Variables and correlates influencing success in aquatic competence in preschool children: quasi-experimental study
DOI:
https://doi.org/10.47197/retos.v67.111302Keywords:
aquatic environment, preschoolers, executive functioning, learning, motor competenceAbstract
Introduction: The aim of this study is to analyze the sociodemographic, epigenetic and executive functioning variables that could condition the acquisition of basic aquatic skills such as buoyancy and propulsion in preschool children.
Method: A total of 26 preschool children (12 girls) aged between 2 and 4 years participated in a 6-month aquatic familiarization program for children. An ad-hoc questionnaire was used to record the sociodemographic variables and the BRIEF-P questionnaire was used to assess executive functions.
Results: 69.2% of children acquired the two targeted aquatic skills, with no significant differences between sexes. The approximate learning time to achieve these skills was approximately 5 months. The correlation analysis reveals significant correlations between autonomous movement in water and age at onset of walking (r= -0.443, p=0.024), with cognitive flexibility (r=-0.484, p=0.012), with emotional control (r=-0.511, p=0.008) with working memory (r=-0.388, p=0.050) and planning (r=-0.393, p=0.047).
Conclusions: variables such as early onset of walking, emotional control and cognitive flexibility are the main variables associated with the acquisition of basic aquatic motor skills.
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