The Effects of Long-term Adapted Aquatics on Swimming in Children with Disabilities
Department
Exercise and Sport Science
Recommended Citation
Summers, Louisa A., "The Effects of Long-term Adapted Aquatics on Swimming in Children with Disabilities" (2017). University Presentation Showcase Event. 12.
https://encompass.eku.edu/swps/2017/faculty/12
Abstract
Introduction:
The purpose of this study was to determine the effects of three semesters of adapted aquatics on swimming levels in children with disabilities.
Participants: The participants included fifteen children, aged 4-15 years. There were 11 children with autism and four children who self-reported other disabilities including learning and intellectual disability.
Procedures:
A single subject study design was used to determine the effects of long term adapted aquatics. The American Red Cross Swimming levels (American Red Cross, 2005) were used to assess improvement. Each child participated in nine sessions of 45 minutes of adapted aquatics per semester for three semesters. Intra-rater reliability testing was performed using an expert instructor and aquatics director (n=5). Intra-rater reliability showed a moderate correlation (r = .74).
Results:
First semester, level one swimmer’s averaged 4 of 22 new skills; level two swimmers learned on average five of 22 new skills. During the second semester, five of the eight children in level 2 moved to 3. Then, during the third semester, five of the same eight children moved from level 3 to 4.
Conclusions and implications:
First semester, level one swimmer’s averaged 4 skills and level two swimmers learned five. After the second semester, children move up one swim level each semester thereafter. Continuing the adapted aquatics program improved swimming regardless of the change in student assigned. However, the level 1 swimmers who stopped coming and/or, dropped out and then came back, did not progress in the same manner.
Presentation format
Other
Poster Number
133
The Effects of Long-term Adapted Aquatics on Swimming in Children with Disabilities
Introduction:
The purpose of this study was to determine the effects of three semesters of adapted aquatics on swimming levels in children with disabilities.
Participants: The participants included fifteen children, aged 4-15 years. There were 11 children with autism and four children who self-reported other disabilities including learning and intellectual disability.
Procedures:
A single subject study design was used to determine the effects of long term adapted aquatics. The American Red Cross Swimming levels (American Red Cross, 2005) were used to assess improvement. Each child participated in nine sessions of 45 minutes of adapted aquatics per semester for three semesters. Intra-rater reliability testing was performed using an expert instructor and aquatics director (n=5). Intra-rater reliability showed a moderate correlation (r = .74).
Results:
First semester, level one swimmer’s averaged 4 of 22 new skills; level two swimmers learned on average five of 22 new skills. During the second semester, five of the eight children in level 2 moved to 3. Then, during the third semester, five of the same eight children moved from level 3 to 4.
Conclusions and implications:
First semester, level one swimmer’s averaged 4 skills and level two swimmers learned five. After the second semester, children move up one swim level each semester thereafter. Continuing the adapted aquatics program improved swimming regardless of the change in student assigned. However, the level 1 swimmers who stopped coming and/or, dropped out and then came back, did not progress in the same manner.
