Failure to Learn to (Really) Swim: Inflated Self-Efficacy?

Abstract

The willingness of individuals to enroll in swimming classes requires them to recognize they do not have functional skills. This study investigated the self-efficacy of young adults 18 to 35 years of age regarding their understanding of what constitutes a competent swimmer. Forty-five interviews were conducted in recreation centers and parks with significant water features. Participants defined the word “swimming” and explained what they thought it meant when someone else said they knew how to swim. After analyzing the data, seven relevant domains appeared within respondents' definitions: not panicking, instinctive skills, basic skills, advanced skills, covering a distance, rescue skills, and ability to swim in multiple settings. Most respondents did not seem to have a well-structured understanding of swimming competency, viewing dog-paddling as evidence of competency. Organizations promoting swimming must be aware that not all people define swimming competency the same way as aquatic professionals. Appeals to take swimming lessons may fail with people most in need of them, simply because many non-swimmers have an inflated self-efficacy of their swimming ability. Information campaigns, face-to-face interactions between aquatic professionals and potential students, and advertisements for learn-to-swim classes must be specific in defining what it means to be a competent swimmer.