Abstract :
[en] The research focuses on the critical role of water competences as a foundational step in swimming education and aquatic safety, particularly for children aged 3 to 7. Although there are valid tools for assessing aquatic skills in children of this age (Mertens et al. 2022; Santos-Garcia et al. 2022), they can only be used with small groups of children and it is difficult to envisage their use in a school context. The aquatic circuit developed by the CEReKi has the potential to accommodate a large number of children at the same time (Mornard et al. 2015) and could be used to assess children's aquatic skills. The primary goal is to develop a tool based on this circuit to efficiently evaluate up to 30 children within a 30-minute session. The secondary objective is to collect and analyze preliminary data to assess the tool's effectiveness in measuring aquatic skills.
The methodology employed a participatory action research (PAR) approach, involving collaboration between scientific experts and field practitioners. The tool underwent iterative testing and refinement through multiple evaluation sessions with kindergarten classes visiting CEReKi monthly. Key modifications included streamlining the evaluation process, adjusting the criteria for each circuit, and improving the organization of evaluators and children during sessions. The final version of the tool successfully evaluated children's aquatic skills across five circuit options of increasing difficulty.
Preliminary results indicate that the tool is effective in assessing children's aquatic competencies, with clear progress observed across age groups. The study also highlights the importance of homogeneous groups for efficient evaluation and the need for evaluator training to ensure consistency. The tool's ability to provide immediate feedback through a medal system enhances children's motivation and allows parents to track their progress.
This research contributes to the field by offering a practical, context-specific tool for assessing water acclimatization in young children.
Mertens, Lisa, Kristine De Martelaer, Arja Sääkslahti, et Eva D’Hondt. 2022. « The Inter-Rater and Intra-Rater Reliability of the Actual Aquatic Skills Test (AAST) for Assessing Young Children’s Motor Competence in the Water ». International Journal of Environmental Research and Public Health 19(1):446. doi: 10.3390/ijerph19010446.
Mornard, Manhattan, Anne Delvaux, Marc Cloes, et Boris Jidovtseff. 2015. « L’accoutumance à l’eau : un préalable au savoir nager - Revue EP&S ». Revue EPS (364):16‑20.
Santos-Garcia, Daniel Juárez, Osvaldo Rocca, Archit Navandar, et Juan Antonio Moreno Murcia. 2022. « Measurement of Aquatic Competence in Toddlers, Infants, and Children between 6 Months and 14 Years: A Systematic Review ». Motricidade 18(1):120‑26. doi: 10.6063/motricidade.25590.
