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Teachers
Foreword
PAUL ALBERT
DIRECTOR GENERAL
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
Table of Contents
Foreword
11
13
14
16
18
21
24
26
28
29
Equipment Available
32
List of Contacts
33
Acknowledgements
35
References
36
Bibliography
37
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
Control of
Movement
Sensation of
Touch
Thought
Processes
Sight
Speech
Figure 1
The Brain
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
Figure 2: The various forms of cerebral palsy and the regions of the brain affected.
From Children with Handicaps: A Medical Primer (p. 195) by M.L. Batshaw and Y.M. Perret, 1981, Baltimore:
Brookes. Drawing by Elaine Kasmer. Copyright 1981 by Mark L. Batshaw and Yvonne M. Perret.
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
Curriculum Framework
and Inclusivity
Learning experiences
should respect and accommodate
differences between learners
The Curriculum Framework(1) was introduced into all Western Australian education systems
and sectors in 1999. The fundamental purpose of the Curriculum Framework is to provide
a structure around which schools can build educational programmes that ensure students
achieve agreed outcomes. The Department of Education and Trainings Swimming and
Water Safety Programme has established appropriate water safety outcomes for all
students through the implementation of an integrated teaching, assessment and reporting
document - The Swimming and Water Safety Continuum(2).
The Curriculum Frameworks Overarching Statement provides general advice about
learning, teaching and assessment based on understandings of how students learn best in
outcomes-focused education. The Department of Education and Trainings swimming
programmes clearly link with these key principles.
Inclusivity is providing all groups of students with access to the widest possible and most
empowering range of knowledge and skills. It means recognising and accommodating the
different starting points and previous experiences of individual students or groups of
students, and valuing and including the understandings, knowledge and ways of knowing
and being of all groups. It also requires the provision of opportunities for students to
critically analyse the social patterns and constructions associated with such concepts as
disability, race, class and gender.
Instructors should plan lessons that respect and accommodate differences between
learners. When planning and implementing learning and teaching activities for students, it
is important to acknowledge that each individual is different. Each student needs to be
challenged, but the nature of the challenge may vary from student to student. Students
with disabilities should be provided with appropriate, alternative avenues for achieving the
outcomes.
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
(1)
Valid
Educative
Explicit
Fair
Comprehensive
CONCEDED PASSES
There are strict guidelines for conceding a pass in any of the skills in the
Continuum. A supervisor may, on sighting appropriate evidence that a
swimmer has attempted the same skills on three previous occasions in
separate series of Department of Education classes, concede a pass in that
skill. In such cases the supervisor must write the following statement on
the swimmers report:
After three separate attempts in Department of Education classes, and
despite additional attention and instruction,(Name)...has been granted a
conceded pass in skill number __.
The Centre Supervisor must countersign this statement and the swimmer
should be directed to take the report to their instructor when attending
their next series of classes. (2)
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
1.
(3)
Find out what is achievable for the student and what is not
The more information you can gather regarding the abilities of the
student in your class, the better prepared you will be for making
informed judgements regarding the programming and assessing of
these students. Physiotherapists involved with the student, parents,
teachers and teacher assistants can be excellent sources to gather
this information.
2.
3.
If the distance is correct then the style is not the major concern
Look at the main goal of the stage/level as well as the distance. The
individual technique that a swimmer uses should be allowed if it is
effective. The swimmer may have a disability affecting arm rotation
or their kick but is still able to swim the distance required.
4.
Dont hold the students back in stages they wont be able to
achieve
There are strict guidelines for a Conceded Pass as outlined on Page 8.
If a skill is never going to be achieved due to their disability, it is fair
and reasonable to skip this particular skill and not hold the student
back in this stage. Tick the skills that have been achieved and leave
the others blank, stating why they were not achieved. For example,
due to physical limitations this skill could not be achieved.
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
5.
6.
7.
8.
The assistance the student needs may not be the flotation device alone
A smaller class size to assist the student with a disability. Physical assistance from
another person can keep your swimming lesson running smoothly and safely.
Discuss these issues with the supervisor, teachers or principal of the school for
further options. You can also contact the students physiotherapist, if they have
one.
REMEMBER:
Look at the students abilities
and work on their strengths
10
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
T Use of ladder
T Walking down steps/ramp with/
without rail
T Use of hoist
T Use of ladder
T Bottom shuffle (forwards) down
steps
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
11
WATER CONFIDENCE
T Splashing games and water on the
face
T Disengagement: encourage
increased independence in
complete safety providing minimal
support
12
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
TEACHING TOOLS:
This section outlines an approach to teaching children with varying levels of
disability and provides an alternative skills framework which incorporates
the Foundation Levels of the Health and Physical Education Outcomes and
Standards Framework and Stages 1 to 3 of the Swimming and Water Safety
Continuum.
These skills have been selected as a basis for teaching swimming and water
safety to all children and are sequenced for children with mild/moderate
disability and severe disability.
Key:
Bold = primary skill
Regular = skill
Italics = must see
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
13
FOUNDATION SKILLS
Mild/Moderate Disability
SKILL
14
LIMITATION
Demonstrates
actions to
ensure personal
safety
Unable to float
Displays an
awareness of
self and body
parts
Poor coordination
and body awareness
Decreased use of
upper and lower
limbs
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
FOUNDATION SKILLS
Mild/Moderate Disability
SKILL
Control body
movements
LIMITATION
Poor head control
Poor coordination
Unable to perform
without some
assistance
Fear of water
Make purposeful
limb movements
Bring hands to or
across midline
Change body
position
Move in water
with or without
support
water techniques
T Water Confidence/
Disengagement techniques
T
T
T
T
T
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
paddle arms
Games Whats the Time Mr
Wolf?, water chasey
Use flotation devices eg.
kickboard, noodle, ring
Practice moving from floating on
back to standing
Monkey walks
Dog paddle on stomach with
flotation device
15
STAGE 1
Mild/Moderate Disability
SKILL
Submerge
Waist deep
Entire head under water
LIMITATION
Poor balance and strength
to move from under the
water to a standing
position
Grommets
(2)
Fear of water
Perceptual difficulties
Glide forward and
recover
Waist deep
No set distance required
Glide
Face in water - exhaling
Near horizontal body
position
Arms extended in front of
head
Recovery to standing
position
Waist deep
Flotation aide acceptable
T
T
T
T
T
T
T
T
T
No set time/distance
required
T
T
T
Recovery to a standing
position
Survival Safety/
Sequence No 1
Enter water safely
Lack of strength or
coordination for exits
T
T
T
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
STAGE 1
Mild/Moderate Disability
SKILL
Enter water
safely
Shallow
LIMITATION
Unable to use both
arms/legs, due to
muscle weakness/
incoordination
Slide in entry
Fear of water
Confident and
safe entry and
exit
(2)
T
T
T
Goggles
Splashing games at face
Silicon ear plugs
Sensitive skin
Poor safety
awareness
Poor balance uses
walker/assistive
device
Exhale in water
Face in
Relaxed and
confident
exhalation
T
T
T
Open eyes in
water
Identify an object
under water
Visual impairment
Sensitive eyes
Grommets
Confidence
Ability to identify
an object clearly
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
17
STAGE 2
Mild/Moderate Disability
SKILL
Glide forward on
stomach and kick 3
metres
Horizontal body
position, face in
Waist deep
(minimum)
Near horizontal body
position
Face in water,
exhaling
LIMITATION
The face down position
may increase
involuntary movement
patterns
(2)
T
T
T
T
Continuous kick
leg
_ patter kick
18
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
STAGE 2
Mild/Moderate Disability
SKILL
Glide backward,
kick and recover
LIMITATION
Waist deep
(minimum)
No set distance
Arms by side
Near horizontal
body position
Continuous kick
without excessive
knee bend
Unable to achieve
horizontal position
T
T
T
T
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
(2)
19
STAGE 2
Mild/Moderate Disability
SKILL
Swim 5 metres freestyle
Face submerged
Catch up acceptable
Effective kick
Arm recovery clear of water
Face in water, exhaling
LIMITATION
The face down
position may
increase involuntary
movement patterns
Cycling kick is
common
Body rotation is
common to
compensate for an
asymmetrical kick
T
T
Smooth arm
movements may be
difficult
May not be able to
use arms above
water or kick
symmetrically
Compensate style
T
Scull/tread water
(2)
Flotation devices
Practice catch-up drills with the
kickboard
Swim action into pool wall
Accept dog paddle with modified
breathing
Physical guidance for sequencing of
arm movements
Use a kickboard to prevent arms
pulling back into the body
Accept a modified stroke. For
example, one where one arm does not
complete a full stroke, it can be
considered acceptable providing the
distance is completed
A kickboard held out in front to
practise patter kicking. Flippers
assist in keeping legs straighter
Kicking positions inclined forwards
towards lying on stomach
A kickboard held out in front will
assist with reducing rotation tendency
Allow unilateral breathing
Coordination skills
T
T
T
T
20
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
STAGE 3
Mild/Moderate Disability
SKILL
Swim 10 metres
freestyle
LIMITATION
Free arm
movements may be
difficult
Breathing
Near horizontal
body position
Effective leg action
Regular breathing
pattern
Muscle tightness
on one side causing arm to not exit
the water, or only
complete a short
stroke
T
T
T
T
T
Control of the
volume of
breathing may be
difficult
Asymmetrical kick
on one side
Excessive body rolling due to muscle
tightness on one
side of body
T
T
T
T
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
(2)
21
STAGE 3
Mild/Moderate Disability
SKILL
Glide backward and
kick 5 metres
Waist deep (minimum)
Arms by side
Near horizontal body
position
Effective kick
LIMITATION
Demonstrate breast
stroke leg action
On back (with board)
No set distance
Circular movement of
feet
Flexed feet
Demonstrate survival
sculling
On back
T
T
T
T
T
(2)
T
T
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
STAGE 3
Mild/Moderate Disability
SKILL
Demonstrate a forward
roll
LIMITATION
Getting into a ball
position may be
difficult
IDEAS FOR
T
Extension
Deeper than waist deep
T
T
T
T
T
T
Cycling kick is
common
Body rotation is
common to
compensate for an
ineffective kick
Recovery to standing
may be difficult
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
(2)
23
FOUNDATION SKILLS
Severe Disability
SKILL
Demonstrates
actions to
ensure personal
safety
LIMITATION
Poor head control
Unable to keep head
above water, float or
remain buoyant
Fear of water
Demonstrates
an awareness of
self and body
parts
24
devices
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
FOUNDATION SKILLS
Severe Disability
SKILL
LIMITATION
Control body
movement
T Making splashes
T Verbal prompts eg. activity
Poor coordination
songs
Make purposeful
limb movements
Involuntary
movements
Bring hands to or
across midline
Change body
position
Move in water
with or without
support
Unable to perform
independently
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
25
STAGE 1
Severe Disability
SKILL
POSSIBLE
LIMITATION
Poor trunk and head
control
Involuntary movements
Unable to stand
independently
(2)
IDEAS FOR
TEACHING
T
T
T
T
Use hoist
Use ramp with wheeled
chair
1:1 assistance
Do not submerge head
Additional practice of
bubble blowing
activities
Do not submerge head
T
T
T
Goggles
Splashing games at face
Silicon ear plugs
Non verbal
Confidence
Grommets
Visual impairments
Sensitive eyes
Ability to identify an
object clearly
26
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
STAGE 1
Severe Disability
SKILL
Submerge
Waist deep
Entire head under water
(2)
POSSIBLE
LIMITATIONS
Poor balance and strength
to move from under the
water to a standing
position
IDEAS FOR
TEACHING
T
T
Use hoist
Use ramp with wheeled
chair
T
T
Glide
Face in water - exhaling
Near horizontal body position
Arms extended in front of head
Recovery to standing position
Float or glide backward on
back and recover
Involuntary movements
Waist deep
T
T
Survival Safety/Sequence
No 1
Unable to enter/exit/
independently
T
T
T
T
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
27
STAGE 2
Severe Disability
SKILL
Glide forward on stomach
and kick 3 metres
Horizontal body position,
face in
LIMITATION
Will need 1:1 assistance
to achieve all skills
(2)
1:1 assistance
Extensive use of flotation device
and hands-on physical guidance
for body position
28
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
STAGE 3
Severe Disability
SKILL
Swim 10 metres freestyle
Breathing
Near horizontal body
position
Effective leg action
Regular breathing pattern
LIMITATION
Free arm
movements will be
difficult
Muscle tightness
on one side may
make it difficult to
complete a stroke
Control of the
volume of
breathing may be
a difficulty, eg. the
child may not take
a large enough
breath or may hold
in air
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
(2)
T
T
T
T
1:1 assistance is
necessary
Encourage use of large
shoulder movements
Encourage the child to
blow air out into the
water between breaths.
Bubble blowing games
Use of flotation device
will be necessary
Consider propulsion
rather than style
Use flippers to assist
propulsion
29
STAGE 3
Severe Disability
SKILL
LIMITATION
Glide backward
and kick 5 metres
Waist deep
(minimum)
(2)
Arms by side
1:1 assistance
Use of a flotation device,
positioning at chest, head,
knees or pelvis to address
individual childs needs
Use flippers to assist
propulsion
Near horizontal
body position
Demonstrate
breaststroke leg
action
T
T
T
Sculling hand
action
Demonstrate
survival sculling
On back
Sculling hand
action
Flat relaxed hands
T
T
T
T
T
Effective support
30
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
STAGE 3
Severe Disability (2)
SKILL
Demonstrate a forward
roll
LIMITATION
Will be extremely difficult
primarily due to lack of
breathing control
Extension
Deeper than waist deep
Water Safety Sequence
No 3
Enter water safely
Glide and swim 10 metres
before recovering to upright
position
Grasp a flotation device
thrown for support
Float 60 seconds and kick
to safety
Support body in upright
position and signal distress
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
31
Equipment Available
SUGGESTED EQUIPMENT TO USE IN THE WATER
32
Swim rings or car tubes, with the valve taped down for the larger swimmer
Noodles bound together in a loop for greater variety, using noodle connectors
Flotation mats
Back bubbles and arm floats can also be used on the legs to encourage greater movement
Kickboards
Wet suit vest to help protect against the cold and for extra buoyancy
Goggles
Flippers
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
List of Contacts
AUSTSWIM WA (Inc)
The Australian Council for the Teaching of Swimming and Water Safety
Telephone:
(08) 9227 1530
Fax:
(08) 9227 6089
Email:
austswim@wa.swimming.org.au
Royal Life Saving Society WA (Inc)
Telephone:
(08) 9383 9988
Fax:
(08) 9383 9922
Email:
info@rlsswa.com.au
Surf Life Saving WA (Inc)
Telephone:
(08) 9244 1222
Fax:
(08) 9244 1225
Email:
mail@mybeach.com.au
WA Swimming Association (Inc)
Telephone:
(08) 9328 4599
Fax:
(08) 9227 6089
Email:
waswim@wa.swimming.org.au
WADSA
Be Active Learn to Swim
Western Australia Disabled Sports Association
Telephone:
(08) 9470 1442
Fax:
(08) 9470 3878
Email:
reception@wadsa.org.au
TCCP
The Centre for Cerebral Palsy
Telephone:
(08) 9443 0211
Fax:
(08) 9444 7299
Website:
www.tccp.com.au
Email:
info@tccp.com.au
Janet Boer-Draffin
Developing Skills
Telephone:
(08) 9310 2746
Email:
boer@bigpond.net.au
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
33
List of Contacts
IPC Swimming
International Paralympic Committee
Telephone:
(08) 9355 5517
Website:
www.ipcswimming.org
Email:
anne.ipcswimming@bigpond.com
Peppertown Therapeutic Aquatics Equipment
PO Box 136 Albion QLD 4010
Telephone:
(07) 3265 5666
Fax:
(07) 3265 5770
Website:
www.peppertown.com.au
Email:
playharder@peppertown.com.au
Protramp Australia Aquatics Equipment
PO Box 264 Quinns Rock WA 6030
Telephone:
(08) 9305 8919
Fax:
(08) 9305 8919
Superfins Swimming Club
Challenge Stadium
Stephenson Avenue Mount Claremont WA 6010
Coach: Phil Jose
Telephone:
(08) 9341 2644
Wanneroo Aquamotion Swimming Club
Civic Drive Wanneroo WA 6065
Telephone:
(08) 9306 2882
Joondalup Arena Swimming Club
Contact: Rob Bonsack
Kennedya Way Joondalup WA 6027
Telephone:
(08) 9300 3355
34
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
Acknowledgements
The Centre for Cerebral Palsy would like to sincerely acknowledge the contribution
and advice of the following people:
T
All members of the Inglewood Aussi Masters Swimming Club for their continued
support of the Jantzen Sorrento Supa Swim. Proceeds of the 1998 Supa Swim
were used to fund the development of this resource. Sincere thanks to Jantzen for
their generous sponsorship of this event.
Phil Jose and Trevor Goddard (Coaches of the Superfins Swimming Club of the
Cerebral Palsy Sport and Recreation Association of WA) for their valuable
contributions and ideas.
Janet Boer-Draffin (Developing Skills) for her vast knowledge about swimming
with people with disabilities and permission to use her materials.
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
35
References
36
1)
2)
3)
4)
5)
Children with Handicaps: A Medical Primer, by M.L. Batshaw and Y.M. Perret,
Baltimore, 1981.
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
Bibliography
Amateur Swimming Association, edited by Joan A. Harrison. Anyone Can Swim understanding and coping with special needs.
Austswim (1998). Teaching Infant and Preschool Aquatics.
Black A and Black C (1984). Swimming for People with Disabilities Association of
Swimming Therapy Ltd. A & C Black (Publishers), London.
Blanksby BA (1986). Austswim: the teaching of swimming and water safety.
Melbourne, Wilke and Company.
Boer-Draffin Janet. Swim-Ability Workshop, Assisting People with Disabilities in
Water and Teaching Swimmers with Disabilities (Course Notes) 2000 and 2001.
CPAWA Ltd (1996). Cerebral Palsy: An information guide for parents. Perth,
CPAWA.
Lepore Monica, Gayle G William, Stevens Shawn F. Adapted Aquatics Programming:
A Professional Guide
Meaney PH (1996). Teaching swimming and water safety. Maryborough, McPhersons
Printing.
Royal Life Saving Society (1987). Swimming and lifesaving: the manual. Melbourne,
Wilke and Company.
Royal Life Saving Society (1996). Aquapak: water safety, survival and swimming
skills. Antarman
Reid-Campion, Margaret, Heinmann, William (1985). Hydrotherapy in Paediatrics;
London.
S:\Dept\Childsrv\Pt\Hydro\Swimdoc.
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
37
Notes
38
2003 - The Centre for Cerebral palsy - A Guide for Swimming Teachers
Notes
2003 - The Centre for Cerebral Palsy - A Guide for Swimming Teachers
39