adapted aquatics for students with disabilities matthew cummiskey, ph.d. central ct state univ., new...

Adapted Aquatics for Adapted Aquatics for Students with DisabilitiesStudents with Disabilities

Matthew Cummiskey, Ph.D.Matthew Cummiskey, Ph.D.

Central CT State Univ., New BritainCentral CT State Univ., New Britain

Materials available via websiteMaterials available via website

BackgroundBackground

AAPAR Adapted Aquatics CertifiedAAPAR Adapted Aquatics Certified CAPECAPE Collaboration with schools in Connecticut Collaboration with schools in Connecticut

Pull-out settingPull-out setting Adapted PE instructor at CCSUAdapted PE instructor at CCSU

Why the Water?Why the Water?

What are some possible benefits of What are some possible benefits of including aquatics for student with including aquatics for student with disabilities?disabilities?

Why the WaterWhy the Water Kids (students) generally love Kids (students) generally love

the waterthe water Students can often do MOREStudents can often do MORE Safety: if possible everyone Safety: if possible everyone

should be able to stay afloatshould be able to stay afloat Develop lifelong skills and Develop lifelong skills and

feelings of accomplishment feelings of accomplishment /self-worth/self-worth

Freeing environment, help foster Freeing environment, help foster independence (leave the independence (leave the wheelchair and the crutches on wheelchair and the crutches on the side)the side)

Therapeutic pools (88-92 Therapeutic pools (88-92 degrees) help relieve pain and degrees) help relieve pain and promotes relaxation and mobilitypromotes relaxation and mobility

Contraindicated for MSContraindicated for MS Reeducation of paralyzed Reeducation of paralyzed

musclesmuscles

Immersion in water improves:Immersion in water improves: Stroke volume, cardiac Stroke volume, cardiac

output, work of breathing, output, work of breathing, oxygen delivery, blood oxygen delivery, blood flow… flow…

Increases range of motionIncreases range of motion Improves muscle strength and Improves muscle strength and

endurance, great form of endurance, great form of cardiovascular exercisecardiovascular exercise

Stimulates the senses (skin Stimulates the senses (skin balance, visual, auditory)balance, visual, auditory)

Can be too much for Can be too much for students with autismstudents with autism

Why the WaterWhy the Water 1975 Education for All Handicapped Children 1975 Education for All Handicapped Children

ActAct PL94-142 defined physical education as:PL94-142 defined physical education as: (I) the development of: (A) physical and motor fitness; (I) the development of: (A) physical and motor fitness;

(B) fundamental motor skills and patterns; and (B) fundamental motor skills and patterns; and instruction in aquatics, dance, individual and group instruction in aquatics, dance, individual and group games, and sports (including intramural and lifetime games, and sports (including intramural and lifetime sports). (Federal Register, 1977a) sports). (Federal Register, 1977a) • What is the significance of the definition? What is the significance of the definition?

Pre-InstructionPre-Instruction SafetySafety

Rule: Unless accompanied 1 on 1, students are Rule: Unless accompanied 1 on 1, students are not permitted in the deep endnot permitted in the deep end

Lifeguard: Have one on dutyLifeguard: Have one on duty• Avoid doubling as the lifeguard (protect yourself)Avoid doubling as the lifeguard (protect yourself)

Class size: In a pull-out setting, 4 or 5 students Class size: In a pull-out setting, 4 or 5 students maximummaximum• Aides should be present in the poolAides should be present in the pool

Pre-instructionPre-instruction TimeTime

In a 45 minute class, you will often have only In a 45 minute class, you will often have only 20 minutes for instruction due to extended 20 minutes for instruction due to extended changing times…prioritize changing times…prioritize

ConsiderationsConsiderations Is the water or air too cold? Is the water or air too cold? Is there too much going on in the pool/noise?Is there too much going on in the pool/noise? Accessing the poolAccessing the pool

Planning – What to Teach?Planning – What to Teach?

Several model “curriculums” are availableSeveral model “curriculums” are available Learn to SwimLearn to Swim

Special OlympicsSpecial Olympics

Levels of Competency Levels of Competency Sherrill ModelSherrill Model


Personal safetyPersonal safety Knowledge of entry Knowledge of entry

and exitand exit Knowledge of Knowledge of

personal limitspersonal limits Pool rulesPool rules Deep vs. ShallowDeep vs. Shallow

Personal growthPersonal growth What are their What are their

goalsgoals Show me what Show me what

you can doyou can do

YMCA Progressive Swim LevelsYMCA Progressive Swim Levels

Stroke developmentStroke development Assess typical strokesAssess typical strokes

• CrawlCrawl, sidestroke, , sidestroke, breast, backbreast, back

• Crawl is quite advanced Crawl is quite advanced for many students, esp. for many students, esp. considering present considering present technique technique

RescueRescue ReachingReaching Extending Extending ThrowingThrowing

Water sports and Water sports and gamesgames Can they sit on a Can they sit on a

noodle?noodle? Get on a raft or tube?Get on a raft or tube? Throw a ball to Throw a ball to

another with balance?another with balance?


YMCA Progressive Swim LevelsYMCA Progressive Swim Levels


Pre-assessment if Pre-assessment if possiblepossible Lone Star Adapted Lone Star Adapted

Aquatics InventoryAquatics Inventory ““Provide level of Provide level of

needs within the needs within the curriculum and vice curriculum and vice versa”versa”

• p.33 p.33


Goals and objectivesGoals and objectives PersonalizedPersonalized depending on a student’s IEP depending on a student’s IEP

• Anything from just feeling comfortable in the water to snorkeling or Anything from just feeling comfortable in the water to snorkeling or playing water poloplaying water polo

• Fitness related – increasing range of motion, improved muscular Fitness related – increasing range of motion, improved muscular endurance…endurance…

Combination of student’s present level of performance and Combination of student’s present level of performance and goals/objectives coalesced from several sourcesgoals/objectives coalesced from several sources

• Sources may include:Sources may include: Your own expertiseYour own expertise Programs or curriculums (YMCA, Special Olympics , LSAA, etcPrograms or curriculums (YMCA, Special Olympics , LSAA, etc STUDENT INTERESTSTUDENT INTEREST

Planning – What to Teach?Planning – What to Teach? Goals and Objectives Goals and Objectives

Continued…Continued… Pool rules and safetyPool rules and safety Use of steps, ramps, liftsUse of steps, ramps, lifts Mouth closure during Mouth closure during

splashingsplashing Breath controlBreath control Swim strokesSwim strokes Minimize competitive starts Minimize competitive starts

and turnsand turns Synchronized swimming Synchronized swimming

movementsmovements

Masks, finsMasks, fins Tubes or life jacketsTubes or life jackets Rolling (front to back)Rolling (front to back) Inflate clothing for survivalInflate clothing for survival Change in directionsChange in directions Recovering from Recovering from

horizontalhorizontal Treading waterTreading water Making a reaching rescueMaking a reaching rescue


The basic motor components include: The basic motor components include: water orientation, water entry, breath control, water orientation, water entry, breath control,

buoyancy and body positioning, arm actions, buoyancy and body positioning, arm actions, leg actions, and combined movementsleg actions, and combined movements


YouTube VideoYouTube Video Write down your initial thoughts on some Write down your initial thoughts on some

goals for this studentgoals for this student• Http:///www.youtube.com/watch?v=TXm8T-Http:///www.youtube.com/watch?v=TXm8T-

AG7Uk&NR=1 AG7Uk&NR=1 • Somewhat limited due to the small sample but do Somewhat limited due to the small sample but do

your bestyour best

Getting into the WaterGetting into the Water- Independent Transfers- Independent Transfers

Forward Pivot

Sliding Board Transfer

Standard Lift

Arms-through lift

Getting into the WaterGetting into the Water- Dependent Transfers- Dependent Transfers

Getting into the WaterGetting into the Water

Ramps and stairs (ADA compliant)


http://www.abledata.com/abledata.cfm?pageid=19327&top=12968&productid=185187&trail=22,12691,12963&discontinued=0


Wet the mat and slide the student into the water (safe, fast, and inexpensive)

Tot dock – sits in the shallow end of the pool

Instruction - Keys to SuccessInstruction - Keys to Success When to progress a student from one level When to progress a student from one level

to the next?to the next? For each assessment level, progress can be For each assessment level, progress can be

noted in terms for:noted in terms for:• Degrees of performance: Degrees of performance:

% of times completed, distance, duration, quality of skill% of times completed, distance, duration, quality of skill

• Verbal cues requiredVerbal cues required• Amounts of physical assistance neededAmounts of physical assistance needed

Advancement to the next level is not Advancement to the next level is not necessarily all or nonenecessarily all or none

Instruction - Keys to SuccessInstruction - Keys to Success Teaching style – allow students to choose the Teaching style – allow students to choose the

level of their challenge or desired equipmentlevel of their challenge or desired equipment Teaching styles in PETeaching styles in PE Challenge stations for flutter kickChallenge stations for flutter kick

• 1 – Sitting poolside1 – Sitting poolside

• 2 – In the water holding the gutter2 – In the water holding the gutter

• 3 – Hold a kickboard in open/near water3 – Hold a kickboard in open/near water

• 4 – Unassisted in open water4 – Unassisted in open water Challenge stations for immersing head in waterChallenge stations for immersing head in water

Instruction - Keys to SuccessInstruction - Keys to Success

Use small-sided activities that don’t single Use small-sided activities that don’t single students outstudents out

Students with disabilities may collaborate Students with disabilities may collaborate with non-disabled peerswith non-disabled peers ““Swim-helpers” - assist in the poolSwim-helpers” - assist in the pool

• Should sign a permission slipShould sign a permission slip• Consistent helper if possible Consistent helper if possible

CommunicationCommunication DemonstrationsDemonstrations Photos, picture exchangePhotos, picture exchange Simplify languageSimplify language 1 direction at a time1 direction at a time Ask to repeatAsk to repeat Communication boardCommunication board

Instruction - Keys to SuccessInstruction - Keys to Success

Teaching Strategies/EquipmentTeaching Strategies/Equipment

Teaching Teaching Strategies/EquipmentStrategies/EquipmentFlotation devicesFlotation devices Assistive device when used supplementally Assistive device when used supplementally

(belay fear)(belay fear) Devices can sometimes gets impede strokesDevices can sometimes gets impede strokes Floatation devices are not Coast Guard Floatation devices are not Coast Guard

Certified PFD’s!Certified PFD’s! For upright position, may need to weigh feet For upright position, may need to weigh feet

downdown

Fun, bright color, tactile equipment works Fun, bright color, tactile equipment works wonders!wonders!


Teaching Teaching Strategies/EquipmentStrategies/Equipment

Hand over hand – guide through the movements

Visual display of activities or tasks to complete

Surfing


Assisted Ambulation

Flotation with hand over hand (again)


Vital capacity (lung)Diving lead-up


FitnessFitness Cardiovascular (kicking, wall crawl, games)Cardiovascular (kicking, wall crawl, games) Muscular endurance/strengthMuscular endurance/strength Moving arm through the waterMoving arm through the water

• Add resistance through a webbed glove, holding a lolli-pop Add resistance through a webbed glove, holding a lolli-pop paddle, etcpaddle, etc

Flexibility – Flexibility –

shallow endshallow end

Teaching Strategies/EquipmentTeaching Strategies/EquipmentResource DocumentsResource Documents Basic Adapted Aquatic Activities and Basic Adapted Aquatic Activities and

Games (TWU-Ms. Gomes)Games (TWU-Ms. Gomes) Activities documentActivities document Stopka equipment articles: 1, 2, 3Stopka equipment articles: 1, 2, 3

Highlights:Highlights:• Goggles – step towards immersion Goggles – step towards immersion

• Musical bob (not chairs) with inner tubes or hula hoopsMusical bob (not chairs) with inner tubes or hula hoops

• Sinkable toys for retrieval Sinkable toys for retrieval

• Kickboard as bat and bases for baseball (held by basement)Kickboard as bat and bases for baseball (held by basement)


Possible rewards:Possible rewards: Dividing boardDividing board Favorite activity - SurfingFavorite activity - Surfing Free time with favorite equipmentFree time with favorite equipment Water squirtersWater squirters Group gameGroup game

Group PracticeGroup Practice

Design an individualized 20 minute mini-Design an individualized 20 minute mini-lesson for the student described on each lesson for the student described on each handout. handout. The challenge: The challenge: Try not to useTry not to use any of the any of the

activities discussed thus faractivities discussed thus far Create goals, strategies for success, and Create goals, strategies for success, and

possible activitiespossible activities• Latitude in determining present level of Latitude in determining present level of

performance (mild, moderate, profound) and other performance (mild, moderate, profound) and other factorsfactors

ResourcesResources

Apache, R.R.G., Hisey, P., & Apache, R.R.G., Hisey, P., & Blanchard, L. (2005). An adapted Blanchard, L. (2005). An adapted aquatics assessment inventory and aquatics assessment inventory and curriculum. curriculum. PalaestraPalaestra, 21(2), 32-37., 21(2), 32-37.

Lepore, M., Gayle, G. W., & Stevens, Lepore, M., Gayle, G. W., & Stevens, S. (2007). S. (2007). Adapted Aquatics Adapted Aquatics Programming: A Professional Guide Programming: A Professional Guide (2(2ndnd ed.) . Champaign, IL: Human ed.) . Champaign, IL: Human Kinetics. Kinetics.

Stopka, C. (2001a). Equipment to Stopka, C. (2001a). Equipment to enhance an adapted aquatics program enhance an adapted aquatics program – Part 1. – Part 1. Palaestra,Palaestra, 17(1), 36-42. 17(1), 36-42.

ResourcesResources Stopka, C. (2001b). Equipment to enhace an adapted Stopka, C. (2001b). Equipment to enhace an adapted

aquatics program – Part 1. aquatics program – Part 1. Palaestra,Palaestra, 17(2), 40-43. 17(2), 40-43. Stopka, C. (2001c). Equipment to enhace an adapted Stopka, C. (2001c). Equipment to enhace an adapted

aquatics program – Part 1. aquatics program – Part 1. Palaestra,Palaestra, 17(3), 39-42. 17(3), 39-42. Texas Women’s University – Project InspireTexas Women’s University – Project Inspire. (n.d.). . (n.d.).

Aquatics. Retrieved January 19, 2008 from Aquatics. Retrieved January 19, 2008 from http://www.twu.edu/inspire/aquatics.htm http://www.twu.edu/inspire/aquatics.htm

QuestionsQuestions

Materials/Contact InfoMaterials/Contact Info

For all materials used in today’s For all materials used in today’s presentation, visit:presentation, visit: Http://thenewpe.com/ (click conference Http://thenewpe.com/ (click conference

presentations)presentations)

Contact info:Contact info: Matthew CummiskeyMatthew Cummiskey [email protected]@ccsu.edu (860) 832 - 2123(860) 832 - 2123