sport providing physical activity as well as lifesaving skills [ 17 ]. Therefore, it is important to carry this on in future research, further exploring the benefits of swimming on FMS development, creating a standardised robust assessment battery for swimming, and pushing to address the UK national curriculum and its wording.

With every study there are limitations; in this case, they have arisen from a lack of research addressing this topic, as well as the fact that papers that did address the effects of swimming on FMS also featured imbalances in the numbers of male and female participants, did not include control groups, and did not use the same testing methods, and the number of papers meeting the inclusion criteria were limited. What this meant was a meta-analysis was not possible, which may have provided deeper insight into the data collated ( Table 2 ). In addition, the quality of a systematic literature review is dependent on the quality of the papers identified for synthesis [ 73 ] which, in this case, may have held some influence. That said, the papers synthesised in this study have been influential in supporting the significant positive impact of swimming on FMS.

4.4. Future Recommendations

In response to the final objective to (3) provide recommendations appropriate to the UK national curriculum based on the findings of this study, there are many recommendations due to the lack of research in this specific field. Future recommendations include the need for future research specifically addressing a standardised, robust test battery for swimming assessment building on Pratt et al.’s [ 10 ] research. Future research into standardising the assessment tools used for FMS to reduce inconsistency and reports of the ceiling effect is recommended [ 67 ]. Future research investigating the long-term effects of swimming on FMS development is recommended, meaning there needs to be increased FITT recommendations [ 9 , 45 ] not bound by the constraints of the school curriculum [ 19 ] which will further help to address the concerns of the current UK national curriculum [ 13 ]. Other suggestions include future research looking at the gender differences in FMS development following a swimming intervention, as only one of ten studies highlighted this. Finally, future recommendations include re-assessment of the UK national curriculum, looking at specifying where funding is spent [ 13 , 14 , 19 ], increasing funding, and increasing the length of time spent teaching swimming skills within the school curriculum; this would require revision of the national curriculum [ 20 ], providing more specific detail regarding how swimming is delivered (FITT) and assessed.

5. Conclusions

To our knowledge, this is the first SLR to investigate the effects of swimming on FMS development and the first study to investigate this by specifically addressing the UK national curriculum and its constraints; it is evident there is more research needed regarding swimming and FMS development. This research supports previous research findings in that swimming does improve FMS development significantly. Increased frequency, intensity, time, and type of swimming is needed generally, and to improve FMS, a longer intervention duration and research into gender differences would be beneficial in this area. Equally, this research discovered that some assessment tools proved more robust than others and that future research is required to establish standardised assessment tools for both swimming and FMS independently. There are also recommendations for revision of the national curriculum to benefit child development more broadly, ensuring that children have access to swimming for motor skill development and essential lifesaving skills, influencing many aspects of a child’s development [ 8 , 9 , 10 , 18 ] besides their ability to swim competently.

Funding Statement

This research received no external funding.

Author Contributions

Conceptualization, L.S. and C.M.P.R.; methodology, L.S. and C.M.P.R.; software, L.S. and C.M.P.R.; validation, L.S. and C.M.P.R.; formal analysis, L.S. and C.M.P.R.; investigation, L.S. and C.M.P.R.; data curation, L.S. and C.M.P.R.; writing—original draft preparation, L.S.; writing—review and editing, C.M.P.R.; visualization, L.S. and C.M.P.R.; supervision, C.M.P.R.; project administration L.S. and C.M.P.R. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Ethical review and approval were waived for this study as it was a systematic literature review and no data from participants were collected; this is in line with the institutional review board at the host university.

Informed Consent Statement

Patient consent was waived as it was a systematic literature review and no data from participants were collected.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

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The Story of My First Swimming Experience

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