Adapted Aquatic Activities. Water Adjustment Activities

Transcription

1 Water Adjustment Activities 1

2 Activity: Super Flutter Kicks Objectives: To introduce the students to kicking in the pool Students sit next to each other around the edge of the pool. The students sit on the pool edge and kick their legs on the surface of the water. The students with lower limb disabilities may try doing movements with their legs to the best of their ability. 2

3 Activity: Beach and Wave Objectives: To introduce the students to entering and exiting the pool Students sit next to each other around the edge of the pool. On instructor s command of Beach, students exit the pool. On the command of Wave, students enter the pool. Students with disabilities can sit on the edge of the pool and put their feet in and out of water. 3

4 Activity: Entry in Water with Assistance Objectives: To introduce the students to entering the pool Have the students sit on the edge of the pool, lie back, roll over, and slide into the pool. The instructor shows the students the easily and safety way to enter in pool. Instructor adjusts the activity according to the student s physical conditions. 4

5 Activity: Sits in Waist Deep Water Objectives: To help the students adjust to the water environment with support Have the students sit in waist deep water and perform simple tasks such as moving hands and feet, picking up objects, or blowing little objects. Instructor adjusts the activity according to the student s physical conditions. 5

6 Activity: Travels along the Pool Side with Assistance Objectives: To help the students adjust to the pool area The students hold onto the side of the pool and walk around the outline of the pool until one length of the pool has been traveled. Instructor adjusts the activity according to the student s physical conditions. 6

7 Activity: Dog Paddle Objectives: To familiarize the student with the water The students move freely on pool The students keep their waist in deep water, squat down until their chins are level with the water by keeping their mouths open. They push the right hand out in front and press down hard toward the bottom, then back toward the body. The arms and the hands stay under water during all of the movements with fingers together. Students with disabilities that cannot perform or those that don t feel comfortable may use a kickboard to seat on or to place their legs on. 7

8 Activity: Aquatic Trip Objectives: To introduce the students to moving independently in the pool Students are scattered throughout the pool maintaining personal space. With water level about waist high, students move in different directions around the pool on the instructor s commands. Students with disabilities can move through the water with assistance, when necessary. 8

9 Activity: Train Game Objectives: To introduce the students to moving throughout the pool Students form a single line behind each other in waist high water. The students walk in different direction in the pool holding the waist of the student in front of them. Students with disabilities can use a personal floatation device (PFD) or receive physical assistance from a classmate or instructor. 9

10 Activity: Relay Game Objectives: To introduce the students to moving through the pool, teamwork, and social interaction Balls Toys Various objects The students form 2 or 3 lines at the edges of the pool making sure that the lines are on opposite edges On the teacher s command, the first two students of each line run to opposite edge of the pool, pick up an object, and return to their lines. Once the first students get back to their lines, it s the next student s turn. This process is continued until the last student has a turn. This process can be repeated multiple times. Students with disabilities can work in pairs with classmates by holding their waist. Also, the instructor divides the students with disabilities equally into the groups. 10

11 Activity: Chicken Fighting Objectives: To introduce the students to the pool Students work in pairs throughout the pool. Students hop on alternating feet with arms across on their chest in waist high water trying not to touch in their classmates. Students should try to keep their legs up as long as possible. Students with orthopedic disabilities may require personal floatation device (PFD) or physical assistances. Students with visual disabilities may require verbal prompts by their classmates wearing brightly colored vests. 11

12 Activity: Horse Fighting Objectives: To introduce the students to the pool. Students are organized in pairs. Students are divided into pairs. One partner is the horse and the other partner is the rider. Two pairs face each other in waist high water and try to knock off the other rider. The instructor can change the positions. Students with disabilities may be the riders or use a personal floatation device (PFD) instead of a partner. 12

13 Activity: Cat and Mouse Game Objectives: To introduce the students to the pool Students are in a circle holding hands with feet apart on the pool floor. The students are in waist high water. One student (mouse) is placed inside the circle; another student (cat) is placed outside the circle. The cat starts to move around the circle chasing the mouse. Both the cat and the mouse can go inside or outside of the circle (e.g., under arms, between legs) with the cat chasing the mouse. Once the mouse is caught, a new cat and mouse are chosen. Students with orthopedic disabilities may use personal floatation device (PFD) for mobility and noodles for tagging purposes. Students with a visual impairment could wear bright vest and the mouse can hold an auditory signal device. 13

14 Activity: Aquatic Handball Objectives: To foster freedom in the pool of the students 1 soft rubber ball (the size of the ball should vary according to the skill level of the students) Students are organized in two teams and assign an area in the pool. Goals are set-up at opposite ends of the pool. One team starts the game, students have to pass the ball between them, but everybody must touch the ball. The team earns a point when the ball is thrown into the other teams goal. Students with orthopedic disabilities may require a personal floatation device (PFD) or physical assistance. Students could wear brightly colored vest, a brightly colored ball and goals could be used when a student with a visual disability is playing. 14

15 Activity: Touch Head Objectives: To introduce the students to body immersion Students work freely with a partner. With the water level about waist high, students try to touch the head of the other student who attempts to submerge her/his head under the pool water. Students with disabilities participate in activity according their physical conditions. 15

16 Activity: One, Two, Three Game Objectives: To introduce the students to body immersion Students are divided in three or four groups. The students count out loud, one two three, then submerge their heads completely under the water as long as they can then come up to the surface of the water. The students repeat Students with disabilities participate in activity according their physical conditions. 16

17 Activity: Looking for Gold Objectives: To introduce the students of the activities of the body s immerse Dive rings Dive sticks Students stand in waist high water. The instructor throws dive toys into waist high water in varying patterns. Instructor requests the students to pick up the gold that can be found under the water. The students have to submerge their heads under the water to reach the gold. Vary the depth of the water. Students with orthopedic impairments, who have problems gripping the toys, use objects that stand on end for easy grabbing. For students with visual impairments, tie a string to the dive rings and attach it to something that floats. Have them follow the string to the object without pulling the object up by the string. 17

18 Activity: Bobble Head Objectives: To introduce of the activities of the body s immerse Students are organized in a circle. Depending on the number of students, more than one circle may be formed. The students are in waist high water. Each student goes underwater and blows bubbles and the next student counts to four and tells the student that his/her turn is over. The process is repeated around the circle for four times. Students with disabilities participate in activity according their physical abilities. 18

19 Activity: Water Limbo Objectives: To introduce of the activities of the body s immerse 1 or 2 ropes The students are organized in one or two lines with two students in front of each line holding rope (s). Two students hold the rope while the other students pass under the rope without touching it. Start with the rope one foot above the water. If a student touches the rope s/he is out until the next round. The rope is lowered after each round, until a winner is determined. All the students take turns holding the rope. Students with disabilities participate in activity according their physical abilities. Students with orthopedic impairments may need physical assistance from the instructor to submerge. Students with visual impairments may need to touch the rope before attempting the activity or a brightly colored rope could be used. 19

20 Activity: Trick or Treat Relay Objectives: To swim, kick, and scoop the water with hands while picking up toys from one side of the pool and transport them to the other side of the pool. 4 trick or treat jack-o -lanterns Diving sticks, splash bombs, and other small toy that fit inside a jack-o -lantern The students will be divided into two teams. Set up two of the jack-o -lanterns in front of each team on the other side of the pool. This jack-o - lantern will be filled with toys. The other two jack-o lanterns will be empty and placed on the side of the pool behind the teams. The object of the game is to see which team can get all of their pool toys from one side of the pool to the other faster. While traveling from one jack-o - lantern to the other, the students will kick their feet and/or swim. OI the toys can be smaller or larger to adjust for gripping them better. A person can be positioned on the side of the pool that has the toys in the jack-o -lantern. This person can assist the student with grabbing the toys. Students can use a personal flotation devise (PFD). VI Brightly colored items should be used and verbal prompts will assist. 20

21 Activity: Hula Hoop Objectives: To help students become familiar with submersion Large hoops for each pair Place students in chest high water with another student, who is 3 away holding the hoop vertically underwater. On the whistle, students submerge to swim through the hoop. This can also be done as a relay. When the student completes the task, they then take the hoop from their classmate who in turn performs the task. Students who are non-ambulatory may need to push off from the side of the pool in order to accomplish this task. Students who are visually impaired may need physical guidance through the hoop or touch the hoop to determine where it is. 21

22 Activity: Treasure Hunt Objectives: To teach body balance, submersion, team play, adjustment to water depths Rubber toys Sinkable objects (e.g., marbles in bags, plastic water bottles) 2 baskets 2 inner tubes 1 whistle Two teams: Teams line up on their respective sides facing the pool wall. In the center of the inner tube s the empty baskets will be placed. One team member holds the inner tube in the designated team area. The students will submerge their bodies to retrieve objects from the bottom of the pool. The toys will then be placed into the team s basket on the whistle. The team with the most toys wins. Use pans or buckets, mark off boundary lines, have only two students retrieve objects at same time. Only use sinkable objects or just floating objects. Require a certain swim stroke. A point system can be used -- the team with the most points wins: floating objects 1 pt., sinkable objects 2 pts., and treasure 3 pts. For students with an orthopedic impairment who have trouble grasping, you may want to find things that stand on end when they sink. For a student with a visual impairment there may be a need to tie strings to objects that sink, with a float on the other end. The student will be instructed to follow the string to the object, without pulling the object up. 22

23 Activity: Crocodile Race Objectives: To use a noodle to push a crocodile across the pool into the other team s goal 2 crocodile tubes 30 noodles 4 cones Two teams evenly divided are organized at the same side of the pool. Each crocodile tube will be placed in front of the teams. When the instructor says GO the students will push using any form of mobility to the crocodile placed in front of each team and try to push the crocodile to the other side of the pool using only the pushing stick. Each student will have their own noodle or pushing stick. Students will only use one hand on the pushing stick. Increase the distance to the goal. Have two pushing sticks for each student. 23

24 Activity: Pass the Hoop Objectives: To work cooperatively to pass a hoop from student to student while holding hands 1 large hoop Students are to stand in a circle formation holding hands in water shallow enough water to be able to stand independently. Between two of the students place a hoop around his/her wrist. The students will have to pass the hoop to the person next to them by passing the hoop around their body. The hoop must make its way all the way around the circle passing the hoop through each student holding hands. Students are to try to manipulate hoop with as little assistance as possible. Students may use hands if necessary to pass the hoop around their body. For students with orthopedic impairments, place between two stronger students, and a floatation device may be needed. 24

25 Activity: Three Children in a Boat Objectives: Cooperative Activity 3 large pool floats (increase the amount of floats depending on the number of students) Students are in a scattered formation in water shallow enough to stand independently. Have the students begin free swimming. Start the music. When you stop the music each student has to find a float and hang on. No more than 3 students per float (or what ever number you would like). When you see there is a correct number of students on each floats then begin the music again. They will begin free swimming again. Change up the number of students per float. Have them use different swim strokes. Have student swim with a partner. 25

26 Activity: The Amazing Sponge Pass Objectives: Use teamwork to get the sponge from one end to the other 1 sponge for each team (can also use splash footballs, discs, etc.) Two teams facing each other in straight lines. Students will pass a sponge from one end of their line to the other end of their line. The two teams will be facing each other and race to see who can get the sponge down faster. The students can use any body part to pass the sponge except their hands. Have students use hands if necessary. Use an object other than a sponge to pass. Physically assistance can be given to students who need it. 26

27 Activity: Hoop-A-Hoop Objectives: To increase the student s mobility in the pool and throwing skills. 40 sponge balls 2 standing hoop 2 baskets Two teams evenly divided are organized at one side of the pool. Across the pool in front of each team on the wall will be 20 sponge balls for each team. On the side of the pool that the students start will be a hoop to shoot through for each team and a basket to shoot into for each team. When the instructor says GO each team swims to the other side of the pool to retrieve 1 item at a time to bring back and shoot through the hoop and into the basket on their team s side. Once all of the items have been collected the team that took the most amount of time to finish will get another chance to win in round 2. With the items placed on the side of the pool each student regardless of skill can be challenged. Understanding a team concept by working together is an underlying social goal within the activity. For a group of more advanced swimmers, change the direction of the game to take place long ways giving a longer distance for the students to swim. Gradually increase the task difficulty as the student s skills increase, such as, increase the size and increase the weight of the object to be carried. Use kickboards or noodles for beginning swimmers. 27

28 Activity: Junk Pool Clean Up Objectives: To increase students mobility in the pool both with and without instructor aid through swimming to, reaching out for, and retrieving items located around the pool. Also, for the more advanced swimmers, increase their ability to open their eyes under water, as well, as increasing lung capacity. Dive sticks Dive rings Tot dock Toy boats Assorted balls Noodles 2 Baskets Music Kick boards Two teams evenly divided are organized at opposing ends of the pool. Each team has an equipment basket placed on the deck at their end of the pool. Various items are placed around the pool - some on the bottom, some on the top deck, and some floating. When the music starts each team swims out to retrieve one item at a time, bring it back, and place it in their team s basket. Once all of the items have been collected, each team will count out loud the number of items as they are tossed back into the pool. The team with the least amount of items gets another chance to win in round 2. With the items placed at different levels in the pool, each student regardless of skill can be challenged. Understanding a team concept by working together is an underlying social goal within the activity. For a group of more advanced swimmers, you can assign different point totals for different items retrieved. The more difficult items (i.e., bottom of the pool) can have greater value. This activity can also be done with students. Gradually increase the task difficulty as the student s skills increase. Students who have trouble gripping should be provided with easy to grip toys (small handles, items that stand tall in the water). Students with a visual impairment may be given verbal prompts, and provided brightly colored items, to pick up. 28

29 Activity: Duck, Duck, Splash! Objectives: To practice tagging each other and then tell about something they did that day Flotation devices for students who need them Students will be in one big or two smaller circles (depending on group size). One student is it and swims around the circle trying to tag someone. The game proceeds like duck, duck, goose, except the tagger says, duck, duck, splash! The student who is splashed tells one great thing that happened during class. Students can use personal flotation devices (PFD). Physically assistance can be used for students who need extra support. Give more experienced swimmers a task to complete while swimming around the circle. 29

30 Activity: Bat Walk Objectives: To walk across nine foam bats without touching the bottom of the pool. 10 black foam sheets (cut 2 bat shapes out of each sheet) 20 metal washers (hot glue or sew them to the bottom of the foam bats) The bats are placed in a pattern that is challenging for the students to travel across. The students line up on one end and try to successfully travel to the other end. The bats are laid across the bottom of the pool in a linear walking pattern. The students will use the bats as a cooperative activity to get across the pool. The students are only able to step on the bats, if their feet touch the bottom, they must start over. For smaller children, a tot dock can be used to place the bats on. To make it more challenging for these children, you may space two tot docks about a foot apart so that the child has to jump across. For students who have difficulty balancing, they may need the physical assistance of another person. A group of students can be given about nine bats to use to get their entire team across the pool. 30

31 Activity: Wave-n-Splash Objectives: To increase the comfort level of the students in a supine, as well as, prone position while in the water with an emphasis on flutter kicking. 2 tot dock (platforms) 2 individuals standing on the tot dock Divide class in half and separate at opposing ends of the pool. Both groups start on the right side of the tot docks. Two students will stand on a tot dock. When the instruction is given, the instructor will assist the students in getting into a supine position. The student will then begin to kick toward the far tot dock. As the student is leaving their side of the pool, they will wave goodbye to the student standing on the nearest tot dock. As the student approaches and swims around the far tot dock, they will wave hello to the student standing on it. The students will complete one lap around the tot docks. During the second lap, which begins after directions are given, the students will be in the prone position. Instead of waving bye and hello, they will try to kick hard enough to splash the students standing on the tot docks. Different swimming stokes can be emphasized during this activity. Kick boards can be used as an aid. Instead of waving to another student that is positioned above the pool, have your student focus on the ceiling or a window. 31

32 Activity: Bombs Away! Objectives: To work on independent moving in a pool or on the pool deck. 1 parachute 20 splash balls Two teams standing on the pool deck. One team will have splash bombs and the other will have a parachute. The team with the splash bombs will try to splash the team with the parachute. The team with the parachute will try to catch the splash bombs with their parachute. Teams will switch tasks. 32

33 Activity: Crocodile Hunter Objectives: To work collaboratively as a team and work on independent moving. 15 pool noodles 1 inflatable crocodile 1 pool hoop Two teams starting at two opposite corners of the pool. The teams will swim diagonally across the pool to the opposite corner. Students will work together as a team to move the crocodile from one end of the pool to the other without the crocodile escaping. Students will swim or kick while holding on to the crocodile. The teams will tie the croc up to a hoop at the opposite side of the pool. Students with vision impairment can receive verbal cues. Each student could have their own crocodile. Students with orthopedic impairments may need physical assistance from the instructor. 33

34 Activity: Stretching with Balloons Objectives: To practice fine motor skills, getting comfortable with water splashing, learn body parts, and stretch. 2 balloon per student (make sure none of the students have latex allergies or are terrified of balloons) Make sure each student is with an instructor and balloon safety is reviewed. Have the students blow up their balloons with their chests under the water. This increases the underwater pressure and s/he will have to exhale more to blow up the balloon close to the size of a grapefruit. Students may need assistance with blowing up or tying their balloons. Have the students push the balloon under water with his/her hands. Touch feet, hands, head, and other body parts when called out by the instructor to the balloon. Before the student exits the pool have him/her place the balloons into a basket. Trade balloons under water with a friend. Exit the pool floating on his/her back with the balloon placed on his/her stomach. 34

35 Activity: Fill Up the Bucket Objectives: To work on fine motor skills, getting comfortable with water splashing, and practice strong kicks. 20 squish water proof balls 1 bucket per team Two Students teams are divided arranged evenly. in two groups (one group per mat) at one end of the pool. Kick boards and noodles are placed at the other end. With hands on the wall review what an appropriate kick looks like. Divide the pool into equal sides and assign each side a bucket that the teams will be racing to fill up. Throw squish balls into the pool (the farther the better). Only allow the student to travel towards a ball if he/she demonstrates appropriate kicks. Have the teams swim to pick up the balls then bring the balls they retrieve back to their team bucket. Water is squeezed from each ball into the bucket. The instructor throws the squish ball to the end of the pool and the student repeats retrieving the balls. The first team to fill up their bucket wins. Have students float on their backs to get the balls or swim more independently using noodles. For students who are fearful of the water, have them set on the edge of the pool and fill the bucket with the water. Allow students unable to stand to hold on to the edge of the pool. Give verbal prompts or have a noise making device beside the bucket for students who are visually impaired. Also use brightly colored buckets. 35

36 Activity: Across the Ocean Objectives: Work cooperatively to move mat across water, and move back either independently or with assistance. 2 pool mats 8-10 kickboards 8-10 swim noodles Students will be divided into two groups and placed holding a mat at each end of the pool. Students will work together holding the mat to move to the other end of the pool. Once there, they grab either a noodle or kick board and make their way back to the other end of the pool kicking independently or with assistance if necessary. Reinforce that students are to kick and work together to move the mat, and use as little assistance as possible when they are swimming back on their kick boards and noodles. For some students with orthopedic impairments should be paired with stronger swimmers in their group. If assistance is needed when coming back, they should be given swim vests, or larger floatation devices. Verbal prompting or sound devices needed to guide students with a visual impairment. Brightly colored objects may also be used. 36

37 Activity: Inner-Tube Volley Beach Ball Objectives: To foster more independent movement of the students in the pool. Inner-tubes per student 1 beach ball Students are divided into two teams on one half of the pool. The students, while floating in their inner-tubes, will try to keep the beach ball in the air by hitting it towards other students. Use different size beach balls. Eliminate the air element of the game and try to facilitate movement of the ball by throwing other balls at it. 37

38 Activity: Parachute-Go-Round Objectives: To increase the students independence in the pool. 1 parachute Flotation devices (if needed) Have the group of students gather around the parachute that is partially submerged. Each student will grab the parachute with two hands and try to eliminate slack by pulling outward. After the warm up of 4 rotations of the parachute (similar to a merry-goround), the students will then stop and wait for their name to be called. When their name is called, their objective is to crawl across the top of the partially submerged parachute to the other side. Other students must keep the parachute very firm by pulling outward. This group game can be performed with different size parachutes depending on the number of students participating. This activity can be performed without a parachute, with more advance swimmers. Students with an orthopedic impairment may need physical assistance from the instructor. A student with a visual impairment may require verbal cueing. 38

39 Flotation 39

40 Activity: Preparation to Float Objectives: To learn the first principles of flotation In squatting position, the students hold their legs until they lose their balance. As soon they lose their balance, they extend their body and keep themselves in this position. Students with disabilities participate in activity according their physical conditions. 40

41 Activity: Flotation with Support Objectives: To learn the first principles of floatation Students work freely in pairs With water level about waist high, one student stays in standing position and other student holds the partner s waist. The student in standing position walks freely around the pool for a certain time pulling his/her partner and then they switch positions. Students with disabilities can participate in the activity according their physical abilities. 41

42 Activity: Buoyancy Discovery Step I Objectives: To introduce the students to activities of floatation I Students are organized side by side around of the pool ledge. The students hold the ledge of the pool with his/her hands and submerges their body up to their shoulders with their legs behind them. They do not submerge their head. They repeat the process four times. Students with disabilities may perform with support of the instructor or peer. 42

43 Activity: Buoyancy Discovery Step II Objectives: To introduce the students to activities of floatation Students are organized in a line around of the pool ledge. The students hold the ledge of the pool with their stomach against the wall and submerges their whole body including their head with their legs behind them. They repeat the process four times. Students with disabilities may perform with support of the instructor. 43

44 Activity: Back Flotation Objectives: To learn the first principles of the floatation Instructor requests the students to float on their back with face up and hold the position for 30 seconds. They repeat the activity four times. Students with disabilities can participate in the activity according their physical abilities or instructor support. 44

45 Activity: Front Flotation Objectives: To learn the first principles of the flotation Instructor instructs the students to float with abdomen down and hold the position for 30 seconds. They repeat the activity four times. Students with disabilities can participate in the activity according their physical abilities or instructor support. 45

46 Activity: Triple Front Flotation Objectives: To learn the first principles of the floatation The students are organized in groups of three. In groups of three, students hold the hands of each other and float with abdomen down on pool. They hold the position for 30 seconds four times. Students with disabilities can participate in the activity according their physical abilities or instructor support. 46

47 Activity: Horizontal Back Floats First Step Objectives: To introduce the students to the activities of floatation The students are organized in a line around of the pool ledge. Students hold on to the ledge of the pool with their hands. Students lean head back into the water while keeping the top part of the body in a horizontal position. Legs hang below the water. Hold the position for 30 seconds four times. Students with disabilities may perform with support of the instructor. 47

48 Activity: Horizontal Back Floats First Step Objectives: To introduce the student to the activities of floatation The students are organized in a line around of the pool ledge. The students keep head back with body in horizontal position on top of the water by sculling (moving arms down and back) and moving their legs. Perform six times for three minutes with interval of three minutes. Students with disabilities participate in activity according their physical conditions or with floatation belt support. 48

49 Activity: Deep-Water Back Floats Objectives: To begin to float in a horizontal position independently The students are organized in a line around of the pool ledge before the activity starts. The students float on their back keeping their head back with body in vertical position with eyes open and hands moving slowly four times. Students with disabilities participate in activity according their physical conditions. 49

50 Activity: Flotation and Sculling Objectives: To learn support in deep water The students are organized in a line around of the pool ledge before the activity starts. With eyes open, the student floats on their back keeping their head back with body in vertical position by sculling with hands only. Students with disabilities participate in activity according their physical conditions. 50

51 Activity: Flotation and Propulsion Objectives: To learn moving in deep water by kicking I The students are organized in a line around of the pool ledge before the activity starts. With eyes open, the students floats on their back keeping their head back with body in horizontal position by just kicking. Students with disabilities participate in activity according their physical conditions or with floatation belt support. 51

52 Breathing 52

53 Activity: Deep Breathing 1 Objectives: To develop breathing skills I Students stand with their head outside the water, inhale air, immerse their head under water and exhale the air. The inhaling and exhaling action should be deeply performed. They should feel themselves using their diaphragm muscle. Repeat four times. Students with disabilities participate in activity according their physical conditions. 53

54 Activity: Deep Breathing 2 Objectives: To develop breathing rhythm skills The students inhale and exhale air in synchronized movement 1 (inhale outside the water), 2 (exhale under the water), 3 (stand up out of the water). Repeat this movement four times. Students with disabilities participate in activity according their physical conditions. 54

55 Activity: Breathing in Doubles Objectives: To develop breathing rhythm skills Students are organized in pairs. Students face their partner and hold their hands. In a synchronized movement, one student stands and inhale air the other partner submerges and exhale air under water. The movement is slowly performed ten times. Students with disabilities participate in activity according their physical conditions. 55

56 Activity: Breathing in Crawling Position Objectives: To develop breathing rhythm skills Students are organized in a line in a shallow pool or the shallow end of a pool. The students crawl in a shallow pool and breathe by bubbles when their head is immersed under the water and inhale air with their head out of the water. Students with disabilities participate in activity according their physical conditions. 56

57 Activity: Mountain Game Objectives: To develop breathing rhythm skills I Students are organized in team of three. Each team begins on one side of the pool across from the other team. The first team to get to the other side of the pool is the winner. Three students in a line one behind the other. The last student swims under water in middle of the legs of second classmate while doing bubbles and then s/he jumps over the third classmate. The third student low is back to facilitate the jump of her/his classmate. After the first student finish the second repeat the activity. Students with disabilities participate in activity according their physical conditions. 57

58 Activity: Jumping and Breathing Objectives: To develop students breath coordination I Students organized in lines. The students bend over and wash their face with handfuls of water. In each jump, they take a deep breath and then bend over submerging the face in water. Students with disabilities participate in activity according their physical conditions. For example, they may perform the activity without jumping. 58

59 Activity: Breathing Warm Up Objectives: To develop the students breathing rhythm skills I Students are organized around the edge the pool. Students do six series of breathing exercises during warm up. They inhale air then immerse their heads in water and exhale all air out in bubbles. Students with disabilities participate in activity according their physical conditions. 59

60 Activity: Breathing Exercises Objectives: To develop the students swimming breathing technique I Students are organized freely in the pool. Students take a deep breath and then submerge their face under the surface of the water. They exhale through their mouth under water by blowing out bubbles and turning their head laterally to inhale with their mouth open. They repeat the process six times. Students with disabilities participate in activity according to their physical conditions. For example, some may perform the activity by lying with the support of the instructor or with a buoy. 60

61 Activity: Propulsion and Breathing Objectives: To develop breathing skills during body s propulsion on water I. Students are organized around one side of the edge of the pool. Students propel their body by pressing one foot on wall of the pool while having the other foot on the floor of the pool. With arms extended, they glide their body on the water exhaling bubbles. Repeat the exercise six times. Students with disabilities participate in activity according their physical conditions. 61

62 Activity: Breathing Exercise Objectives: To develop the students breathing skills during body s propulsion in water I Students are organized in pairs. One student holds the hands of her/his partner and walks around the pool. The other keeps her/his body in lying position on top of the water with hands extended forward blowing bubbles. Students with disabilities participate in activity according their physical conditions. 62

63 Activity: Breathing Exercises Objectives: To develop the students coordination of breathing and kicking skills I Students are organized around of the pool edge. The students hold the edge of the pool while kicking their legs. They raise their head to inhale air then s/he immerses their face in the water then exhales the air by blowing bubbles. Students with disabilities participate in activity according to their physical conditions. 63

64 Activity: Propulsion and Breathing Objectives: To develop the students coordination of breathing and kicking skills Students are organized in pairs. I One student holds the hands of her/his partner and walks around the pool. The other keeps her/his body in lying position. While s/he is kicking their legs, s/he performs breathing swimming techniques, by counting the movement of her/his head in 3 times: 1 - Immerse their head on water, 2 - Exhaling air from their lungs, and 3 - Inhaling air to the lungs. Students with disabilities participate in activity according their physical conditions. 64

65 Kicking-arm Stroke 65

66 Activity: Frog Kicks Objectives: To develop the students coordination skills using leg motions. I Dock or side of pool Kickboard Students organized in a line spread apart from each other. In a lying position, the students place their hands on the side of pool or on a kickboard, then rotate their knees outward while bending them upward. Next, they straighten their legs forcefully and push the soles of their feet against the water. They keep their head up and out of the water and breathe naturally, with the shoulders under water. The students with disabilities can perform the activity according to their physical conditions. 66

67 Activity: Kicking with Support Objectives: To adjust the student in aquatic skills with support I Have the students lie on their stomach holding on a pool step and encourage him/her to kick their legs. Encourage him/her to keep their legs straight and kick from their hips. The instructor adjusts the activity according to the student s physical conditions. 67

68 Activity: Kicking While Holding the Pool Edge Objectives: To adjust the students aquatic skills with assistance I Have the students hold onto the pool edge with palms down, fingers bent, arms straight, face in the water, and blowing bubbles. Instructor adjusts the activity according to the students physical conditions. 68

69 Activity: Flutter Kicks Objectives: To develop coordination skills using leg motions and rhythm kicking Dock or side of pool Kickboard Buddy Students organized in lines remote from each other. I The students point their toes and use their entire leg from the hip to their toes by making the kicking as wide as possible. They have to bend their knees slightly at the top of the stroke making it possible to kick down forcefully. The students with disabilities can perform the activity according to their physical conditions. 69

70 Activity: Arm Stroke and Kick Objectives: To develop the motion of the crawl I Kickboard The students are organized in lines. With one hand holding the middle of the kickboard, the students kick with both feet and pull with one arm (alternate). She/he tries to lengthen the arm stroke, reaching it father out in front and bringing it farther back toward their hip. The students with disabilities can perform the activity according to their physical conditions. 70

71 Activity: Legs Strokes Objectives: To develop leg stroke and breathing coordination Kickboard Students organized in a line remote from each other. The students kick their legs while they perform breathing swimming techniques by counting the movement of their head in 3 times: 1 - Immerse their head on water, 2 - Exhaling air from their lungs, and 3 - Inhaling air to the lungs. Students with disabilities participate in activity according to their physical conditions. 71

72 Activity: Arms and Legs Strokes Objectives: To develop the arm and leg stroke with the flutter and frog kicks Students are organized in pairs and lines up at the shallow end of the pool. With assisting, students place their hands under the swimmer s chin or body gently, just enough to give a little added buoyancy then the swimmers practice arm and leg stroke using the flutter and frog kicks. The students with disabilities can perform the activity according to their physical conditions. 72

73 Activity: Kicking with Support Objectives: To development crawl kicking Kickboard Students are organized in pairs and lines at the shallow of the pool. The students hold a kickboard with two hands and with support or another of the classmates (or instructor). The students kick their legs at the water surface. They switch positions every lap until they complete four laps each. The students with disabilities can perform the activity according to their physical conditions. 73

74 Activity: Back Kicking with Support Objectives: To development back kicking Kickboard Students are organized in pairs and lines at the shallow of the pool. Students perform kicking activities by holding the kickboard behind their head and with support of their classmate (or instructor); they push in a supine position toward to other pool side. They switch positions every lap until they complete four laps each. The students with disabilities can perform the activity according to their physical conditions. 74

75 Activity: Side Stroke Objectives: To develop crawl stroke coordination The students are organized in lines. The students perform stroke first with left arm by kicking both legs until they complete a pool lap. Then, they switch to the right arm in the next lap. They repeat the activity two times for each arm. Students with disabilities participate in activity according to their physical conditions. 75

76 Activity: Side over Arm Stroke Objectives: To develop stroke coordination and basic stroke for lifesaving The students are organized in lines. The students push the right hand down and back to the hip as the leg snaps together. They hold for a long glide. Inhale as the top arm and legs stroke and exhale as the same arm and legs come up slowly. Students with disabilities participate in activity according to their physical conditions. 76

77 Activity: Crawl Objectives: To develop trudge crawl style The students are organized in lines. The students perform the crawl by coordinating the movements of arms stroke, legs kicking, and breathing. Students with disabilities participate in activity according to their physical conditions. 77

78 Activity: Back Kicking with Kickboard Objectives: To develop back kicking Kickboard The students are organized in lines. Holding the kickboard behind their heads, the students assume the back glide position and keep the knees under water and toes pointed. They push down and up the entire leg from the hip to the toes. Students with disabilities participate in activity according to their physical conditions. They may use other kind of buoy. 78

79 Activity: Back Stroke Objectives: To develop back stroke The students are organized in lines. In the back position, the students perform the backstroke by coordinating the movements of arms stroke, legs kicking, and breathing. Students with disabilities participate in activity according to their physical conditions. They may use other kind of buoy. 79

80 Safety & Water Temperature 80

81 Safety and Water Temperature Introduction The primary areas of consideration for an aquatic program are Safety and Water Temperature. Safety Safety procedures should be established before any aquatic program begins. All aquatic personnel should be familiar with all safety procedures. Assess student s needs on the first day. Established swimmer to instructor ratio based on the student s needs and aquatic environment. Do not include lifeguards in the ratio. The ratio must be established and strictly adhered to. Lifeguards must maintain maximum visibility stationed above water level in both shallow and deep water. Individuals should contact their physicians before starting an aquatic program. Maintain current medical clearance forms. Aquatic personnel must be aware of all students medical conditions, medications, and physicians recommendations. A specific colored swim cap, swimsuit or other suitable identification for optimal safety should visually identify individuals who are epileptic. Awareness of student s exertion levels must be ongoing throughout the class period. Water time for beginning swimmers should generally be between 30 to 45 minutes. Establish safe pool entries. Buddy system should be considered with advanced swimmers. Establish a safety signal that would alert all personnel. Goggles should be worn due to chlorine and other chemicals. Open turns rather than flip turns should generally be utilized. The exception is for advancement into competitive swimming. 81

82 Independent recovery to standing position should be taught unless contraindicated because of a swimmers disability. All area should be well defined. Swimmers should become familiar with pool environment. All swimmers should know the pool safety rules. Water Temperature Water temperature varies between pools depending on its usage. If a pool primarily is used for competitive swimming then water temperature is between degrees. A pool that is used for therapeutic benefits the water temperature is higher, usually above 82 degrees. Water temperature varies depending on disabilities with recommended ranges between 83 to 96 degrees. Most pools are used for a variety of swimmers, from beginners to competitive teams. Control over the pool temperature based on individual swimmers needs is nearly impossible to obtain, therefore aquatic instructors and lifeguards must be aware of the influence water temperatures have on swimmers. Water temperature may be too cold for a swimmer if a bluish coloration around the mouth and or finger nail beds is noticed. This may be the result of needing to increase movement in the water, maintaining equal body temperature by lowering body so that chest is underwater, removal from the pool with towels and or robe placed on them. The most important thing is for the swimmer to be warm. Water temperature is too warm for a swimmer if his/her face coloration is reddish; breathing is difficult, and he/she becomes extremely tired or lethargic. Dehydration is also increased in warm water so swimmers should be encouraged to drink plenty of water. 82

83 Water Exercise Circuits Based on Ability Levels 83

84 Activity: Water Stations Objectives: To introduce various pool activities. Work on different muscle groups and skills 10 cones (or more depending on # of students) Music Equipment for each of the different activities (depending on what you choose) Students are paired up and each team is at a different cone (marking the various stations) to start. 10 stations are going to be set up. There is a 45 sec. time for each station. At the end of 45 sec. the instructor will blow the whistle and the music will stop and the students will swim on their bellies to the next station. Station 1: Basket toss there will be a basket and each student will be given 3 balls. They shoot at the basket from 10 feet away (the distance may vary, depending on the ability of the student). When they are out of balls they will swim to retrieve them and shoot again until time is up. Use different station activities based on your unit plans. Use different amount of stations, depending on the number of students. Have 2 or more options at each station for the student to be able to choose from based on his/her ability. Distance from target, ball sizes. Use tot deck, throw them further or closer to the student. 84

85 Station 2: Retrieving rings the undergrads will toss 3 rings (for each student) to the bottom of the pool (use the tot deck if they are able to swim to the bottom). The students will retrieve the rings. Repeat until time is up. Station 3: Draw out different exercises There will be a bucket of fish. The students will reach in and grab a fish and perform the activity that is on it (blow bubbles in the water for 5 sec. bob up and down in the water for 5 sec., 10 scissor jumps (for older kids), put your whole head under the water 3 times, etc) Station 4: Fill up bucket with water using different utensils (small cup, squish balls, strainer, etc.) Station 5: Water movement Run/walk on the bottom of the pool/tot deck for 15 seconds, move in the water by jumping for 10 seconds, move by hopping on right foot for 10 seconds, move by hopping on left foot for 10 seconds. Station 6: Water splashing Students will hold on the side of the pool lying on their stomachs and kick their legs for 20 seconds then with support from the teacher do the same thing while lying on their backs. Station 7: Towing Have a floating object with a rope attached and the student will tow the object in the water to a specific distance and back. Repeat until time is up. Use different exercises based on the student s ability. Use different size buckets. Change out options to fill up bucket. Have them swim a certain distance to retrieve the items. Use different locomotor skills. Use different types of kicks when learned. Use different weighted items. Use hoop levels. Use different foods (cakes, pancakes, etc). Use different size, texture, weight balls. Change distance. 85