Examining the Role of Swimming and Water Safety Education Curriculums (SWSCs) in Korean Physical and Health Education Programs

• Published in: Journal of coastal research Vol. 116; no. sp1; pp. 473 - 477
• Main Authors: Lee, Yong-Sun, Kwon, Se-Chang
• Format: Journal Article
• Language: English
• Published: Fort Lauderdale Coastal Education and Research Foundation 04.01.2024; Allen Press Inc
• Subjects: Blooms; Coastal management; COASTAL RESCUE & TOURISM; Coastal research; Cognitive ability; Core curriculum; Curricula; Curriculum; Education; Health education; Industrialized nations; Learning; Literature reviews; Organizations; Physical and Health Education; Psycho-Pedagogy; Safety; Safety training; Schools; Students; Swimming; Swimming accidents & safety; Taxonomy; Water; Water Competencies; Water Safety Education
• ISSN: 0749-0208; 1551-5036
• DOI: 10.2112/JCR-SI116-096.1

Lee, Y.-S. and Kwon, S.-C., 2023. Examining the role of Swimming and Water Safety education Curriculums (SWSCs) in Korean Physical and Health Education programs. In: Lee, J.L.; Lee, H.; Min, B.I.; Chang, J.-I.; Cho, G.T.; Yoon, J.-S., and Lee, J. (eds.), Multidisciplinary Approaches to Coastal and Marine Management. Journal of Coastal Research, Special Issue No. 116, pp. 473-477. Charlotte (North Carolina), ISSN 0749-0208. This study aimed to examine Swimming and Water Safety education Curriculums (SWSCs) taught in schools and organizations in high-income countries (e.g., Australia, England, and New Zealand) that can be integrated with Korean primary school Physical-Health Education curriculum (PHE). The authors conducted a review of the literature on the SWSC and reviewed a vast body of information, facts, and evidence regarding the water safety education described in research papers and reports released by governments and organizations. The key features of the SWSC in high-income countries were: (1) they served as integral and vital components of physical-health education (co-)curricular activities, (2) they designed broad levels of learning goals and lessons for all students' learning needs, and (3) they integrated and addressed psychomotor, cognitive, and affective learning domains to enhance water competencies and assess students' learning outcomes. The 15 water competencies framework was an evidence-based approach to the SWSCs that highlights Bloom's taxonomy (psychomotor, cognitive, and affective learning domains). It is believed that the 15 water competencies can be used as a framework for the development and implementation of swimming and water safety education curriculum in Korean primary physical-health education. More research is needed to study psycho-pedagogical aspects of the SWSCs not only to enhance water safety practices but also to meet Korean national curricular goals in primary school physical-health education.