Biomechanics and Medicine in Swimming XI

Shallow or Deep Water for Adjustment? A Study in
Children Aged 3 to 6 Years
scurati, r., Michielon, G., longo, s., Invernizzi, P.l.
Università degli Studi di Milano, Facoltà di Scienze Motorie, Milan, Italy
In a learn-to-swim programme, the question of what is the best environmental
condition for aquatic adjustment. The choice could depend
on the depth of the swimming facilities or on the swimming teaching
methodology. This study aimed to compare the outcomes of water adjustment
carried out in deep or shallow water in 3 to 6 year old children.
Children practicing the learning programme in deep water obtained a
higher mean score, but not significantly different than the children having
a shallow water adjustment programme. The depth of the swimming
pool seems to not significantly affect the results. Children can approach
guided experiences equally either in shallow or deep water to learn the
swimming basic skills and independence in the water, with no differences
in the rate of acquisition or in the quality of the skills.
Key words: motor learning, water adjustment, beginners, deep water,
aquatic skills
IntroductIon
Among more frequent questions swimming teachers have to answer
when planning learn-to-swim programme is, “what is the best environmental
condition for teaching beginners? Frequently, teachers have no
alternative and have to adapt to the swimming facilities they are working
in, but if the environmental conditions allow it, which choice between
starting a swimming experience in deep or shallow water is the best one?
In the literature there are several studies and theories about swimming
teaching methods. Referring to the best age for starting swimming
learning, the age of five to six years seems to be suitable for teaching
swimming front crawl stroke (Blanksby et al., 1995). At 4 years of age,
children show adequate abilities to acquire good levels of water confidence
or basic aquatic locomotion skills, whereas earlier water experience
does not necessarily lead to a faster gain of specific basic skills
(Parker et al., 1997).
The influence of aids on water first experiences has also been studied.
No differences were found in learning and improving the front crawl
kicking either using just a kickboard or employing multiple various aids
(Blanksby et al., 1999). Moreover, in advanced beginners flotation suits
do not show evidence of influence on floating or on gliding abilities
(Kjendlie, 2009a) as well as on the enhancement of the swimming abilities
(Kjendlie, 2009b).
Authors considered at first the depth of the water and advanced
learn-to-swim programmes based on activities in shallow water (Langendorfer
& Bruya, 1995; Bucher, 1995) or in deep water (Schmitt,
1992; Cesary et al., 1998).
The aim of this study was to compare the outcomes in 3 to 6 year
old children of water adjustment carried out in deep or shallow water.
Methods
Twenty-two children were selected among the participants of the learnto-swim
programmes in a swimming pool of a village near Milan. Criteria
for selection were: i. real age; ii. anthropometric characteristics; iii.
swimming skills.
The participants were divided into two groups: group A (mean ±
SD, age 4.8 ± 0.7 years, weight 16.76 ± 1.63 kg, height 108 ± 7 cm, BMI
14.23 ± 1.42 kg·m -2 ), group B (mean ± SD, age 5.3 ± 1.4 years, weight
17.23 ± 3.38 kg, height 110 ± 11 cm, BMI 14.07 ± 1.22 kg·m -2 ).
Swimming skills were the same for all subjects: no previous experience
in learn-to-swim programmes, no specific swimming abilities, no evidence
of preexisting conditions causing problems during water activities.
chaPter5.education,adviceandBiofeedBack
Each group was assigned to a learn-to-swim programme aimed at
a first experience and adjustment to water activities corresponding to
the first level of a learn to swim programme (Table 1), according to
the progression showed in the Table 2, practiced in the shallow or deep
water condition: group A in shallow water (SW), group B in deep water
(DW).
Sixteen classes 60-minutes long were attended by the children. Each
class was structured as follows: 5 to 10 minutes of warm-up in a gym
using simple games or exercises; 40 to 45 minutes of various targeted
games and practices with an open multi-lateral approach in order to
maintain high attention and motivation and to achieve the maximum
educational effect (sometimes more than one step at a time, see Table
2 ); 5 to 10 minutes of free games, jumps and dives. Flotation supports
were employed when necessary.
The SW group transferred into the deep water during the two last
classes for a short period of adaptation to the new environment because
the final evaluation had to be executed in the deep water.
Scores were assigned according to the presence of level 1 indicators
in Table 3.
Table 1. Complete learn to swim program.
Level Target
1 Comfort and independence in the water
Displacing by kicking on the back and managing the side
2
breathing in prone position
3 Elementary front crawl and backstroke swimming
Front crawl and backstroke with continuity and breaststroke
4
leg kicking.
5 Complete breaststroke and elementary turns
6 All strokes and competitive starts and turns
Table 2. Targets of the 1st level of the swimming program.
Progression Target
Discovering the aquatic environment and first contact
1
with the water
2 Displacing with supports / holds
3 Head submerging (with closed and open eyes)
4 Breathing in static and dynamic attitudes
5 Static and dynamic floating, with or without aids
Static and dynamic floating, with or without aids, adding
6
breathing
7 Propelling with and without floatation supports
8 Jumping and diving
Table 3. Table of evaluation of the complete swimming learning program.
Level Sub-level Check-list (test) Score
1 +
Swimming leaning on a floating support, by kicking in
prone position and immersing the face.
Swimming with a kickboard (or similar), by kicking in
1
++ prone or supine position and immersing the face managing
an elementary breathing.
Full independence in the water. Short displacement in prone
2
+++
and supine position without any floating support. Continuous
breathing at the border. Dropping and diving in free
techniques.
3
2 +
Gliding in prone position and in supine position (arms
along the body) by correct kicking.
Performing a series of front crawl arm strokes breathing
1
++ and rolling on the back. Performing 25m on the back, arms
along the body.
2
+++
Kicking with a kickboard or a floating aid, no arm stroke,
breathing on the side. Backstroke keeping the arms straight.
3
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