School‑based swimming education in primary children: a systematic review of teaching approaches, aquatic competence, and water safety outcomes

Introduction: School-based swimming programs represent the primary opportunity for many children to acquire essential aquatic life skills, yet implementation varies significantly. Objective: The present research analyses existing evidence on school-based swimming (6–12 years) through the “Block 5C Framework” (Context, Content, Conduct, Coaching, and Consequences) to identify effective program configurations. Methodology: A systematic review was conducted, adhering to PRISMA 2020 guidelines, synthesizing 23 studies (2000–2026) from Scopus and Web of Science, utilizing the 5C framework to code curricular and pedagogical interactions. Results: Programs integrating water safety knowledge with technical skills, delivered through learner-centered pedagogies, produced superior aquatic competence. Instructor qualification and session frequency were critical determinants. Discussion: Effectiveness is context-dependent. High-resource settings often over-emphasize technique, while low-resource settings demonstrate that trained community instructors can achieve high survival rates through intensive blocks. Conclusions: Effective school swimming requires a holistic 5C configuration: supportive policy, safety-integrated content, engaging conduct, and specialized coaching.