The 50th Württemberg Championships of Lifeguards took place in Biberach an der Riß, where teams from various age groups competed despite the summer heat. The event highlighted a growing concern: the number of primary school children in Germany who cannot swim has doubled from 2017 to 2022. Viktoria Kulovits from DLRG Bietigheim-Bissingen emphasized that while proper swimming skills take time and practice to develop, many children are struggling.

DLRG coach Benjamin Geyer stressed the importance of keeping swimming pools open for teaching swimming skills and education. His team performed well at the competition, showcasing their training and preparation. The situation for lifeguards remains challenging as they work towards improving swimming education among children in Germany.

Original article

This article doesn’t give you anything you can actually *do* right now, so it’s not actionable. It talks about a swimming problem but doesn’t tell you how to fix it, like where to find swimming lessons or how to help kids learn. It also doesn’t teach you much new stuff, so it’s low on educational depth. You learn a number about kids not swimming, but it doesn’t explain *why* this is happening or what’s being done to change it. For personal relevance, if you’re a parent or care about kids, this might worry you, but it doesn’t give you tools to act on that worry. The article isn’t emotionally manipulative—it’s more like a news update than a scary story. It does have a bit of public service utility because it highlights a problem that affects everyone’s safety, but it doesn’t give you resources or steps to help. There are no practical recommendations, just a coach saying pools should stay open, which isn’t a plan you can use. For long-term impact, it could make people think more about swimming education, but without clear actions, it’s unlikely to create big changes. Finally, it doesn’t leave you feeling constructive emotionally—just a bit concerned without a way to help. Overall, the article points out a problem but doesn’t give you anything useful to do about it, so it’s not very helpful for an average person.

The doubling of non-swimming children in Germany raises significant concerns about the well-being and safety of the next generation. This trend not only puts children at risk of drowning but also undermines their ability to fully participate in community activities and develop essential life skills. The fact that many children are struggling to acquire proper swimming skills highlights a failure in the social structures supporting family and community responsibilities.

In a community where children's safety and education are paramount, it is alarming to see such a significant increase in non-swimming children. This issue reflects a broader problem of diminishing family and community cohesion, as well as a lack of emphasis on practical skills that are essential for survival and well-being. The importance of swimming skills cannot be overstated, as they are crucial for water safety and can be a matter of life and death.

The closure of swimming pools or reduction in swimming education programs would further exacerbate this issue, shifting the responsibility for teaching children how to swim from families and communities to distant or impersonal authorities. This would not only undermine family cohesion but also erode the sense of community responsibility for protecting and educating young people.

Moreover, this trend may have long-term consequences on the continuity of the people and the stewardship of the land. If children are not taught essential life skills such as swimming, they may be less equipped to care for themselves, their families, and their communities in the future. This could ultimately lead to a decline in community trust, social cohesion, and the ability to protect vulnerable members.

To address this issue, it is essential to emphasize personal responsibility and local accountability. Families, communities, and local authorities must work together to ensure that children have access to swimming education programs and facilities. This can involve initiatives such as reopening swimming pools, providing affordable swimming lessons, or promoting community-based programs that teach children how to swim.

Ultimately, if this trend continues unchecked, it will have severe consequences for families, children yet to be born, community trust, and the stewardship of the land. The inability of children to swim will not only put them at risk but also undermine their ability to contribute to their communities and care for future generations. It is imperative that we prioritize practical skills education, family cohesion, and community responsibility to ensure the well-being and survival of our people.

The text presents a clear instance of selection and omission bias by focusing solely on the challenges and concerns surrounding children's swimming abilities in Germany, particularly the statistic that the number of primary school children who cannot swim has doubled from 2017 to 2022. While it highlights the efforts of lifeguards and coaches like Viktoria Kulovits and Benjamin Geyer, it omits any discussion of potential solutions, funding issues, or broader societal factors contributing to this problem. For example, the text states, *"The event highlighted a growing concern: the number of primary school children in Germany who cannot swim has doubled from 2017 to 2022."* However, it does not explore why this increase has occurred, such as reduced access to swimming facilities, changes in educational priorities, or socioeconomic barriers. This selective focus guides the reader toward a singular narrative of concern without providing a comprehensive view of the issue.

Linguistic and semantic bias is evident in the emotionally charged language used to describe the situation. Phrases like *"many children are struggling"* and *"the situation for lifeguards remains challenging"* evoke sympathy and urgency, framing the issue as a crisis. This framing is further reinforced by the statement, *"DLRG coach Benjamin Geyer stressed the importance of keeping swimming pools open for teaching swimming skills and education."* The use of the word *"stressed"* implies a heightened level of concern, subtly manipulating the reader’s emotional response. While the issue is serious, the language is designed to elicit a specific reaction rather than present a balanced perspective.

The text also exhibits structural and institutional bias by positioning lifeguards and organizations like the DLRG as authoritative figures without questioning their role or effectiveness. For instance, it mentions, *"His team performed well at the competition, showcasing their training and preparation."* This uncritical portrayal of the DLRG as a solution provider assumes their methods and efforts are inherently effective, without examining whether their approach addresses the root causes of the problem. By focusing on their performance and preparation, the text reinforces the authority of these institutions without exploring alternative perspectives or critiques.

Confirmation bias is present in the text’s acceptance of the statistic about the doubling of non-swimming children without providing evidence or context. The statement, *"The number of primary school children in Germany who cannot swim has doubled from 2017 to 2022,"* is presented as fact without citing a source or explaining the methodology behind the data. This lack of evidence assumes the reader will accept the claim at face value, reinforcing the narrative of a growing crisis without allowing for skepticism or further inquiry.

Finally, framing and narrative bias is evident in the way the text sequences information to shape the reader’s conclusions. It begins with a specific event—the 50th Württemberg Championships of Lifeguards—and uses this as a springboard to discuss the broader issue of children’s swimming abilities. By starting with a localized, positive event and transitioning to a national concern, the text creates a narrative arc that emphasizes the urgency of the problem. For example, the sentence, *"The event highlighted a growing concern..."* strategically links the competition to the larger issue, guiding the reader to view the situation through a lens of alarm rather than exploring it more objectively. This narrative structure prioritizes emotional impact over a nuanced analysis of the issue.

The text conveys a sense of concern and urgency about the growing number of children who cannot swim, highlighted by the statement that this number has doubled from 2017 to 2022. This emotion is evident in the words "growing concern" and the emphasis on the struggle children face in developing proper swimming skills. The concern is strong and serves to alert readers to a serious issue, aiming to create worry and inspire action. By presenting this statistic and the challenges it poses, the writer encourages readers to recognize the problem and consider its implications for child safety.

Pride is expressed when discussing the performance of Benjamin Geyer's team, who showcased their training and preparation at the competition. This emotion is subtle but present in the phrase "performed well," indicating a sense of accomplishment. The purpose here is to build trust in the lifeguards' efforts and highlight the positive outcomes of proper training. It reassures readers that progress is possible despite the challenges, fostering a balanced view of the situation.

The text also carries a tone of frustration or disappointment when addressing the closure of swimming pools, which hinders swimming education. Benjamin Geyer's stress on keeping pools open reflects this emotion, as it underscores the obstacles in addressing the issue. This frustration is meant to evoke sympathy and encourage readers to support solutions, such as maintaining facilities for swimming lessons.

To persuade readers, the writer uses repetition of the idea that swimming skills require time and practice, emphasizing the effort needed to address the problem. This reinforces the urgency and complexity of the issue. The writer also employs comparison by noting the doubling of non-swimming children, making the problem seem more extreme and immediate. These tools heighten emotional impact, steering readers to view the issue as critical and in need of attention.

The emotional structure of the text shapes opinions by focusing on the negative consequences of inaction, such as the risk to children's safety. However, it also limits clear thinking by framing the issue primarily through concern and frustration, which may overshadow potential solutions or broader context. Recognizing where emotions are used helps readers distinguish between facts, like the statistic on non-swimming children, and feelings, like the frustration over pool closures. This awareness allows readers to stay in control of their understanding and not be swayed solely by emotional appeals.