TEACHER OF & TEACHING
ASSISTANT OF
ADAPTED AQUATICS
American Association
for Active Lifestyles
and Fitness
American Alliance for
Health, Physical
Education,
Recreation, and
Dance
Objectives Of The Course
• LIST AND DISCUSS BEST PRACTICES IN
INSTRUCTIONAL ADAPTED AQUATIC
PROGRAMS
• DISCUSS COMPONENTS OF A EFFECTIVE
ADAPTED AQUATICS PROGRAM
• LIST SAFETY ISSUES AND INSTRUCTIONAL
STRATEGIES FOR A VARIETY OF
DISABILITES
AAAHPERD-AAALF AQUATIC
COUNCIL INSTRUCTION AND
CREDENTIALLING TRAININGADAPTED AQUATIC SPECIALTY
CREDENTIAL INFORMATION
•
•
•
•
DOES NOT EXPIRE
TEACHING ASSISTANT
TEACHER OF ADAPTED AQUATICS
MASTER TEACHER OF ADAPTED
AQUATICS
• ADAPTED AQUATICS SPECIALTY
COMMITTEE AND A CHAIR
WHAT IS ADAPTED AQUATICS
• READ PAGES 253-255
• AQUATIC COUNCIL POSITION
STATEMENT
• ADAPTED AQUATICS IS NOT
AQUATIC THERAPY, AQUATHERAPY,
HYDROTHERAPY, WATER EXERCISE
ADAPTED AQUATICS IS:
• ADAPTATIONS TOINSTRUCTION, EQUIPMENT,
STRATEGIES, STROKES,
SWIM SKILLS, GAMES,
RECRETIONAL SKILLS, WATER
SAFETY SKILLS AND ACCESS TO
SWIMMING INSTRUCTION AND
RECREATION FOR INDIVIDUALS
WITH DISABILITIES
MODELS OF ADAPTED AQUATICS
FROM A GLOBAL PERSPECTIVE
• MEDICAL
THERAPISTS, PRESCRIPTION, LOOK AT
DIAGNOSIS, TEST STRENGTH,
FLEXIBILITY, ACTIVITIES OF DAILY
LIVING, BALANCE, HAND FUNCTION
PHYSICAL THERAPISTS, OCCUPATIONAL
THERAPISTS, KINESIOTHERAPISTS,
ATHLETIC TRAINERS/SPORTS MEDICINE
SPECIALISTS, USUALLY ONE ON ONE
MODELS OF ADAPTED AQUATICS
FROM A GLOBAL PERSPECTIVE
• EDUCATIONAL
INSTRUCTION, WATER SAFETY,
SCHOOLS, COMMUNITY CENTERS,
CAMPS, WATER SAFETY
INSTRUCTORS WITH SPECIALIZED
TRAINING, IEP’S, GROUPS, OR 1 ON
ONE, TEST SWIM SKILLS, STROKES,
DIVING
MODELS OF ADAPTED AQUATICS
FROM A GLOBAL PERSPECTIVE
• EDUCATIONAL
FOCUSES ON TEACHING VERSUS
TREATMENT
WATER SAFETY AND SWIM SKILLS
RATHER THAN FACILITATION OF
MOVEMENT
DEVELOPMENTAL AQUATIC
READINESS
MODELS OF ADAPTED AQUATICS
FROM A GLOBAL PERSPECTIVE
• THERAPEUTIC RECREATION MODEL
FOCUSES ON THE ENTIRE AQUATIC
EXPERIENCE RATHER THAN JUST
SWIMMING
PROVIDED BY A THEREAPEUTIC REC
SPECIALIST
CAN BE PRESCRIBED OR DIVERSIONAL
MODELS OF ADAPTED AQUATICS
FROM A GLOBAL PERSPECTIVE
• COLLABORATIVE MODEL
THE BEST MODEL
EXCHANGE AND RELEASE ROLES
TRANSDISCIPLINARY SHARING
EXTENSIVE COMMUNICATION
CRITICAL
SOME LIABILITY CONCERNS
Components Of An Effective
Adapted Aquatics Program
Assessment
Written Goals And Objectives
Plan To Meet Goals And
Objectives
Program Evaluation
Teacher Training
Assessment
• INTERVIEW
CAREGIVER,
(TEACHER) AND
PARTICIPANT
• DECIDE WHAT TO
TEST
• MEET WITH
PARTICIPANT
• CONDUCT TEST
Interview Caregiver,
Teacher, And Participant
• PARENT INFORMATION FORM
• RISK ASSUMPTION/INSURANCE
INFORMATION
• TEACHER INFORMATION FORM
• SKILLS CHECKLIST
• FORMER AQUATIC IEP
Teacher Information Form
• PARTICIPANT'S NAME & DISABILITY
• OBJECTIVES TO BE INTEGRATED
INTO AQUATIC PROGRAM
• SPECIALLY DESIGNED INSTRUCTION
• TRANSITION ISSUES TO ADDRESS
Decide What To Test
THE FIRST STEP!!!
• Conduct an ecological
survey
• Prioritize most
important issues
• Safety
• Fitness & Health
• Functionality within
age appropriate setting
DEVELOP THE IEP
• TEAM OF PEOPLE… INCLUDES:
–
–
–
–
THE SWIMMER
TEACHER OF ADAPTED AQUATICS
CAREGIVER
GENERAL AQUATIC INSTRUCTOR IN
PROGRAM
– POSSIBLY THE AIDE
(IN A SCHOOL INCLUDES MORE PEOPLE)
INDIVIDUALIZED
EDUCATIONAL PROGRAM
• INCLUDES:
– PRESENT LEVEL OF PERFORMANCE
– GOALS AND OBJECTIVES WITH
CRITERIA
– DATES TO START AND END
– SIGNATURES OF PEOPLE WHO WILL
CARRY OUT GOALS
– PROGRAM MODIFICATION AND
SPECIALLY DESIGNED INSTRUCTION
INDIVIDUALIZED
EDUCATIONAL PROGRAM
– METHOD OF EVALUATION
– STATEMENT OF HOW STUDENT WILL BE
INCLUDED IN GENERAL/INCLUSIVE
PROGRAMS
– STATEMENT OF HOW/WHY STUDENT WILL
NOT BE INCLUDED
– MORE THINGS THAT APPLY TO OTHER
AREAS
– WE SOMETIMES CALL OURS IAPP
ESPECIALLY FOR ADULTS
DETERMINING FACTORS:PLANNING
NUMBER OF OBJECTIVES
•
•
•
•
•
•
•
TEACHER TO STUDENT RATIO
TIME OF DAY
INSTRUCTOR EXPERIENCE
POOL AND AIR TEMPERATURE
AGE AND DEVELOPMENTAL LEVEL
# OF SESSIONS PER WEEK
# OF MINUTES PER SESSION
GOALS
• BROAD STATEMENTS
• INCLUDE SWIM SKILLS,
SAFETY SKILLS, STROKES,
DIVING, USE OF
EQUIPMENT, BEHAVIOR IN
GROUP
SHORT TERM INSTRUCTIONAL/
PERFORMANCE OBJECTIVES
• TASK , BEHAVIOR, OR ACTION
• CONDITION UNDER WHICH IT WILL
BE PERFORMED
• CRITERIA WHICH WILL BE THE
EXPECTED LEVEL OF ACHIEVEMENT
SOMETIMES CONSISTENCY
STATEMENT
• DATE TO ACHIEVE
Written Goals And
Objectives
• GOAL: Craig will improve water confidence
and pre-swim skills
• ACTION: Craig Will Float on His Back
• CONDITION: With the Back of His
Head in the Water
• CRITERIA: 5 Seconds, Three Times
During 1 Hr Swim Session, Two
consecutive adapted aquatics classes
• EVALUATION SCHEDULE: 9/16/02
Plan To Meet Goals And
Objectives
DECIDE ON INSTRUCTIONAL
SUPPORT AND SERVICES
• One on one
instruction
• Small group
instruction
• Verbal Cues
• Visual Cues
• Modeling each
time
• Brailing
•
•
•
•
•
Hand over Hand
Physical Cues
Setting
Environment
Behavior
Management
• Time needed
• Equipment Needed
One on One Instruction
Small Group Instruction
VERBAL CUES
• THESE ARE
WORDS OR
SOUNDS THAT
PROMPT
SOMEONE TO DO
THE
TASK…USUALLY
SHORTENED OR
KEY WORDS
Visual Cues
CONTINUOUS MODELING
BRAILING
Hand Over Hand
PHYSICAL CUES
• SOMETIMES A TAP
• TOUCH OR MOVE
THE BODY PART
OF PERSON
• THERAPY HANDS:
THE WAY TO USE
YOUR HANDS OR
BODY TO
FACILITATE
MOVEMENT
Setting and
Environment
EQUIPMENT
ADAPTATIONS
BEHAVIOR MANAGEMENT
• IDENTIFY
BEHAVIOR
• COUNT OR
QUANTIFY IT
• DEVELOP &
IMPLEMENT A
STRATEGY
BEHAVIOR MANAGEMENT
• IGNORE, REDIRECT,
REINFORCE
• BE CONSISTENT
• USE CONSEQUENCES
THAT MATTER
• USE PREVENTIVE
STRATEGIES:
– PROXIMITY CONTROL
– REMINDERS
– CONTRACTS/BARGINS
Program Evaluation
• Are participants meeting their goals?
• Are caregivers/people with disabilities
satisfied with the program?
• Are volunteers and staff sufficiently
trained?
• Are facilities & safety of concern
• Review accident reports
TEACHER AND
ASSISTANT TRAINING
Advocacy For
Appropriate Aquatics
Advocacy For
Appropriate Aquatics
¾ IS THE STUDENT’S
PLACEMENT
BASED ON
ASSESSMENT
RESULTS?
¾ IS THE STUDENT
MEETING
INDIVIDUAL
GOALS OR GOALS
OF THE CLASS?
¾ ARE THE
ACTIVITIES
DEVELOPMENTAL
AND AGE
APPROPRIATE?
• IS THE
INSTRUCTOR
CREDENTIALLED?
ADAPTING GAMES AND
ACTIVITIES IN THE POOL
• CHANGE / MODIFY
– EQUIPMENT
– # PER GROUP
TEACHER/STUDENT
RATIO
– METHOD OF
INSTRUCTION
– LEVEL OF CUES
– RULES, ROLES,
RESPONSIBILITIES
– FLOATATAION
– MOVEMENTS
MODIFYING STROKES
• BODY POSITION
– FLOATATION
– WEIGHTS
HOLDING
AND
POSITIONING
LEG ACTION
• FINS?
• PHYSICAL
ASSISTANCE?
• WEIGHTS?
• RELOOK AT BODY
POSITION
• TRY DIFFERENT
STROKE OR KICK
ARM ACTION
• PROPULSIVE
DEVICE?
• CHANGE STROKE?
• WHICH IS WEAKER
ARM?
• DECREASED ROM?
• FLOATATION?
BREATHING
• TRY SNORKEL?
• BREATHE TO
FRONT?
• ROLL OVER TO
BACK TO BREATHE
• TRY DIFFERENT
STROKE
• PRACTICE MORE
BREATH CONTROL
SAFETY ISSUES IN AND
AROUND THE POOL
SEIZURES
• GET FACE OUT OF WATER
• ACTIVIATE EAP
• REMOVE FROM WATER USING ADDITIONAL
HELP & MATS IF THIS IS A SAFE OPTION
• TIME THE SEIZURE
• PROTECT BUT DO NOT RESTRAIN
• PUT NOTHING IN MOUTH
• CHECK FOR BREATHING…ABC’S
• INCIDENT FORM, LET PERSON REST, PROVIDE
SUPPORT IN LOCKER ROOM
SAFETY ISSUES IN AND
AROUND THE POOL
• COMMUNICATION
SKILLS
• KNOW YOUR
SWIMMERS
• ADDRESSING
PROBLEM
BEHAVIORS
• TOUCHING
• TRUST
• ASSISTANCE
• POSITIONING
SAFETY ISSUES IN AND
AROUND THE POOL
• DEVELOP A RISK
MANAGEMENT
PLAN THAT
IDENTIFIES
EVALUATES &
REDUCES
HAZARDOUS
SITUATIONS
SAFETY ISSUES IN AND
AROUND THE POOL
• BALANCE
PROBLEMS ON
LADDERS AND
DECKS
• IMPULSIVE OR
RUNAWAY
BEHAVIOR
• MEMORY
PROBLEMS AND
RULES
• DISORIENTATION
• PROBLEMS
KNOWING LIMITS
• FRUSTRATION
AND AGGRESSION
• PROBLEMS WITH
UNDERSTANDING
POOL RULES AND
SAFETY
LIFTS AND TRANSFERS
• DEPENDENT VS.
INDEPENDENT
• PARTICIPANT’S:
• PREFERENCE
• MUSCULAR
STRENGTH
• TRUNK STABILITY
• FUNCTIONAL USE
& LENGTH OF
ARMS
LIFT AND TRANSFER
PRINCIPLES
• PROPER BODY
MECHANICS AND
HAND POSITIONS
• COMMUNICATE
WITH PARTICIPANT
AND OTHER
ASSISTANTS
• CHECK EQUIPMENT
• KNOW STRENGTH
AND STABILITY
• HAVE ENOUGH HELP
PROBLEMS WITH
SENSORY INTEGRATION
• VARYING
RESPONSIVITY OF
CENTRAL
NERVOUS SYSTEM
• HYPER OR HYPO
RESPONSIVITY
• MEDIATION AND
MODULATION OF
SENSORY INFO
• SYSTEM
DYSFUNCTION:
• VESTIBULAR
• VISUAL SYSTEM
• AUDITORY
SYSTEM
• TACTILE
• KINESTHETIC
SYSTEM DYSFUNCTION
ISSUES
• VESTIBULAR
– BALANCE
• VISUAL
– DEPTH
PERCEPTION
– FIGURE GROUND
– DEMONSTRATIONS
– ADD
– SPATIAL RELATION
• TACTILE
– PHYSICAL CUES
• KINESTHETIC
(PROPRIOCEPTIVE)
–
–
–
–
MOTOR PLANNING
SPATIAL
STREAMLINING
QUALITY OF
MOVEMENT
– MUSCLE TONE
SYSTEM DYSFUNCTION
ISSUES
• AUDITORY
-ISSUES
PROCESSING THE
INFO THAT IS SAID
-ISSUES FILTERING
WHAT IS
IMPORTANT OR
WHAT IS NOT
IMPORTANT
SENSORY SYSTEM HINTS
• LOW NOISE
• LESS ACTIVITY
AROUND PERSON
• ROUTINE
• MOVE WITHOUT
HAND TOUCHING
• GET ATTENTION BY
CALLING NAME
• ONE DIRECTION AT
A TIME
• JOINT
“COMPRESSION”
TYPE ACTIVITIES
• SWINGING/
SWAYING
• WATER
STIMULATES
VESTIBULAR,
PROPRIOCEPTIVE/
KINESTHETIC,
VISUAL, &
AUDITORY SYSTEMS
PROBLEMS WITH
BALANCE
– MS, MD,
ARTHRITIS, OI,
CP, POLIO, TBI,
STROKE, SEVERE
LD, INNER EAR
DAMAGE.
– PROVIDE EXTRA
SUPPORT,
PRACTICE WITH
FLOATATION.
– AQUASHOES ON
DECK.
PROBLEMS WITH
FLEXIBILITY
• POOR RANGE OF
MOVEMENT/
MOTION
• CONTRACTURES
• CP, MD, MS, BURNS,
TBI, OI, JOINT
REPLACEMENTS,
POLIO,
HEMOPHILIA, SCI,
AMPUTEES,
ARTHRITIS, STROKE
PROBLEMS WITH MEMORY
•
•
•
•
•
•
ISSUES WITH GENERALIZATION
SAFETY ISSUES - RULES
NEED CUES
NEED REPETITION
USE REMINDER PHOTOS
MR, AUTISTIC SPECTRUM/PDD, LD,
STROKE, TBI
PROBLEMS WITH
UNDERSTANDING
• MR, AUTISTIC SPECTRUM/PDD, LD,
STROKE, TBI
• SIMPLIFY INFO
• DEMONSTRATE
• REPEAT, REPEAT, REPEAT
• USE PATIENCE
• SLOW PACE ON INSTRUCTION
• GET ATTENTION OF SWIMMER FIRST
CEREBRAL PALSY
• DAMAGE TO BRAIN
• SEVERITY DEPENDS
ON LOCATION,
EXTENT, TIME OF
INJURY
• PROBLEMS WITH
PRIMITIVE REFLEX
RETENTION,
POSTURE,
ANTIGRAVITY
MUSCLE STRENGTH,
ROM
CEREBRAL PALSY
• USE PROPER POSITIONING TECHNIQUES
• WORK TRANSDISCIPLINARY WITH PT
• DEVELOP STROKES ON BACK OR
UNDERWATER RECOVERY
• STRESS BREATH CONTROL AND WATCH
WITH SWALLOWING/COUGH ISSUES
• MUST HAVE WARM, RELAXED
ENVIRONMENT
• CAREFUL OF STARTLE REFLEX AND
BALANCE
ARTHRITIS
• DON’T WORK
THROUGH PAIN
• MOVE SLOWLY AND
WARMUP FULLY
• USE ADAPTATIONS TO
LADDER AND HAND
HELD EQUIPMENT
• AVOID BUMPING INTO
PEOPLE
• PROVIDE COOL DOWN
PERIOD
• ASK PERMISSION TO
TOUCH/MOVE
MULTIPLE SCLEROSIS
• AUTOIMMUNE DISORDER
• DEMYLINATION CAUSES SLOW NERVOUS
IMPULSE
• INFLAMMATION & PLAQUES CAUSE
INITIAL VISUAL IMPAIRMENT, SLOW
MOVEMENT, DECREASE IN STRENGTH,
ROM, ENDURANCE
• BALANCE, AGILITY, ADL ISSUES
• DON’T OVER TIRE OR MAX EXERTION
• KEEP RECORDS OF WHAT WAS DONE
MULTIPLE SCLEROSIS
• NO HOT TUB, LIMIT HEAT/HOT
WATER
• PROVIDE ASSISTANCE IN RECOVERY
FROM HOROZONTAL SWIMMING
• UTILIZE FLOATATION IN DEEP
WATER FOR RESTING
• UTILIZE WATER SEATS AND TABLES
RESTING TABLES AND
CHAIRS
MUSCULAR DYSTROPHY
• MANY TYPES, MOST
COMMON IS
DUCHENNE
• PROGRESSIVE-NO
MAX WORKOUTS,
GOAL=MAINTENANCE
• BREATH CONTROL
WORK
• POOR HEAD CONTROL
• USE HEAD
FLOATATION
DEVICES AND ONE ON
ONE
SPINA BIFIDA
• CONGENITAL NEURAL
TUBE DEFECT CAUSES
• PARALYSIS,
• ORTHOPEDIC
DISORDERS SUCH AS
CLUB FOOT,
• POSTURE PROBLEMS
SUCH AS SCOLIOSIS
AND LORDISIS
SPINA BIFIDA
• ISSUES WITH BOWEL AND BLADDER
CONTROL-WEARS CATHETER OR SELF
CATHERIZES
• MYELOMENINGOCELE, MOST COMMON
FORM HAS HIGH INCIDENCE OF
HYDROCEPHALUS
• USUALLY USES SHUNT, WHEELCHAIR,
FOOT ORTHOTICS, SPINAL FUSION,
POSSIBLE LEARNING PROBLEMS,
SENSATION ISSUES USE WATER
SHOES/SOX
SPINAL CORD INJURY
•
•
•
•
•
•
•
•
LACK OF SENSATION
NON PROGRESSIVE
PARALYSIS
BOWEL/BLADDER
ISSUES
PSYCHOLOGICAL
ISSUES
DECUBITUS ULCERS
AUTONOMIC
DYSREFLEXIA
ORTHOSTATIC
HYPOTENSION
TRAUMATIC BRAIN
INJURY
• PHYSICAL ISSUES INCLUDE: HEMIPLEGIA,
BALANCE PROBLEMS, DECREASED
KINESTHETIC SENSE, VISUAL AND
AUDITORY PERCEPTION PROBLEMS
• PSYCHOLOGICAL & COGNITIVE ISSUES :
MEMORY & UNDERSTANDING PROBLEMS,
IMPULSIVITY, LACK OF AFFECT,
INAPPROPRIATE VERBALIZATIONS,
DEPRESSION
• USE HINTS FOR MEMORY &
UNDERSTANDING ISSUES
STROKE /CVA
• SIMILAR ISSUES TO TBI
• SPOT FOR BALANCE ISSUES
• PROVIDE ALTERNATE COMMUNICATION
DEVICES
• HELP WITH RECOVERY FROM SWIMMING
• ISSUES WITH HEMIPLEGIA, POOR ROM,
CONTRACTURES, MEMORY,
UNDERSTANDING, APHASIA, FALLS,
DISORIENTATION
PERVASIVE DEVELOPMENTAL
DISORDER (PDD)
• AUTISTIC SPECTRUM
• INCLUDES PDD-NOS, AUTISTIC DISORDER,
RETT’S SYNDROME, ASPERGER’S
SYNDROME, AND CHILDHOOD
DISINTEGRATIVE SYNDROME
• IMPAIRMENT IN COMMUNICATION,
SOCIAL SKILLS, RELATIONSHIPS
• NEEDS LOW STUDENT TO TEACHER RATIO
PERVASIVE DEVELOPMENTAL
DISORDER (PDD)
• NEEDS ROUTINE
• NEEDS LIMITED
VISUAL AND VERBAL
DISTRACTIONS
• IS OFTEN TACTILE
DEFENSIVE
• POOR EYE CONTACT
• FRAGILE X CAUSES
AUTISTIC
BEHAVIORS
• GIVE THEM A HOME
BASE
Attention Deficit Disorder
• DISTRACTABLE
• POOR ATTENTION
• NEEDS ONE
DIRECTION AT A
TIME
• MINIMAL
EQUIPMENT
AROUND THAT IS
NOT NEEDED
• CALL NAME-THEN
EXPLAIN
• PROVIDE POSITIVE
REINFORCEMENT
FOR ON TASK
BEHAVIOR
• CONSULT WITH
BEHAVIOR
SPECIALIST
• SMALL GROUP OR
ONE ON ONE
INSTRUCTION
• SHORT
EXPLANATIONS
COGNITIVE INVOLVEMENT
•
•
•
•
•
•
•
PROVIDE EXTRA STAFF
UNDERSTAND THE SYNDROME
SIMPLIFY, DEMONSTRATE, REPEAT
USE CUES
PROVIDE ASSISTANCE IN ADL’S
STRUCTURE AND CONSISTENCY
USE TASK ANALYSIS AND
PROGRESSIONS
DOWN SYNDROME
DOWN SYNDROME
• POSSIBLE ATLANTOAXIAL
INSTABILITY SYNDROME
• LAX LIGAMENTS
• POOR MUSCLE TONE
• POOR ORAL MOTOR CONTROL
• POSSIBLE HEART DEFECTS
• POSSIBLE CARDIOVASCULAR
COMPROMISE
DOWN SYNDROME
•
•
•
•
•
POOR BALANCE
TENDENCY TOWARD OVERWEIGHT
STUBBY HANDS AND FEET
MENTAL RETARDATION
POSSIBLE VISION AND HEARING
ISSUES
• GENERAL LOWER FITNESS AND
MOTOR SKILLS
GENERAL MENTAL
RETARDATION
• LOW STUDENT TO TEACHER RATIO
• SIMPLIFY, DEMONSTRATE, REPEAT
• FOLLOW GUIDELINES FOR POOR
MEMORY AND UNDERSTANDING
• POSSIBLE SECONDARY CONDITIONS
• USE PHYSICAL GUIDANCE
• POSSIBLE ATTENTION PROBLEMS
AND BEHAVIOR DISORDERS
LEARNING DISABILITIES
• BE ORGANIZED AND USE ROUTINE
• PROVIDE MATERIALS IN MORE THAN ONE
LEARNING MODALITY
• DON’T BOMBARD WITH TOO MUCH
SENSORY INFO AT ONCE
• LEARN WHEN YOU ARE ‘LOSING’ THEM
• PROVIDE TACTILE AND KINESTHETIC
FEEDBACK
DEAF AND HARD OF
HEARING
• HOW TO WORK
WITH AN
INTERPRETER
• LEARN SOME SIGN
• FACE PERSON,
WATCH FOR
GLARE
• VISUAL SIGNALS
FOR SAFETY
• PROVIDE A DRY
SPOT FOR
HEARING AIDS
• DEAF CULTURE
• PROVIDE
DEMONSTRATIONS
BLINDNESS & VISUAL
IMPAIRMENT
• MOBILITY AND
ORIENTATION
AROUND POOL
• TACTILE TEACHING
• READ MEDICAL FORM
TO CHECK FOR
PRECAUTIONS SUCH
AS RETINAL
DETACHMENT
AVOIDING HEAD
CONTACT & JARRING
BLINDNESS & VISUAL
IMPAIRMENT
•
•
•
•
•
BRAILING
ALTERNATE FORMAT FOR HANDOUT
GUIDING TECHNIQUE
VERBAL CUES AND DESCRIPTIONS
TAPPER OR SPRINKLER TO DENOTE
POOL END
• USE OF LANE LINES
MULTISENSORY
IMPAIRMENT
• DEAFBLIND
• FIGURE OUT
WHERE TO SIGN &
DEMONSTRATECLOSE, FAR,
HAND, CENTRAL
VISION
• BRAILLING,
TACTILE
TEACHING
DWARFISM AND OTHER
SHORT STATURES
• PROVIDE WATER
TABLE FOR
STANDING
• ADAPT STROKES
FOR SHORT LIMBS
• POSSIBLE
POSTURE & OTHER
ORTHOPEDIC
ISSUES
OSTEOGENESIS
IMPERFECTA
• BRITTLE BONES
• AVOID JUMPING, BUMPING, JARRING
• NO PUSHOFFS FROM SIDE, JUMPING
INTO POOL, HIGH IMPACT WATER
AEROBICS, GETTING HIT WITH
BALLS OR BANGED INTO BY PEOPLE
COMPETITIVE ACTIVITIES
SWIMMING
-WHEELCHAIR SPORTS USA
-NATIONAL DISABILITY SPORTS
ALLIANCE (FORMERLY USCPAA)
– USABA
SWIMMING & DIVING
-SPECIAL 0LYMPICS
-DEAF SPORTS FEDERATION
ADAPTED WATER
FITNESS
• ASSESS PRESENT
LEVEL OF LAND
FITNESS
• ASSESS SWIM
LEVEL
• DETERMINE
TARGET HEART
RATE ZONE
TARGET HEART RATE
ZONE
• APPROXIMATELY
60-80% OF MAX HR
• 220 MINUS AGE
• MINUS REST HR
• TIMES .60
• THEN AGAIN
TIMES .80
• PLUS REST HR
MINUS UP TO 40
BEATS FROM MAX
FOR SPINAL
DYSFUNCTION OR
• MINUS 20 FOR
THOSE WHO USE
ARMS ONLY
• MINUS 17 FOR
WATER EXERCISE
THANKS
• Thanks to Maria
Lepore-Stevens for
her assistance with
this power point
presentation.
• Thanks also to Em
Jones, Dept. Chair of
Kinesiology at West
Chester University for
taking digital photos.