Abstract
BACKGROUND: Swimming is widely acknowledged for its safety and health benefits. Across the world children are receiving swimming lessons in which a variety of learning methods are employed. However, little is known about the effectiveness of those methods, and a comprehensive overview of pertinent research is lacking. Such an overview is needed for both researchers and instructors seeking to improve swimming skill acquisition in children. OBJECTIVE: This scoping review aims to provide an overview of studies examining the effectiveness of motor learning methods for the acquisition of swimming skills by 5- to 12-year-old children, including an evaluation of their theoretical underpinnings, methodological quality, and core findings. METHODS: This scoping review adhered to the PRISMA guidelines and followed Tricco et al.'s framework for conducting and reporting scoping reviews. Five bibliographic databases were systematically searched. Peer-reviewed studies in all languages published before 2025 were considered. Studies focusing on children with water-related fear were included. Gray literature, non-peer-reviewed studies and studies on specific groups (e.g., young, competitive swimmers or children with disabilities), or cognitive/motivational outcomes were excluded. Review selection and characterization were performed by three independent reviewers using pretested forms. RESULTS: A total of 23 studies were included, which were classified into three main categories: traditional motor learning methods (n = 4), contemporary methods (n = 1), and atheoretical methods (n = 18). Traditional methods focused on video-based instruction and feedback (n = 4). Contemporary methods involved a single study on a non-linear swimming program (n = 1). Atheoretical methods were further classified into learn-to-swim programs (n = 12), learning environments (n = 3), and assistive devices (n = 3). Most studies (87%) reported a positive effect of the motor learning method under investigation during practice. However, significant methodological limitations were identified. Specifically, 87% of studies did not incorporate retention or transfer tests, 35% lacked control or comparison groups, and 48% did not provide detailed descriptions of the investigated intervention(s). Additionally, 83% of studies were not explicitly grounded in theoretical frameworks, except for the video-based studies and the study on a non-linear swimming program. CONCLUSION: The literature on this topic is scarce, generally atheoretical and of questionable methodological quality. Addressing these shortcomings in future research will improve the evidence-base for the effectiveness of theoretically inspired learning methods for the acquisition of swimming skills in children, and their long-term retention and transfer, which in turn might result in evidence-based innovations in swimming lessons. SYSTEMATIC REVIEW REGISTRATION: PRISMA (RRID:SCR_018721).