Angela Beale-Tawfeeq, Tiffany Quash, Knolan Rawlins, Victoria Prizzia, Miriam Lynch
Art exhibitions, with a focus on water safety and drowning prevention, are rarely seen as a medium to address social justice and public health, or water safety awareness and drowning prevention efforts in communities. Globally, data have shown drowning is considered a “neglected public health threat” (World Health Organization, 2021, CDC, 2023). Additionally, reports have shown that across the globe there are demographic groups of people impacted by drowning, historical traumas, and social determinants, also impacting some communities that are at greater risk (WHO 2021, CDC, 2023). Although there are national and international efforts to address the importance of water safety, drowning prevention, and its disproportionate impact on historically marginalized, Black, Indigenous People of Color (BIPOC), and culturally and linguistically diverse (CLD) groups, alternative mediums, such as exhibitions of art, which can portray narratives of groups of people and their relationships with water, should be explored to counter stigma, and correct the narratives of BIPOC’s communal relationships to water, in an effort combat drowning disparities. As readers, you are encouraged to participate in this ongoing research and enter the “POOL” http://poolphl.com/, and explore “A Social History of Segregation” and Learn http://poolphl.com/learn.html (POOL-ongoing, 2021).
{"title":"POOL: A Social History of Segregation Exhibition” Exploring Social Justice Through the Lens of Water Safety Awareness and Art-based Education","authors":"Angela Beale-Tawfeeq, Tiffany Quash, Knolan Rawlins, Victoria Prizzia, Miriam Lynch","doi":"10.25035/ijare.14.02.06","DOIUrl":"https://doi.org/10.25035/ijare.14.02.06","url":null,"abstract":"Art exhibitions, with a focus on water safety and drowning prevention, are rarely seen as a medium to address social justice and public health, or water safety awareness and drowning prevention efforts in communities. Globally, data have shown drowning is considered a “neglected public health threat” (World Health Organization, 2021, CDC, 2023). Additionally, reports have shown that across the globe there are demographic groups of people impacted by drowning, historical traumas, and social determinants, also impacting some communities that are at greater risk (WHO 2021, CDC, 2023). Although there are national and international efforts to address the importance of water safety, drowning prevention, and its disproportionate impact on historically marginalized, Black, Indigenous People of Color (BIPOC), and culturally and linguistically diverse (CLD) groups, alternative mediums, such as exhibitions of art, which can portray narratives of groups of people and their relationships with water, should be explored to counter stigma, and correct the narratives of BIPOC’s communal relationships to water, in an effort combat drowning disparities. As readers, you are encouraged to participate in this ongoing research and enter the “POOL” http://poolphl.com/, and explore “A Social History of Segregation” and Learn http://poolphl.com/learn.html (POOL-ongoing, 2021).","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136170345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article provides an analysis of self-reported water competency skills at a Historically Black University (HBCU). A survey was administered to undergraduate students who lived on campus at one HBCU. Of the 254 respondents that reported the ability to swim, only 187 respondents self-reported the ability to swim and the ability to perform water competency skills. The biggest discrepancy occurred within individuals that identified as Black or African American. In this group, 142 out of 250 participants proclaimed the ability to swim. However, the number of Black or African Americans that could swim dropped to 84 when researchers operationally defined swimming as having the ability to perform all five water competencies identified by the American Red Cross (Quan, 2015). Acknowledging that the community role of Historically Black Colleges and Universities (HBCUs) has embodied the African American community since their inception. The Social-Ecological Model illustrates how historical factors impact the drowning disparity that persist today (Dahlberg & Krug, 2006; “The SocialEcological Model: A Framework for Prevention |Violence Prevention | Injury Center | CDC,” n.d.). The results of this study combined with the rich history of HBCUs points to the need for additional aquatic water safety education and programming at HBCUs.
{"title":"Self-reported Water Competency Skills at a Historically Black College & University and the Potential Impact of Additional HBCU-based Aquatic Programming","authors":"Knolan C Rawlins, Shaun M. Anderson, T. Quash","doi":"10.25035/ijare.14.02.04","DOIUrl":"https://doi.org/10.25035/ijare.14.02.04","url":null,"abstract":"This article provides an analysis of self-reported water competency skills at a Historically Black University (HBCU). A survey was administered to undergraduate students who lived on campus at one HBCU. Of the 254 respondents that reported the ability to swim, only 187 respondents self-reported the ability to swim and the ability to perform water competency skills. The biggest discrepancy occurred within individuals that identified as Black or African American. In this group, 142 out of 250 participants proclaimed the ability to swim. However, the number of Black or African Americans that could swim dropped to 84 when researchers operationally defined swimming as having the ability to perform all five water competencies identified by the American Red Cross (Quan, 2015). Acknowledging that the community role of Historically Black Colleges and Universities (HBCUs) has embodied the African American community since their inception. The Social-Ecological Model illustrates how historical factors impact the drowning disparity that persist today (Dahlberg & Krug, 2006; “The SocialEcological Model: A Framework for Prevention |Violence Prevention | Injury Center | CDC,” n.d.). The results of this study combined with the rich history of HBCUs points to the need for additional aquatic water safety education and programming at HBCUs.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91030149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thaddeus Gamory, M. Lynch, A. Thomas, Angela K. Beale-Tawfeeq
This article aims to introduce and describe the development of the concept of BlueMindfulness Training, which was created and designed by Thaddeus Gamory and supported by research and the experience of other experts in the field. Drawing from the author’s and others' practical experience, the authors present a "Voice from the Field" perspective on creating and developing the Blue-Mindfulness . This Instructional Framework, coined by Mr. Thaddeus Gamory BlueMindfulness, addresses the impacts of historical racial discrimination and trauma in BIPOC communities, specifically on marginalized African American communities while promoting a communal and safe relationship with the water. By promoting a positive and safe relationship with water, the authors hope to encourage these communities to embrace the benefits of water as a source of healing and well-being while promoting, educating, and supporting water safety education and drowning prevention.
{"title":"Blue-Mindfulness Training: A Story of Restorative Justice Decolonizing and Re-indigenizing Communal Relationships with Water","authors":"Thaddeus Gamory, M. Lynch, A. Thomas, Angela K. Beale-Tawfeeq","doi":"10.25035/ijare.14.02.07","DOIUrl":"https://doi.org/10.25035/ijare.14.02.07","url":null,"abstract":"This article aims to introduce and describe the development of the concept of BlueMindfulness Training, which was created and designed by Thaddeus Gamory and supported by research and the experience of other experts in the field. Drawing from the author’s and others' practical experience, the authors present a \"Voice from the Field\" perspective on creating and developing the Blue-Mindfulness . This Instructional Framework, coined by Mr. Thaddeus Gamory BlueMindfulness, addresses the impacts of historical racial discrimination and trauma in BIPOC communities, specifically on marginalized African American communities while promoting a communal and safe relationship with the water. By promoting a positive and safe relationship with water, the authors hope to encourage these communities to embrace the benefits of water as a source of healing and well-being while promoting, educating, and supporting water safety education and drowning prevention.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74971173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dane W Wolfrom, Chris Snellgrove, M. Rivera, Keisha Vandessppooll, E. Feliciano
African American, Black, Hispanic, Latino, and low-socioeconomic communities have lower swimming ability and higher relative drowning rates than White and high-socioeconomic communities, distinguishing the former as high-priority populations to engage with effective learn-to-swim programming. This article demonstrates how prioritizing the reduction of fear-producing brain processes while learning to swim can result in 79.5% of high-priority population nonswimmers being able to jump into deep water, roll onto their backs and either float or tread for 60 seconds, and swim 25 yards after an average of 14 practice sessions. Practical explanations of four key components— water exploration, structured games, emulating coaches, and water safety education—are provided. Three realworld programming examples detail how the curriculum was structured and results for (1) a youth learn-to-swim program, (2) a high school program, and (3) a weekly day camp program.
{"title":"Closing Racial Disparity by Dismantling Constructs of Fear - A Practical Methodology for Learning to Swim","authors":"Dane W Wolfrom, Chris Snellgrove, M. Rivera, Keisha Vandessppooll, E. Feliciano","doi":"10.25035/ijare.14.02.01","DOIUrl":"https://doi.org/10.25035/ijare.14.02.01","url":null,"abstract":"African American, Black, Hispanic, Latino, and low-socioeconomic communities have lower swimming ability and higher relative drowning rates than White and high-socioeconomic communities, distinguishing the former as high-priority populations to engage with effective learn-to-swim programming. This article demonstrates how prioritizing the reduction of fear-producing brain processes while learning to swim can result in 79.5% of high-priority population nonswimmers being able to jump into deep water, roll onto their backs and either float or tread for 60 seconds, and swim 25 yards after an average of 14 practice sessions. Practical explanations of four key components— water exploration, structured games, emulating coaches, and water safety education—are provided. Three realworld programming examples detail how the curriculum was structured and results for (1) a youth learn-to-swim program, (2) a high school program, and (3) a weekly day camp program.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"1933 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91128619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Racist or Radical? The Strange Case of Robert Moses and the Building of New York City's Aquatics Infrastructure","authors":"Steven Waller, Jim Bemiller, Jason D. Scott","doi":"10.25035/ijare.14.02.05","DOIUrl":"https://doi.org/10.25035/ijare.14.02.05","url":null,"abstract":"","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91308434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Part of the African American Studies Commons, Civic and Community Engagement Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Exercise Science Commons, Health and Physical Education Commons, Inequality and Stratification Commons, Leisure Studies Commons, Other Public Affairs, Public Policy and Public Administration Commons, Public Health Commons, Race and Ethnicity Commons, Social Justice Commons, Sports Sciences Commons, and the Sports Studies Commons How does access to this work benefit you? Let us know!
{"title":"Third Diversity in Aquatics Special Issue","authors":"Angela K. Beale-Tawfeeq, S. Waller, T. Quash","doi":"10.25035/ijare.14.02.03","DOIUrl":"https://doi.org/10.25035/ijare.14.02.03","url":null,"abstract":"Part of the African American Studies Commons, Civic and Community Engagement Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Exercise Science Commons, Health and Physical Education Commons, Inequality and Stratification Commons, Leisure Studies Commons, Other Public Affairs, Public Policy and Public Administration Commons, Public Health Commons, Race and Ethnicity Commons, Social Justice Commons, Sports Sciences Commons, and the Sports Studies Commons How does access to this work benefit you? Let us know!","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78701624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There remains a gap in the literature about the experiences of Black Womxn Collegiate Swimmers (hereafter referred to as BWCS) and the application of the leisure constraints model. Whether research has been conducted with Black Womxn Swimmers enrolled in a swimming course while using an autoethnographic lens (Norwood, 2010) or the representation of one Black Womxn Swimmer from a Predominantly White Institution (Quash, 2018), minimal knowledge is known about this specific demographic representative of Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs) and the barriers they experience. Using a qualitative methodological approach to understand the leisure constraints experiences by BWCS, this study methodically invited this demographic to share and discuss their lived experiences across generations. By challenging the leisure constraints model, this article revisits research completed by Chick and Dong (2003) and Waller and Norwood (2009). The researcher interviewed twenty-five self-identified Black Womxn Collegiate Swimmers (current and former), between the ages of 19-61. Each interview focused on the experiences and the barriers participants encountered during their collegiate swimming careers. The analysis presents a new theoretical construct to replace the leisure constraint framework while working with a marginalized population. The results of this narrative inquiry suggest that the experiences of BWCS differ individually but have similar themes as a collective; thus, charging the field of leisure behavior to consider the experiences of marginalized groups who excel in a leisure activity outside of societal and cultural norms.
关于黑人女子大学游泳运动员(以下简称BWCS)的经历和休闲约束模型的应用，文献中还存在空白。无论是使用自身人种学的视角(Norwood, 2010)对参加游泳课程的黑人女性游泳运动员进行研究，还是对来自白人占主导地位的机构的黑人女性游泳运动员进行研究(Quash, 2018)，对历史上黑人学院和大学(HBCUs)和白人占主导地位的机构(pws)的这一特定人口统计学代表及其所经历的障碍知之甚少。本研究采用定性方法来了解BWCS的休闲限制体验，系统地邀请这一人口统计数据分享和讨论他们几代人的生活经历。通过挑战休闲约束模型，本文重新审视了Chick and Dong(2003)和Waller and Norwood(2009)完成的研究。研究人员采访了25名年龄在19-61岁之间的黑人女子大学游泳运动员(现任和前任)。每次采访都集中在参与者在大学游泳生涯中遇到的经历和障碍上。该分析提出了一个新的理论结构来取代休闲约束框架，同时研究边缘人群。这一叙述性调查的结果表明，生物武器系统的经历各不相同，但作为一个集体具有相似的主题;因此，休闲行为领域的收费考虑边缘化群体的经验，他们擅长于社会和文化规范之外的休闲活动。
{"title":"A Leisure Model: Barriers and Black Womxn Collegiate Swimmers","authors":"T. Quash","doi":"10.25035/ijare.14.02.02","DOIUrl":"https://doi.org/10.25035/ijare.14.02.02","url":null,"abstract":"There remains a gap in the literature about the experiences of Black Womxn Collegiate Swimmers (hereafter referred to as BWCS) and the application of the leisure constraints model. Whether research has been conducted with Black Womxn Swimmers enrolled in a swimming course while using an autoethnographic lens (Norwood, 2010) or the representation of one Black Womxn Swimmer from a Predominantly White Institution (Quash, 2018), minimal knowledge is known about this specific demographic representative of Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs) and the barriers they experience. Using a qualitative methodological approach to understand the leisure constraints experiences by BWCS, this study methodically invited this demographic to share and discuss their lived experiences across generations. By challenging the leisure constraints model, this article revisits research completed by Chick and Dong (2003) and Waller and Norwood (2009). The researcher interviewed twenty-five self-identified Black Womxn Collegiate Swimmers (current and former), between the ages of 19-61. Each interview focused on the experiences and the barriers participants encountered during their collegiate swimming careers. The analysis presents a new theoretical construct to replace the leisure constraint framework while working with a marginalized population. The results of this narrative inquiry suggest that the experiences of BWCS differ individually but have similar themes as a collective; thus, charging the field of leisure behavior to consider the experiences of marginalized groups who excel in a leisure activity outside of societal and cultural norms.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89309562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Coons, Brandon Grubbs, Vaughn Barry, Ryan Conners, Sandra Stevens
{"title":"An Exploratory Study of Aquatic Walking on Symptoms and Functional Limitations in Persons with Knee Osteoarthritis: Part 1","authors":"John Coons, Brandon Grubbs, Vaughn Barry, Ryan Conners, Sandra Stevens","doi":"10.25035/ijare.14.01.04","DOIUrl":"https://doi.org/10.25035/ijare.14.01.04","url":null,"abstract":"","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"145 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72667711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drowning is a leading cause of accidental death for children under 14 with autism spectrum disorder (ASD). The purpose of this mixed methods study was to determine the feasibility of aquatic occupational therapy to increase swim skills for children with ASD following 10 weeks of intervention. Eight children, ages three to seven years old, participated in aquatic group-based occupational therapy to increase their swim skills. The Water Orientation Test Alyn-2 (WOTA2) and Goal Attainment Scaling were utilized to assess the change in participant swimmers’ skills. Qualitative data were gathered through individual parent interviews. All participants increased in total score on the WOTA2 and 81% of all individualized goals were met or exceeded. Themes derived from parent interviews included benefits of participation, acquired skills, and value of the occupational therapy approach. The results of this study supported the value and feasibility of aquatic occupational therapy to increase swim skills in children with ASD.
{"title":"Addressing Swim Safety in Autistic Children: A Pilot Feasibility Study Using Aquatic Occupational Therapy","authors":"Erika Kemp, Rebecca Woodson, M. Baldino","doi":"10.25035/ijare.14.01.02","DOIUrl":"https://doi.org/10.25035/ijare.14.01.02","url":null,"abstract":"Drowning is a leading cause of accidental death for children under 14 with autism spectrum disorder (ASD). The purpose of this mixed methods study was to determine the feasibility of aquatic occupational therapy to increase swim skills for children with ASD following 10 weeks of intervention. Eight children, ages three to seven years old, participated in aquatic group-based occupational therapy to increase their swim skills. The Water Orientation Test Alyn-2 (WOTA2) and Goal Attainment Scaling were utilized to assess the change in participant swimmers’ skills. Qualitative data were gathered through individual parent interviews. All participants increased in total score on the WOTA2 and 81% of all individualized goals were met or exceeded. Themes derived from parent interviews included benefits of participation, acquired skills, and value of the occupational therapy approach. The results of this study supported the value and feasibility of aquatic occupational therapy to increase swim skills in children with ASD.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74479770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Coons, Brandon Grubbs, Conor Theiss, V. Barry, S. Stevens
{"title":"An Exploratory Study of the Effects of Aquatic Walking on Function and Muscle Activity in Knee Osteoarthritis: Part 2","authors":"John Coons, Brandon Grubbs, Conor Theiss, V. Barry, S. Stevens","doi":"10.25035/ijare.14.01.05","DOIUrl":"https://doi.org/10.25035/ijare.14.01.05","url":null,"abstract":"","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88285061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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