Abstract：
OBJECTIVE: Drowning is 1 of the 10 leading causes of death due to unintentional injuries in children and adolescents worldwide. Knowing how to swim has been traditionally associated with water safety. However, its conceptualization may vary across studies, leading to different measurements and effects on the risk of drowning. This review sought to understand the current state of scientific evidence associating both issues.
OBJECTIVE: To identify conceptualizations of knowing how to swim and to analyze the evidence indicating whether \"knowing how to swim\" may be a protective or a risk factor for unintentional drowning in children aged 10 to 14 years.
METHODS: A systematic review of observational etiology studies was conducted, considering original peer-reviewed research published up to the year 2020. Databases including PubMed, Cochrane Central, Tripdatabase, Science Direct, Epistemonikos, Bvs and Bireme were searched for studies associating swimming skills as a risk or a protective factor for drowning (10-14 years). Study quality was assessed, and quantitative data were synthesized (without performing a meta-analysis).
RESULTS: A total of 6,508 results were identified, with only 6 studies meeting the criteria for inclusion in the final cohort. It was evidenced that the exclusive possession of swimming skills, without a concurrent understanding of water safety, is associated with increased exposure to aquatic environments. Consequently, this may increase the risk of drowning.
CONCLUSIONS: Among children aged 10 to 14 years, there is insufficient evidence regarding whether knowing how to swim serves as a protective factor against drowning compared to not knowing how to swim.
CONCLUSIONS: The insufficiency of evidence and a lack of consensus in the conceptualization of swimming as a form of knowledge underscores the need for further research. Such research is crucial for informing investments in drowning prevention interventions, particularly during early adolescence.
OBJECTIVE: To identify conceptualizations of knowing how to swim and to analyze the evidence indicating whether \"knowing how to swim\" may be a protective or a risk factor for unintentional drowning in children aged 10 to 14 years.
METHODS: A systematic review of observational etiology studies was conducted, considering original peer-reviewed research published up to the year 2020. Databases including PubMed, Cochrane Central, Tripdatabase, Science Direct, Epistemonikos, Bvs and Bireme were searched for studies associating swimming skills as a risk or a protective factor for drowning (10-14 years). Study quality was assessed, and quantitative data were synthesized (without performing a meta-analysis).
RESULTS: A total of 6,508 results were identified, with only 6 studies meeting the criteria for inclusion in the final cohort. It was evidenced that the exclusive possession of swimming skills, without a concurrent understanding of water safety, is associated with increased exposure to aquatic environments. Consequently, this may increase the risk of drowning.
CONCLUSIONS: Among children aged 10 to 14 years, there is insufficient evidence regarding whether knowing how to swim serves as a protective factor against drowning compared to not knowing how to swim.
CONCLUSIONS: The insufficiency of evidence and a lack of consensus in the conceptualization of swimming as a form of knowledge underscores the need for further research. Such research is crucial for informing investments in drowning prevention interventions, particularly during early adolescence.
摘要：
目的：溺水是全球儿童和青少年意外伤害导致死亡的10个主要原因之一。知道如何游泳传统上与水安全有关。然而,它的概念化可能因研究而异，导致对溺水风险的不同测量和影响。这篇评论试图了解与这两个问题相关的科学证据的现状。
目的：确定知道如何游泳的概念，并分析表明“知道如何游泳”是否可能是10至14岁儿童意外溺水的保护或危险因素的证据。
方法：对观察性病因学研究进行了系统综述，考虑到2020年之前发表的原始同行评审研究。包括PubMed在内的数据库,CochraneCentral,Tripdatabase,科学直接，认识论，搜索了Bvs和Bireme，以进行将游泳技能作为溺水风险或保护因素（10-14年）的研究。评估研究质量，并合成定量数据(不进行荟萃分析).
结果：总共确定了6,508个结果，只有6项研究符合纳入最终队列的标准。事实证明，游泳技能的独家拥有，如果不同时了解水安全，与增加对水生环境的暴露有关。因此,这可能会增加溺水的风险。
结论：在10至14岁的儿童中，没有足够的证据表明，与不知道如何游泳相比，知道如何游泳是否是防止溺水的保护因素。
结论：在将游泳作为一种知识的概念化方面，证据不足和缺乏共识强调了进一步研究的必要性。这样的研究对于告知溺水预防干预措施的投资至关重要，特别是在青春期早期。
目的：确定知道如何游泳的概念，并分析表明“知道如何游泳”是否可能是10至14岁儿童意外溺水的保护或危险因素的证据。
方法：对观察性病因学研究进行了系统综述，考虑到2020年之前发表的原始同行评审研究。包括PubMed在内的数据库,CochraneCentral,Tripdatabase,科学直接，认识论，搜索了Bvs和Bireme，以进行将游泳技能作为溺水风险或保护因素（10-14年）的研究。评估研究质量，并合成定量数据(不进行荟萃分析).
结果：总共确定了6,508个结果，只有6项研究符合纳入最终队列的标准。事实证明，游泳技能的独家拥有，如果不同时了解水安全，与增加对水生环境的暴露有关。因此,这可能会增加溺水的风险。
结论：在10至14岁的儿童中，没有足够的证据表明，与不知道如何游泳相比，知道如何游泳是否是防止溺水的保护因素。
结论：在将游泳作为一种知识的概念化方面，证据不足和缺乏共识强调了进一步研究的必要性。这样的研究对于告知溺水预防干预措施的投资至关重要，特别是在青春期早期。
