Aquatic Experience in Physical Literacy: From Specific to Extensive Meanings of Aquatics for Life

Dear Colleagues,

Physical literacy embodies psychomotor, cognitive, motivational, and social aspects of the movement. Physically literate individuals better capitalize on the dynamic interactions of the aforementioned domains and can “read” the environment well, better dealing with the requirements of life. Physical literacy is therefore considered as a precondition to maintain appropriate levels of physical activity throughout life and to consequently contrast sedentary lifestyle, promote psychophysical wellbeing, and preserve health and quality of life.

In this holistic vision, the aquatic environment is a complementary condition allowing to experience specific and distinguishing movement proficiencies, differently from the usual terrestrial behaviors. It enriches the vocabulary of competencies and results in improving the ability to respond to embodied needs.

With this in mind, this Special Issue focuses on the multifactorial complexity of aquatic activity. A specific physical literacy in the aquatic environment has to be promoted to go beyond the recent literature on swimming and aquatics mostly addressed to biomechanics, medicine, and training.

Papers addressing didactics on fundamental aquatic skills, learn-to-swim, and aquatics in general are invited for this Special Issue. We welcome manuscripts specifically focusing on education, pedagogy, methodology, and conduction of aquatic experiences from infancy to old age towards the embodiment of psychomotor, cognitive, motivational, and social competencies for life by aquatics.

Dr. Raffaele Scurati
Dr. Matteo Cortesi
Dr. Pedro Morouço
Dr. Nuno Batalha
Guest Editors

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