Educación acuática para la prevención

  1. Ana Ortíz 1
  2. Rita Fonseca Pinto 2
  3. Apolonia Albarracín Pérez 3
  4. Juan Antonio Moreno Murcia 4
  1. 1 Secretaría Nacional del Deporte (Uruguay)
  2. 2 Universidade Lusófona de Humanidades e Tecnologias
  3. 3 Conserjería de Educación de la Región de Murcia
  4. 4 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

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Revista:
Revista de investigación en actividades acuáticas

ISSN: 2530-805X

Año de publicación: 2021

Volumen: 5

Número: 10

Páginas: 78-95

Tipo: Artículo

DOI: 10.21134/RIAA.V5I10.1448 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de investigación en actividades acuáticas

Resumen

Antecedentes: Los ahogamientos son un importante problema de salud pública, con aproximadamente 236.000 muertes registradas en 2019 (OMS, 2021), en todo el mundo. Años de investigación y concienciación sobre la necesidad de un cambio en los planteamientos de enseñanza acuática han destacado, en la actualidad, la necesidad de que ésta sea dirigida hacia la adquisición de la competencia que conlleve un real dominio del medio acuático, así como un descenso en las lesiones y ahogamientos en el mismo. Objetivo: El objetivo de este documento es mostrar un posicionamiento sobre la educación acuática con una orientación claramente preventiva. Método: Se revisaron las principales aportaciones bibliográficas a nivel internacional sobre la prevención de ahogamientos, así como sobre los temas relativos a la educación acuática preventiva. Resultados: Una vez identificadas, se detallan las subcompetencias que tendrán que ser abordadas, así como las recomendaciones pedagógicas para cada una de ellas. Basado en ello, emergen recomendaciones generales para llevar a cabo todo el proceso educativo, destacando la necesidad de concienciación de toda la población para lograr una prevención de ahogamiento integral de forma universal. Conclusiones: Se podría destacar que, de forma general, la educación acuática debe dar un salto cualitativo, sobrepasando la idea de “saber nadar” como único recurso para no ahogarse. Ello daría paso a nuevas concepciones y metodologías que sean significativas, y sobre todo que tengan transferencia a entornos variables y en circunstancias de riesgo, no olvidando la situaciones individuales y colectivas en el proceso con una perspectiva cultural adecuada.

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