Clemson University TigerPrints All Dissertations Dissertations 5-2017 Crossing the Black Line: An Examination of the Process of Transitioning from Non-Swimmer to Swimmer and a Program Evaluation of an Adult Swim Lesson Program Focusing on People with Aquaphobia Joseph Christopher Crosby Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Recommended Citation Crosby, Joseph Christopher, "Crossing the Black Line: An Examination of the Process of Transitioning from Non-Swimmer to Swimmer and a Program Evaluation of an Adult Swim Lesson Program Focusing on People with Aquaphobia" (2017). All Dissertations. 1889. https://tigerprints.clemson.edu/all_dissertations/1889 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. CROSSING THE BLACK LINE: AN EXAMINATION OF THE PROCESS OF TRANSITIONING FROM NON-SWIMMER TO SWIMMER AND A PROGRAM EVALUATION OF AN ADULT SWIM LESSON PROGRAM FOCUSING ON PEOPLE WITH AQUAPHOBIA A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Parks, Recreation and Tourism Management by Joseph Christopher Crosby May 2017 Accepted by: Dr. Elizabeth Baldwin, Committee Chair Dr. Skye Arthur-Banning Dr. Cynthia Pury Dr. Brent Hawkins ABSTRACT The mission of any learn-to-swim program is to equip individuals with the skills and confidence to safely participate in water activities. Many of these programs primarily focus on children, but little is known about the effectiveness of these programs with respect to adults. Drowning deaths among adult populations are not as proportionately significant compared to children and adolescents but still equally staggering. Researchers conclude more emphasis should be placed on drowning prevention and evaluation of preexisting physical and psychological conditions that create barriers to swimming and water safety. Not much information currently exists for adults with a serious fear of swimming or water, called Aquaphobia. One of the key difficulties in answering the question of whether or not drowning incidents can be reduced through prevention strategies is to understanding why individuals do not participate in prevention strategies. What constraints do these adults face, external and or psychological? The uniqueness of this particular swim program addresses not just the mechanics but also seeks to identify, examine and overcome preexisting fears or phobias associated with swimming. The purpose of this project was to evaluate an Aquaphobics program by identifying common themes unique to the Aquaphobia phenomenon to assist in transitioning adult non-swimmers to swimmers. This study adopted a pragmatic paradigm, with its focus on solving the problem of loss of life through the largely preventable act of drowning. Both a phenomenological and phenomenography explanation of the data were performed to achieve a deeper understanding of the “essence” of the phenomenon, lived experiences of the non- ii swimmers and the different ways in which they transition to become confident, or at least comfortable swimmers. The data for this study came from participants in an Aquaphobics program ran from 2013 to 2016. Over the 3 years there have been 117 participants in the program. This study focused on in-depth interviews of 11 participants. It became clear early on that all external barriers, I as the instructor/researcher was in control over, were removed. Therefore I made this class free, and instructed on a rolling basis, so people could start when they wanted, come when they wanted, for the reason they wanted. There were some people that did not seem to have a phobia of water, more a fear related to an unlearned skill they now wanted for some purpose. The research did reveal that the majority of participants were participating due to a deep fear of water and swimming. Unlike the individuals that were there to improve their swimming ability and did not have a phobia, came, got their skill and left the program, the group that stayed in the program to conquer a fear never left the program for the most and began to build their social lines around other participants. As a programmer this knowledge can help facilitate continued involvement in other recreation programs based on peer motivation. Towards the end of the program many participants expressed an interest to attempt other water related activities and encourage others within their social group to join, for example, padding boarding and scuba diving. iii DEDICATION This dissertation is dedicated to my Aquaphobics Group that has been with me since 2013. Without your dedication, we would never have achieved so much. I will always remember the first class I taught with my bright orange instructor swim cap. None of you really believed I was there to teach, but you trusted me with your fears, you trusted me with your life, and look where we are today. Thank you so much for continuing this journey with me. “Whatcha waiting on! Let’s make it happen! Jump in!” I would also like to dedicate this dissertation to my wife and daughter. To my wife, for your tireless efforts to help me through two back surgeries, a baby, and shoulder surgery to get this done. And to my daughter, for being such a quiet baby. iv ACKNOWLEDGMENTS I would like to acknowledge my committee: Betty, Skye, Cindy and Brent, thanks for sticking with me through my busy schedule. Without your help I would not be in the unique position to teach, learn, and practice that which I enjoy so much. I would also like to acknowledge my staff at the Central Clemson Recreation Center for all your help in promoting and lifting up every aspect of the Aquaphobics program. v TABLE OF CONTENTS Page TITLE PAGE .................................................................................................................... i ABSTRACT ..................................................................................................................... ii DEDICATION ................................................................................................................ iv ACKNOWLEDGMENTS ............................................................................................... v LIST OF TABLES .......................................................................................................... ix LIST OF FIGURES ......................................................................................................... x CHAPTER I. INTRODUCTION ......................................................................................... 1 Phobias: Aquaphobics .............................................................................. 3 Role of the Researcher ............................................................................. 6 Building an Aquaphobics Program .......................................................... 9 Statement of Purpose ............................................................................. 13 Research Questions ................................................................................ 13 Definition of Terms................................................................................ 15 Theoretical Framework .......................................................................... 16 Summary ................................................................................................ 19 II. LITERATURE REVIEW ............................................................................ 20 Drowning Statistics ................................................................................ 20 Swimming Ability .................................................................................. 23 Program Evaluation Methods ................................................................ 24 Program Design ..................................................................................... 28 Theory of Change .................................................................................. 30 Discovery of Aquaphobia ...................................................................... 36 Typology of Courage ............................................................................. 39 Summary ................................................................................................ 40 III. METHODS .................................................................................................. 43 Research Methodology .......................................................................... 43 vi Table of Contents (Continued) Page Approach to Research ............................................................................ 43 Aquaphobics Design in Detail ............................................................... 47 Study Site ............................................................................................... 51 Population .............................................................................................. 52 Methods: Data Collection Procedures ................................................... 53 Methods: Data Analysis ......................................................................... 56 Steps to Data Analysis ........................................................................... 56 Data Triangulation ................................................................................