2025

Haga, Monika; Sääkslahti, Arja; Schenker, Katarina; Hedegaard Bruun, Tine; Dalgaard Guldager, Julie; Gísladóttir, Þórdís Lilja; Berghamar Danielsen, Bára; Galaaen Gjølme, Egil; Sundan, Jon; Winther Olsen, Helgi; Bjerke, Øyvind

Background: Swimming and aquatic activities in aquatic environments have a significant impact on human physical activity and well- being, particularly in Nordic cultures with abundant water resources. The importance of swimming and water activities, from survival skills to recreational activities, underscores the need for aquatic movement competences and development of suitable pedagogical approaches/practices in aquatic education. The aim of this expert statement is to consolidate current practice and evidence-based knowledge related to aquatic education in the Nordic countries to inform future development of practice and research. Also, this statement intends to elaborate upon terminology, practical approaches, and perspectives on learning and pedagogy in aquatic education. Methods: The material for this position statement is based on a comparison of the different practices and an analysis of national documents in the Nordic countries related to aquatic education and drowning prevention. It also draws on a 2 1/2-day workshop where research and developmental activities and best practices in children’s aquatic education were presented and discussed. The data for this position statement were generated through presentations, discussions and comparisons of documents, and were analyzed using Eggebø’s (2020) collective qualitative analysis procedure. Analysis and statement outcome: Aquatic education and swimming lessons are mandatory in all Nordic countries, teaching swimming skills from grades 1–10. The goal is for students to achieve specific swimming competencies by the end of compulsory school, with a sport-focused approach emphasized. However, there is a need for a broader perspective on aquatic skills and competencies, emphasizing water competence beyond traditional definitions. Children should be able to handle various water environments and activities. Concepts like water competence and aquatic literacy can enhance lifelong enjoyment of movement and promote meaningful experiences. Research on swimming competence in the Nordic countries is lacking, with existing data being based on children’s perceived abilities rather than actual skills and competencies. This expert statement presents recommendations for researchers and practitioners to promote aquatic education and research for the benefit of children and young people.