How does para swimming work?
- In a competitive setting, para swimming uses a classification system
- The classification system allows for para-athletes to be broken up
into sex-based groups that match their physical abilities, rather than
age. - Classification involves a prefix associated with the stroke they are
swimming, as well as the type and level of disability the athlete
experiences and it is followed by the distance of the event. (Para
swimming, n.d.)
what are the prefixes of para swimming?
S: Freestyle, butterfly, or backstroke
SB: Breastroke
SM: Individual medley
what is class 1-10?
-Individuals with a physical
disability
-Class 1 is most affected, class
10 is least affected in
comparison to able bodied
swimmers (Para swimming,
n.d.).
-Covers the most diverse range
of disabilities
What is class 11-13?
-Individuals with a visual
impairment
-Class 11 will have little or no
vision; Class 12 can recognize
the shape of a hand and have
some ability to see; Class 13
will have greater vision than
the other two classes but less
than 20 degrees of vision.
what is class 14?
-Individuals with an intellectual
disability
-Defined as any athletes that
have a “restriction in
intellectual functioning and
adaptive behavior affecting
conceptual, social and
practical adaptive skills
required for everyday life”
why is adapted teaching techniques important?
*More children with disabilities are participating in swimming
programs
* Want to participate in regular aquatic classes without being
segregated
* Instructors/coaches need to prepare lessons for athletes with and
without disabilities
* Implementing unique teaching techniques
Case #1 A child with mild intellectual disability who can talk, control his or her arm movements, and follow simple instructions.
What instructional modifications need to be done?
- Simple instructions
- Chunk it out.. make sure it all leads up very simple
- One thing at a time
- Visual demo
- Lifejacket
Case #2 A child with spastic cerebral palsy (quadriplegic), who is non-verbal
and visually impaired.
What instructional modifications need to be done?
-Clear verbal instructions
-Flotation devices.. flutter boards..
-Hands on.
CASE #3
You meet an athlete that has a congenital birth defect which has
resulted in anatomical differences in limb appearance and size.
What effect would this impairment have on the mechanics of a
swimming stroke and what adaptions may you do?
Effect on swimming stroke:
-change the body roll
-change how efficient, might be harder to swim .. get tired
more easily
-does not effect bilateral and lateral movements..
-does not stop them from getting propulsion or drag in arms
and legs (still able to move legs in the bilateral movement).
-reduce the amount of propulsion.. ROM is different.
Adaptions:
* Add flippers, hand paddles, to even out the
weaker side.
* manipulating body (i.e bigger shoulder roll
on left vs. right)
In a regular aquatic practice theres One standard for all (e.g. everyone
swims using the same stroke; there
is only one correct way to do that
stroke) how can you adapt this for adapted?
Not only one correct way to do stroke
In regualr aquatic practices theres Single activity/game for all (e.g.
everyone plays water polo and must
tread in the deep end) how can you adapt this?
-Add flotation device.. lifejacket , aqua belt, inner
tube. Adjust game so everyone wears aqua belt.
So nobody is ever singled out.
In a regular aquatic practice the Same equipment for all (e.g.
everyone must use the same
kickboard) how can you adapt this?
Partner system, different flotation device I.e
noodle
in regular aquatic practice the Games use regulation rules (e.g.
everyone must start a relay race
from the starting blocks; everyone
required to dive from blocks) how can you adapt this?
Figuring out a new way to start
How would you adapt Water Breathing
(rotating breathing with front crawl)?
Lift head up, bilateral breathing
(only breath to one side
How would you adapt Buoyancy and breath control
(supine float for 10 min)?
Use flotation device, reduce time
How would you adapt Locomotion
(Front crawl for 25 yards; all other strokes for
25 yards)?
Change the distance, intervals (swim
break), add equipment
How would you adapt Personal safety (tread water for 10 min)?
Reduce time, close to wall, start off with
lower time work way up to 10 mins
what are the positives of adapted teaching techniques?
- appropriate inclusion can help provide a stimulating environment
- opportunities for meaningful participation, members of regular class
- More normal role models
- Increase in behaviour, communication, and socialization
- Abled bodied children change their attitudes towards those with
disabilities, better understanding about disabilities and appreciate
differences
what is Pre-instruction assessment?
Strengths and weaknesses, where do you need to
bring in adaptions, how much support is needed
what is post-instruction assessment?
Helpful for yourself & the athlete, future modifications
for planning to increase effectiveness
How long do children with disabilities take to learn a skill?
3-4 times longer
what are some tips when teaching adapted swimming?
Prepare support staff and gather any required equipment
* Introduce new skills at a pace not to frighten a person ( Switching from skill to skill very quickly, have a good pace when switching the skills.)
