The developmental validity of traditional learn-to-swim progressions for children with physical disabilities /
Author(s)Gelinas, Joanna E.
Contributor(s)Reid, Greg (advisor)
KeywordsSwimming -- Study and teaching.
Physical education for children with disabilities
Swimming for children.
Swimming for people with disabilities.
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AbstractThe purpose of this study was to determine whether traditional learn-to-swim progressions, leading to the front and back swim, were developmentally valid for children with physical disabilities.
Forty children between the ages of 5 and 12 years participated in this study. The children were described according to four descriptive characteristics: disability type, functional sport classification, mode of ambulation, and need of a flotation device. The children required recommendation from their regular aquatic instructor as being comfortable in the water to participate in the study. In addition, each child had to pass a water orientation-adjustment test.
The developmental validity of the progressions was assessed by testing the children on seven skills: rhythmic breathing, front float, front glide, front swim, back float, back glide, and back swim. A pass consisted of all criteria for success being met for a particular skill. The data were analyzed to determine the number of children who followed the typical progression and the number who followed an atypical progression.
The results indicated that the proposed learn-to-swim progressions for both the front swim and back swim were not developmentally valid for most children with physical disabilities who were neither extremely high nor low in functional sport ability.
These results are consistent with the views of ecological theory and suggest that not all children with physical disabilities will reach an end-goal using the same means. Aquatic instructors therefore, need to adapt their teaching methods to the individual strengths of their students.
TypeElectronic Thesis or Dissertation