SWIMMING TECHNIQUES - FRONT

Ensure the Learner‟s bubble

techniques are correct as this will

assist all strokes.

The Learner‟s “Body” in the water is a

known floater – with the upper body

heavy and where the lower body

floats.

Be aware - If you use flotation aids

with the Learner she will not learn to

adjust her upper body accordingly to

weight of the upper and lower body.

LES AUTURES IS FRENCH FOR „THE OTHERS‟ People with a range of conditions which result

in loco motor disorders.

Mutilated hands or feet

Head injuries that result in loco motor disorders

Short Stature - Heredity defect causing growth

reduction

Muscular Dystrophy (MD)

hereditary muscle diseases that cause progressive muscle

weakness

ADRIAN - ARTHROGRYPOSIS The presence of multiple joint contractures at birth

Limitation in the range of movement in the joint.

Hands, Wrists, Elbows, Shoulders, Hips, feet, & Knees can all or partly be affected.

• Hips, Feet, Knees affected

• Knee joints fixed in flexion

• Uses walking frame

• Muscles working in a limited

range

• Normal sensation heat, cold and

pressure

IN THE WATER

• Encourage Mobility, but do not force limbs

• Work with the range of movement, physical

capabilities and limitations of each swimmer

• Water Safety high risk priority

• Breath control

• Balance and stability

• Mobility Progression to Stroking Practices

Physical disabilities may have profound effects on

a Learner‟s emotional and social development

COGNITIVE, LEARNING AND BEHAVIOURAL

DIFFICULTIES Attention Deficit Disorders

Sensory Processing Disorders

• Visual Processing difficulties

• Auditory Processing Difficulties

Autistic Spectrum Disorders (ASD's)

• Autism

Other

• Anxiety Disorders

MATTHEW

DOWN SYNDROME • Moods – Happy/Sad

• Enjoys activities

• Very affectionate with everyone

• Get upset if people do not show

same response

• Difficulty understanding basic

concepts

• Atlantoaxial Instability – Cervical

vertebrae is not aligned properly

• Stubborn

LEARNERS WITH COGNITIVE, LEARNING, AND

BEHAVIOURAL DIFFICULTIES ON LAND;

• May have an unusual gait abnormal walking pattern

• A lack of motor control

• May be clumsy

• Poor balance and coordination

• Show signs of behaviour attitudes

WIDE RANGE OF AQUATIC ABILITY IN WATER AND IT IS

IMPORTANT NOT TO PLACE LIMITATIONS ON WATER CAPABILITIES

Evidence of an x-ray to confirm

atlantoaxial instability

Precautions physician – Limit

undue stress on head and neck

dive starts, butterfly

Set boundaries for affection,

establish discipline early

Routine is paramount as Learners

may be very resistant to change their

routine

Provide interesting aquatic activities

with non-interesting skills

Teaching tasks in a step-by-step

progression and whole skill -

excellent mimic of visual tasks

Heart Problems physical over-

exertion

SENSORY IMPAIRMENTS

Hearing Loss

Deafness

Tinnitus – ringing in the ears

Blindness

Blurred Vision

Low Vision

Cataract

Colour Blindness

TOBY – VISION IMPAIRMENT

• Legally Blind since birth

• Does not have light perception

• Can make out shapes in the

distance

• Uses walking cane

• Reads Braile

• Performs well in most areas in

school life

• Enjoys physical activity

LAND OBSTACLES

Variety of different surfaces

At various levels

Possibly up and down steps

Use Ramps

Co-ordinate boundaries around

the pool

Be aware of obstacles

Locate change rooms

Be aware of pool edges

Get in and out of the water

A LEARNER STANDING 2 - 4 STEPS AWAY FROM

THE TEACHER MAY SEE;

The teacher but not the features around them

(Tunnel Vision or Loss of Peripheral Vision)

A dark area surrounded by peripheral objects

such as trees, the sky and the ground

(Loss of Central Vision)

A LEARNER STANDING 2 - 4 STEPS AWAY FROM

THE TEACHER MAY SEE;

A blurred object

(Blurred Vision)

Only light but little or no visual

capacity of the eye to see fine

detail

(Light Perception)

Only darkness

(Total Blindness)

IN THE WATER

Use all senses to gain information that is readily available to the sighted.

Find barriers, estimate distances and orient themselves in the pool.

Learners are able to recognise voices in noisy and crowded pool areas.

Teachers will need to allow the Learner to feel the movement of the demonstration.

Use verbal examples within the Learners range, and not visual clues.

INVISIBLE DISABILITIES

Are not immediately apparent to others such as chronic illnesses.

Asthma

Cancer

Crohn‟s Disease

Epilepsy

Diabetes

Irritable Bowel Syndrome

HIV AIDS

Sleep Disorders

Renal Failure

Chronic Pain

Depression

QUESTIONS?

Everybody should have

the opportunity to learn

to swim and thankyou to

all the “learn to swim

teachers” that make this

possible.