Assessment in Adapted Aquatics

Transcription

1 Assessment in Adapted Aquatics By: Stephanie Bowerman Doctorate Student Texas Woman s University Summer 2007

2 Assessments to be Reviewed 1. The Lone Star Adapted Aquatics Assessment Inventory and Curriculum (LSAA) 2. Developmental Aquatics 3. Aquatic Readiness Assessment

3 1. The LSAA (Apache, Hisey, & Blanchard, 2005) This program was based on two primary concepts Developmental appropriateness Sequential motor development Motor Development & Sequencing Assessment Inventory + Curriculum through 7 levels which allows each student to progress to the next level There are 7 levels + 1 initial level used for placement, + 1 safety

4 LSAA This test is adaptable to multiple disability levels and ages Provides individualized instruction with student progress

5 Education Model The LSAA is based on this education model defined by Lepore, Gayle & Stevens (1998) It is a result of progressive swim models, the APE service delivery model, IDEA and the social minority model viewing individuals with disabilities

6 Distinct components of the Education Model As opposed to problems, this model focuses learning and it s application to teaching aquatic skills Individuals have unique strengths and weaknesses LRE is used for the acquisition of skills Development of an individualized plan to improve skills Content focus on swimming & water safety not therapy

7 Goals that might guide an educational adapted aquatic program Pool rules and safe behavior Use of steps, ramps, lifts, etc. Mouth closure during splashing Breath control Swim strokes Minimize competitive starts and turns Synchronized swimming movements Masks, fins Tubes or life jackets Rolling (front to back) Inflate clothing for survival Change in directions Recovering from horizontal Treading water Making a reaching rescue

8 Scoring for the LSAA Criteria for advancing from one curriculum level to the next Competence with curriculum level activities Mastery of curriculum components by consistent performance Observable progressions, with emphasis on personal water safety

9 Developmentally Appropriate Age Appropriate Individual Appropriateness Effective Learning

10 Implementation Procedures 1. Initial Screening Assessment used for placement 2. For each assessment level, progress can be noted in terms for: Degrees of performance Verbal cues required Amounts of physical assistance needed Achievement levels Advancement to the next level is not necessary all or none basis

11 2. Developmental Aquatics (Doremus, W.A., 1992) Some individuals are unable to attempt the beginner skills of aquatics because they are too young or they have low cognitive functioning Developmental Aquatics is aimed at pre-beginners to benefit from an aquatic program

12 Development Aquatics cont d Learning to swim is not the entire focus, but it addresses Physiological Psychological Social Recreational games Along with sensory and movement experience for socialization, normalization and enjoyment

13 Assessment Start with initial assessment Record: % of times completed Distance Duration Quality of skill Types and amounts of assistance and equipment needed

14 6 progressive skill areas Mental & Physical Adjustment to the water Enter & Exit Pool Safely Tolerating Range of Motion Exercises Balance & Floatation Breath control & Improved Respiratory Function Active Movement Through the Water

15 3. Aquatic Readiness Assessment (ARA) [Langendorfer & Bruya, 1995] Assesses young children s beginning skills, progress and outcomes Motor sequences are hierarchically ordered changes in movement patterns The basic motor components include: water orientation, water entry, breath control, buoyancy and body positioning, arm actions, leg actions, and combined movements

16 Checklists adapted from other sources Water entry Body positioning Arm recovery/propulsion Leg action Combined Movement

17 Using the ARA Observe multiple trials in varying conditions More than one trials (but no specific amount) ARA assessment + guide Determine the level your student is at and follow the corresponding activities to help them progress to the next level.

18 Five different aquatic assessments based upon their assessment tool/checklists Water orientation/ adjustment Water entry/exit Breath control Buoyancy/ Floatation Body positioning Arm action Leg Action Combined Movement LSAA ARA Inspire Conatser Developmental Different Levels Aligned curriculum/ activities Initial screen test Validity Reliability Safety LSAA ARA Inspire Conatser Developmental Note: Inspire represents Project Inspire aquatics assessment (Texas Woman s University), Conatser represents the Conatser Adapted Aquatics Screening Test (Conatser, 1995), and Developmental represents the Developmental Aquatics Assessment mention in the above review.

19 References Apache, R.R.G., Hisey, P., & Blanchard, L. (2005). An adapted aquatics assessment inventory and curriculum. Palaestra, 21(2), Doremus, W. A. (1992). Developmental aquatics. Teaching Exceptional Children, Langendorfer, S.J., & Bruya, L.D. (1995). Aquatic readiness: Developing water competence in young children. Champaign, IL: Human Kinetics. Lepore, M, Gayle, G.W., & Stevens, S. (1998). Adapted aquatics programming: A professional guide. Champaign, IL: Human Kinetics.