INTRODUCTION Previous research on British and German children`s books has shown that they may serve as transfer of knowledge to a society but might lead to a distorted representation of the importance of the competencies (i.e., submerging, and floating) [1]. To identify cultural differences or similarities in the learn-to-swim process, the competencies submerging and floating are compared by considering their frequency and implementation in the children`s books. METHODS For the selection of the British children`s books the PRISMA statement was used. By a screening of a total number of 625 fictional children`s books on swimming, 11 were eligible for analysis. The selection of the German children`s books is based on the principle of the most up-to-date and well-known works, with no further restrictions on selection. Thus, nine books were identified eligible for analysis. The analysis is limited to a macroanalysis of the content and representation of the text and pictures, as well as their interdependence. RESULTS The competence submerging, in an initial phase and not as part of swimming, is described in detail in 56% of the German and 27% in British children`s books. In the German books, submerging is illustrated in 44% by retrieving an object. In the British books, the competence is displayed by text and corresponding illustration. The second competence analysed, floating, is addressed in 67% of the German and in 45% of the British children`s books. The position of floating varies in the British books with 40% on front and 60% on back and is mediated by text and illustration. Floating in German children`s books is described as both, on front and back. In both, German and British children`s books, a distinction must be made whether buoyancy aids are used or not. DISCUSSION In German children`s books, submerging is portrayed congruent with German scientific literature and in British children`s books it is also portrayed congruent with international literature. That the German children`s books significantly more often depict submerging as important competence for the learn-to-swim process, may be because submerging is not only a prerequisite but also one element of the first swimming badge in Germany. Moreover, the international literature distinguishes between submerging and a safe entry into water [2], which is not treated so sharply in German literature [3]. Concerning floating, German, and British children`s books portray the competence congruent to each scientific literature. However, it should be noted that in international literature, compared to German literature, water treading also belongs to the competence of floating [2], but here it has not been considered. Both competencies, submerging and floating, are similarly treated as essential elements of the learn-to-swim process. Further studies may consider the choice of the first swimming technique in each children`s books.
© Copyright 2023 XIVth International Symposium on Biomechanics and Medicine in Swimming Proceedings. Veröffentlicht von evoletics Media. Alle Rechte vorbehalten. / Übersetzt mit https://www.DeepL.com/Translator