Relevant bibliographies by topics / Swimming for children

Academic literature on the topic 'Swimming for children'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Swimming for children"

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Wawrzyniak, Grzegorz. "Biological age in children who practise swimming." Anthropologischer Anzeiger 59, no. 2 (May 31, 2001): 149–56. http://dx.doi.org/10.1127/anthranz/59/2001/149.

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MITSUI, JUNZO, TAKEOMI AKIMARU, YOSHIHIKO YAMAZAKI, TETSUO OKUWA, ATSUSHI YOSHIMURA, TAKASHI KATO, and MITSUMASA MIYASHITA. "ASTHMATIC CHILDREN AND SWIMMING." Japanese Journal of Physical Fitness and Sports Medicine 34, no. 3 (1985): 158–66. http://dx.doi.org/10.7600/jspfsm1949.34.158.

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BARRETO DE LIMA, ALEX, and FÁBIO ANDRÉ CASTILHA. "COORDINATIVE CAPACITY OF SWIMMING AND NON SWIMMING CHILDREN PRACTITIONERS." Fiep Bulletin- Online 87, no. I (January 1, 2017): 409–12. http://dx.doi.org/10.16887/87.a1.104.

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Fife, Daniel, and Marcia Goldoft. "Swimming capabilities and swimming exposure of New Jersey children." Journal of Safety Research 25, no. 3 (September 1994): 159–65. http://dx.doi.org/10.1016/0022-4375(94)90072-8.

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GREENSHER, JOSEPH. "Epilepsy and Swimming." Pediatrics 76, no. 1 (July 1, 1985): 139. http://dx.doi.org/10.1542/peds.76.1.139a.

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In Reply.— If all swimming were limited to pools that were always supervised by a lifeguard or competent adult, we would not have approximately 1,500 children drowning each year. The risk of drowning or near-drowning for a child with epilepsy is four times that of other children. The risks to children who have been seizure-free for 1 year are only minimally greater than for the general population if they have stable therapeutic anticonvulsant levels, are mentally normal, and are well supervised in the water.1
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Musiyenko, O. V., R. V. Chopyk, and N. B. Kizlo. "Influence of swimming on sensory functioning, quality of life and behavior of children with autism." Health, sport, rehabilitation 6, no. 3 (September 16, 2020): 60. http://dx.doi.org/10.34142/hsr.2020.06.03.07.

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<p><strong>Aim: </strong>to establish the influence of swimming as a means of adaptive physical education on behavior, emotional state, sensory, motor coordination and quality of life of children with autism spectrum disorders (ASD).</p><p><strong>Material and methods</strong>. Three children with autism who were swimming were examined. Research methods: pedagogical observations, pedagogical experiment, method of expert evaluations, questionnaires.</p><p><strong>Results</strong>. There is a significant improvement in the behavior of children with ASD: reducing aggression and autoaggression, reducing the frequency of stereotyped movements, reducing opposition, improving emotional state, improving willpower, improving coordination and dexterity. According to the results of expert assessment, against the background of increasing the results of dexterity, the formation of swimming skills, a significant increase in positive emotions, the acquisition of communication skills there is a significant reduction in problem behavior. Swimming is a powerful sensory stimulus for children with ASD, they improve their sensory profile by promoting proper sensory responses. Swimming contributes to a significant increase in the quality of life of both children and their parents.</p><p><strong>Conclusions:</strong> Swimming is a powerful sensory stimulus for children with ASD. As a result of swimming lessons in children with ASD there is an improvement in behavior, development of communication skills, development of smooth movements, growth of positive emotions, development of swimming skills. Swimming also helps to improve the quality of life of children with ASD and their parents. In children with ASD, swimming helps to improve certain indicators of the sensory profile. Individual swimming lessons can be recommended for children with ASD as an effective means of adaptive physical education.</p>
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Marković, Vladan, and Miloš Milošević. "Swimming in physical education of children." Inovacije u nastavi 35, no. 3 (2022): 134–45. http://dx.doi.org/10.5937/inovacije2203134m.

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The aim of this paper is to examine the attitude towards the implementation of swimming in the teaching of physical and health education of children. The introduction of swimming as a mandatory program content of physical education is one of the possible innovations of this type which was the subject of the research and analysis of this paper. On the basis of theoretical analysis, "The Questionnaire on Swimming in Physical Education," containing 17 statements which are answered via five-point Likert-type assessment scales was constructed. A total sample of 104 subjects, coaches, teachers of physical education and sport, active senior swimmers, and parents with children between the ages of six and ten were interviewed. The data on the socio-demographic characteristics, swimming, and sports habits were collected. The results of the descriptive statistical analysis and the reliability analysis by Crombach's Alpha method (a = 0.75) indicate good metric characteristics of the questionnaire. The results of the descriptive statistical analysis show an extremely positive attitude of parents when it comes to swimming in physical education (M = 4.52, SD = 0.29). The descriptive statistical analysis supports the assumption that health and recreational goals of swimming (M = 4.81) are significantly ahead of sports and competition (M = 2.33). When it comes to assessing the emotions associated with swimming, it can also be concluded that recreation (M = 4.85) and entertainment (M = 4.66) are more important than competition (M = 3.72), i.e., that they provoke more positive emotions among children. The results of the variance analysis show that there are no statistically significant differences in attitudes towards swimming in physical education in the subsamples formed according to socio-demographic variables. The obtained results are primarily a confirmation of the positive educational and developmental effects of swimming. Furthermore, many problems exist with the realization of the idea of introducing swimming in regular classes. For such actions, the most important aspects include organization and cooperation of schools, sports centers and the local community, while the financial resources that need to be invested are not so great if the development benefits for children are taken into account. The observed extremely positive attitude of the subjects speaks to their readiness to help and support the implementation of such programs.
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Higgerson, J., E. Halliday, A. Ortiz-Nunez, and B. Barr. "The impact of free access to swimming pools on children’s participation in swimming. A comparative regression discontinuity study." Journal of Public Health 41, no. 2 (May 14, 2018): 214–21. http://dx.doi.org/10.1093/pubmed/fdy079.

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Abstract Objective Investigating the extent to which providing children with free swimming access during school holidays increased participation in swimming and whether this effect differed according to the socioeconomic deprivation of the neighbourhoods in which children lived. Setting A highly disadvantaged local authority (LA) in North West England. Intervention Provision of children with free swimming during the summer holidays. Outcome measures Number of children swimming, and the number of swims, per 100 population in 2014. Design Comparative regression discontinuity investigating the extent to which participation rates amongst children aged 5–15 were greater in the intervention LA compared to a similar control LA. We estimated the differential effect of the intervention across five groups, defined by quintiles of area deprivation. Results Free swimming during the summer holidays was associated with an additional 6% of children swimming (95% CI: 4–9%) and an additional 33 swims per 100 children per year (95% CI: 21–44). The effects were greatest in areas with intermediate levels of deprivation (quintiles 3 and 4) within this deprived LA. Conclusion Providing free facilities for children in disadvantaged areas is likely to increase swimming participation and may help reduce inequalities in physical activity.
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Benčuriková, Ľubomíra, and Matúš Putala. "The Swimming Ability of Children with Asthma." Acta Facultatis Educationis Physicae Universitatis Comenianae 57, no. 1 (May 24, 2017): 23–33. http://dx.doi.org/10.1515/afepuc-2017-0003.

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Summary This paper reports on findings of a pilot research to determine the level of swimming ability of children with weak respiratory system aged between 10 - 11 years, who attended special classes for asthmatics. Swimming ability was assessed by 25 m free style swimming test. The results of asthmatics were compared with healthy peers (Benčuriková 2006; Kováčová 2010; Labudová 2011). The results confirmed that the level of swimming capability of asthmatic children, despite their handicap, is significantly higher than their healthy peers.
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Muhammad Firdaus, Abdul Sukur, Hernawan, and Rizka Antoni. "The development of training model of backstroke swimming skills for children age 8-10 years old." Gladi : Jurnal Ilmu Keolahragaan 13, no. 1 (March 31, 2022): 1–14. http://dx.doi.org/10.21009/gjik.131.01.

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The research aims to result in the development of training model of backstroke swimming skills for children aged 8-10years. The subjects in this research and development were trainees of children aged 8-10 years in Elsa Nasution Swimming Club and Tirta Jaya Banten. The research method used was the research and development model from Borg and Gall. The data collection technique used was the result of expert validation and effectiveness test through an assessment instrument with t-test statistical data analysis. The results of research and development of Training Model of Backstroke Swimming Skills for Children Age 8-10 Years Old showed that (1) The Development of Training Model of Backstroke Swimming Skills for Children Age 8-10 Years Old Children significantly improved the backstroke swimming skills of trainees, (2) Based on data analysis the average pre-test value was 9.9 and the post-test average was 17.2, 2.233 t-value -20,679 with a significance level of 0.05, it can be said that the Development of Training Model of Backstroke Swimming Skills for Children aged 8-10 Years can improve backstroke swimming skills and effective to be applied in the process of backstroke swimming training for children age 8-10 years old.
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Dissertations / Theses on the topic "Swimming for children"

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Strange, Cecily. "The relationship of psycho-social factors to swimming competency and attendance at swimming programs among year seven students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0041.

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Children in upper primary school who have not made progress along the Swimming and Water Safety Continuum may be at a greater risk in an aquatic environment because they have not developed the swimming competency, endurance and skills needed for survival in threatening aquatic situations. Three groups representing different socio-economic and geographical areas were selected to explore the relationships between psycho-social factors and the development of swimming ability among year seven students. Two groups from lower socio-economic areas were chosen. The first group was directly on the coast with easy access to the beach, while the second group was inland in the foothills of Perth. As higher socio-economic areas in Perth are generally not far from the coast only one group from a higher socio-economic coastal area was chosen. The participants were 540 year seven students, 282 of whom were males and 258 of whom were females. The primary variable of interest was the current swimming stage of year seven participants, and the differences between genders and/or locality groups. The primary research questions investigated differences between locality groups and/or genders for; a) perceived athletic competence and global self-worth, b) perceived swimming competency, confidence in deep water and importance placed on learning to swim well. c) perceived social support for sport and swimming activities and d) attendance at Interm, Vacswim and other swimming programs and aquatic venue experience. Relationships between swimming stage and the above variables were analysed. The secondary research questions investigated the most frequent reasons given by the students for not attending or discontinuing participation inVacswim, and whether there were differences between locality groups or genders. Findings indicated that the lower socio-economic groups had a significantly lower swimming stage and lower perceived self-worth than the higher socioeconomic group. Students from the lower socio-economic inland area had the lowest mean swimming stage as well as lower perceived social support for sport and swimming than either of the other two groups in the study. The two lower socioeconomic groups also attended less swimming instruction and placed less emphasis on the importance of learning to swim well than the higher socio-economic group. Despite these findings, the lower socio-economic groups did not view themselves as any less able in terms of athletic and swimming competence. However, as the two lower socio-economic groups have not progressed along the Swimming and Water Safety Continuum to the 'desirable standards' of the RLSSA (1999), these groups could be viewed as at-risk in an aquatic environment. At the same time, there was evidence that attendance at Interm along with attendance at another swimming program enabled participants to reach the 'desirable standards' of the RLSSA (1999). Girls generally had a higher swimming stage than boys in the lower socio-economic areas, attended year seven Interm and Vacswim more than boys, reported more social support for sport and swimming, and placed more emphasis on the importance of learning to swim well than boys. While many of these relationships between swimming stage and psycho-social factors have been intuitively accepted within the swimming teaching industry, we now have a better understanding of the strength and direction of these relationships.
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Jin, Tae-Sang 1974. "The validity of swimming rubrics for children with and without a physical disability /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99726.

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The purpose of this study was to investigate the psychometric properties of swimming rubrics. The 10-level rubrics were designed to assess the front crawl. Participants were children, aged 8 to 13 years, with and without a physical disability (n=19) from a "reverse integration" school in Montreal. Participants swam 20 meters with each deciding if a floatation device was necessary. They evaluated themselves as well as peers using the rubric format. The physical education teacher and two teaching assistants participated as teacher assessors. Teacher, peer, and self assessments produced similar scores. In peer assessment, students with disability produced lower scores than students without disability. Boys did not differ from girls. In self assessment, students with and without a disability showed similar competence in comparison to teachers. Also, boys and girls produced similar competence in comparison to their teacher as well. Finally, video assessment was significantly correlated with assessment done immediately after performance.
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Gelinas, Joanna E. "The developmental validity of traditional learn-to-swim progressions for children with physical disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37206.pdf.

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Ward, Luisa Rendon. "The Petaluma Healthy Youth Swimming Haven Program for foster children| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522608.

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The purpose of this project was to write a grant to implement a free swimming program for foster children 17 years and under in the City of Petaluma. The Petaluma Healthy Youth Swimming Program (PHYSH) will provide a series of six 2-week sessions over the summer to teach swimming skills and swimming safety. The program is expected to increase self-esteem and resiliency among foster children and to decrease the disproportional rates of non-intentional drowning found among impoverished children of color. A part-time Master of Social Work Program Manager will be hired to oversee the program. The City of Petaluma's Parks and Recreation Department will provide in-kind donations of two swimming pools, swimming instructors, and lifeguards. Target stores will donate swimsuits to all registered participants. It was not required that this grant be submitted or receive actual funding to meet thesis requirements.

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Jull, Stephanie. "Staff training for community swimming instructors : supporting children with autism in local recreation settings." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42923.

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Previous research indicates that children with autism spectrum disorders (ASD) participate in lower levels of physical activity in general and community-based recreation activities in particular than their typically-developing peers (Lang et al., 2010; King et al., 2003). Swimming is a particularly valuable activity because of its health, safety, and social benefits (Rogers, Hemmeter & Wolery, 2003). To date, no research has examined the effectiveness of a training approach designed to teach swimming instructors in community-based recreation settings to support children with ASD in swim lessons. Using a quasi-experimental time series design, his study examined the impact of training package that consisted of a workshop and in-pool coaching on the instructional skill acquisition of six swim instructors. Effects of the training on child cooperation and skill acquisition were also examined across eight children with ASD. Results indicated gains for the majority of instructors and children immediately following completion of the training. In addition, social validity ratings by parents, instructor, and aquatics coordinators were uniformly high. The results and limitation of the study was discussed with reference to the behavioral literature on instruction and generalization, with implications for future research. This study provides preliminary support for the effectiveness of a simple instructional package for teaching recreation staff to teach swimming to children with autism in community pools.
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Larryant, Bernardus. "The impact of a visual activity schedule for teaching swimming to children with disabilities." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46345.

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As a physical activity, swimming has many sociological and safety benefits (Brenner, Saluja, & Smith, 2003; Rogers, Hemmeter, & Wolery, 2010). Past research has investigated different methods for teaching swimming lessons to children with autism and other developmental disabilities (Jull, 2012; Pan, 2010; Pan, 2011; Rogers et al, 2010; Yilmaz, Birkan, Konukman, & Yanardag, 2010). However, no research to date has specifically examined the impact of a visual activity schedule (VAS) during swimming lessons. Moreover, the focus of past research has been mainly on 1:1 instruction, rather than group instruction. The purpose of this study was to determine the effectiveness of a VAS in a group swimming lesson. Three participants with autism and other developmental disabilities participated in 14 30-minute group swimming lessons taught by a qualified instructor. A single-subject reversal (ABAB) design was used to examine the effect of VAS on child cooperation. Skill acquisition was assessed by comparing the videos from the beginning and the end of the study. Social validity was assessed by surveying participants??? parents about the perceived effectiveness of the VAS and their overall satisfaction with the program. The results showed no significant difference in child cooperation among the three participants between baseline and VAS phases, primarily because compliance was high for all three children during baseline. However, skill acquisition was observed across all three participants. In terms of social validity, all parents reported that they were satisfied with the way the study was conducted as well as the progress they saw on their child. The results are explained with reference to instructor training, generalized compliance, and the impact of group intervention.
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O'Riordan, Nicola. "Swimming against the tide : the implementation of philosophy for children in the primary classroom." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:8603.

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Philosophy for Children is a cognitive enhancement programme that utilises Socratic questioning and a dialogic pedagogy to develop the reasoning, creativity, social skills and ethical understanding of children. An abundance of research has established P4C’s efficacy in achieving these aims (Trickey & Topping, 2004). However, Leat (1999) asserts that despite evidence of the effectiveness of thinking skills programmes, embedding innovative programmes like P4C into school practice is analogous to “rolling a stone uphill” (p389) and anecdotal evidence of the researcher’s own experience as a SAPERE level 1 trainer substantiates this claim. Exploration of the implementation of P4C in the classroom is a neglected area in the large body of research literature pertaining to P4C; research efforts until recently have tended to focus on the cognitive, affective, methodological and theoretical aspects of this approach. This research set out to test the veracity of Leat’s (1999) claim that teacher efficacy is “…a measure of the chances of implementing change” (p399) and employed qualitative interviewing to examine the factors which primary teachers perceived to determine the implementation of P4C in the classroom. The research findings identified three distinct groups of P4C implementers: regular, intermittent and ceased. Analysis of the factors that teachers perceived to determine the implementation of P4C in the classroom revealed differing levels of teacher efficacy amongst these three groups and substantiated Leat’s (1999) claim. Furthermore, analysis facilitated the formulation of fuzzy predictions about the likely consequences of decision making on the P4C implementation process. The research findings also highlighted tensions, which were not exclusive to any particular group, between the values and practice of P4C and the values and requirements of the prevailing educational policy context. Further analysis gave credence to the view of many experienced SAPERE P4C trainers that P4C in the current climate represents counter-cultural practice.
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Семаньків, І. Б., and Л. Д. Бевз. "Раннє плавання: переваги та ризики." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/60605.

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Дослідити самопочуття, стан здоров’я дітей віком від 0 до 5 років, які систематично відвідують заняття в басейні. Вивчити їхній психомоторний розвиток. Встановлення можливого зв’язку між плаванням та лактацією у матерів.
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Pushkarenko, Kyle. "Enhancing the structure of a swimming program for three boys with autism thorugh the use of activity schedules." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79973.

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The purpose of the current investigation was to examine the effects of implementing a pictographic schedule within a currently structured swimming class consisting of individuals diagnosed with autism. Three boys (11 to 17 years) enrolled at a school for children with developmental disabilities served as participants. A time-series design was used to assess the effects of the pictographic activity schedules on the variables of time on-task, time off-task, and inappropriate response time in the activity setting, while rates of inappropriate behaviour were examined within the associated changeroom setting prior to and following the activity setting. The results indicated that activity schedules, when implemented in a physical activity setting, increase time on-task and decrease inappropriate response time in children with autism. In addition, when compared to periods of no schedule-use, activity schedules assisted in the reduction of rates of inappropriate behaviour within settings prior to and following activity sessions. Findings for the variable of time off-task yielded inconclusive results. The implications of these findings show the importance of visual activity schedules within all domains of education, including those involving physical activity.
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Kraft, Erin. "Exploring the Experiences of Coaching Children with Autism Spectrum Disorder in Canadian Aquatic Programs." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35495.

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Teaching children how to swim provides them with the necessary skills to maintain a physically active lifestyle. Many children with an Autism Spectrum Disorder (ASD) diagnosis have shown interest in participating in swimming lessons. Studies have demonstrated that teaching students with ASD how to swim has aided in their motor performance (Yanardag, Nurgil, & Akmanoglu, 2013), their ability to initiate social interactions with peers (Chu & Pan, 2012) and a reduction in stereotypical behaviours associated with ASD (Vonder Hulls, Walker, & Powell, 2006). In order to meet the needs of this unique group of students, swim instructors take part in a variety of training programs amongst other experiences to effectively prepare themselves to teach their students with ASD. This study consists of three individual case studies designed to examine the journeys that swim instructors have taken in order to effectively coach students with ASD how to swim, along with encouraging motor skill development, social interactions and reducing stereotypical behaviours. Two research questions guide this study: What are the experiences of swim instructors who work with children with ASD? What are the practical teaching strategies in swimming lessons that are effective for social skill development, reducing stereotypical behaviours and motor skill development in children with ASD? The findings of this study which focus on strategies of effective practice include: gestural communication, positive practice, contact communication, complexities of choice, and encouraging independence and confidence. Along with these findings, the instructors credit the following sources for their construction of knowledge: peer learning and mentorship, parental/caregiver support, and the value of certification and training. It is clear that instructors access a number of sources for their coaching development, but current swim instructor certification programs require revisions to increase instructor preparedness. This study contributes to current literature which focuses on coaching individuals with developmental disabilities. The findings may provide coaches with insight into strategies of effective practice for a more inclusive and equitable community.
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Books on the topic "Swimming for children"

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National Swimming Pool Safety Committee. Children aren't waterproof. [Washington, D.C.?: U.S. Consumer Product Safety Commission, 1987.

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Anderson-Lee, Tammy. Swimming with autism. San Diego, Ca: Aqua Pro Publishing, 2011.

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Langendorfer, Stephen J. Aquatic readiness: Developing water competence in young children. Champaign, Ill: Human Kinetics, 1995.

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D, Bruya Lawrence, ed. Aquatic readiness: Developing water competence in young children. Champaign, IL: Human Kinetics Publishers, 1995.

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Sandell, Elizabeth J. Plesiosaurus: The swimming reptile. Mankato, MN, U.S.A: Bancroft-Sage Pub., 1988.

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Timmermans, Claire. How to teach your baby to swim. Chelsea, MI: Scarborough House, 1989.

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Harvey, Barnett. Infant Swimming Research: Parent resource book. 7th ed. Winter Park, FL (P.O. Box 5857, Winter Park 32793-5857): H. Barnett, 1994.

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Collingsworth, Blake. Josh the baby otter: A tale promoting water safety for children. Lincoln, Neb: Blake Collingsworth, 2009.

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Barbira-Freedman, Françoise. Water babies: Teach your baby the joys of water - from newborn floating to toddler swimming. London: Select Editions, 2001.

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Cross, American National Red, ed. American Red Cross Infant and Preschool Aquatic Program: Parent's guide. [Washington, D.C.]: American National Red Cross, 1988.

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Book chapters on the topic "Swimming for children"

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Goddard, Vic. "Swimming against the tide." In Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life, 59–62. Abingdon, Oxon; New York, NY: Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429436499-12.

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Ehrenfeld, David. "Degrees of Intimacy." In Swimming Lessons. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148527.003.0037.

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When we arrived in Vancouver at the start of our vacation, the tabloid headline at the newspaper stand caught our attention. “World’s Bravest Mom,” it shrieked. We stopped to read. The story was simple; it needed no journalistic embellishment. Dusk, August 19, 1996. Mrs. Cindy Parolin is horseback riding with her four children in Tulameen, in southern British Columbia’s Okanagan region. Without warning, a cougar springs out of the vegetation, hurtling at the neck of one of the horses. In the confusion, Steven Parolin, age six, falls off his horse and is seized by the cougar. Mrs. Parolin, armed only with a riding crop, jumps off her horse and challenges the cougar, which drops the bleeding child and springs at her. Ordering her other children to take their wounded brother and go for help, Mrs. Parolin confronts the cougar alone. By the time rescuers reach her an hour later, she is dying. The cat, shot soon afterward, was a small one, little more than sixty pounds. Adult male cougars can weigh as much as 200 pounds, we learn the next day from the BC Environment’s pamphlet entitled “Safety Guide to Cougars.” We are on our way to Garibaldi Provincial Park, where we plan to do some hiking, and have stopped in the park head-quarters for information. “Most British Columbians live all their lives without a glimpse of a cougar, much less a confrontation with one,” says the pamphlet, noting that five people have been killed by cougars in British Columbia in the past hundred years. (Actually, the number is now higher; cougar attacks have become increasingly common in the western United States and Canada in recent years.) “Seeing a cougar should be an exciting and rewarding experience, with both you and the cougar coming away unharmed.”However, the pamphlet notes, cougars seem to be attracted to children as prey, possibly because of “their high-pitched voices, small size, and erratic movements.” When hiking, “make enough noise to prevent surprising a cougar . . . carry a sturdy walking stick to be used as a weapon if necessary,” and “keep children close-at-hand and under control.”
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"Systematized learning assessment in swimming practice." In Children and Exercise XXVIII, 253–56. Routledge, 2013. http://dx.doi.org/10.4324/9780203404584-74.

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Khandkar, Arundhati C., and Ashok C. Khandkar. "A Relentless Search for Truth." In Swimming Upstream, 165–73. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199495153.003.0008.

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Laxmanshastri practiced what he preached. For him and in his household, Untouchables were treated no differently than brahmins. Although the domestic staff essentially came from the Untouchable community, he and his wife, Satyavati, were sure to encourage their children to study and get formal college education. Throughout his life, he used his scholarship to focus on the heterodoxy of thought within Hinduism, and the wide spectrum of religious beliefs and practices within the Hindu fold. For him, that was the truth and with that, he set personal examples of not adhering to any dogma blindly, of not discriminating against any individual on the basis of his or her hereditary caste. As an ardent humanist, he presented evidence, providing innovative arguments in simple terms, and with courage, encouraged respectful dialog in a bid to transcend convention instead of bowing to it. Like Tagore, he was in every respect one of India’s renaissance men. His writings and thoughts had an enduring quality. He became one of the leading voices in the evolution of a free, secular, modern, and progressive India.
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Birat, Anthony, and Sébastien Ratel. "Physiological Determinants of Swimming Performance and Their Trainability in Children." In High Performance Youth Swimming, 10–22. Routledge, 2020. http://dx.doi.org/10.4324/9780429465598-3.

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Colbert, Dom. "Special Activities." In MCQs in Travel Medicine. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199664528.003.0014.

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Drowning is a hazard for the international traveller whether swimming, snorkeling, scuba diving, or boating. Alcohol always exacerbates the danger. Drowning in children is a particular problem. In one British study (1996–2003) 74% of drowning in children <14 years old occurred in swimming pools.
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Ehrenfeld, David. "Affluence and Austerity." In Swimming Lessons. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148527.003.0020.

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A funny thing happened to me on the road to affluence. I have talked about it with others often enough to discover that it is a common happening and an important one. But before you read any further, you should know that what you are about to encounter is presented as a middle-class problem—nobody dies in an unheated garret, nobody is thrown out on the street with their meager belongings, nobody is in prison as a birthright, nobody is caught in a drug runner’s crossfire. For all its bourgeois setting, however, my story is about the aspirations of our whole society; directly or indirectly it affects us all. What happened is that as I got more affluent, I didn’t feel any richer. Affluence, according to my Random House dictionary, is an “abundance of money, property, and other material goods.” Setting aside quibbles about what constitutes abundance, there is no doubt that I now have more money, property, and other material goods than I did, say, twenty-five years ago—especially if books count as material goods. So why don’t I feel wealthy? I can best explain by starting at what was forme the beginning. I grew up in a nice house in one of the better residential neighbor-hoods of Passaic, New Jersey, a city composed mostly of immigrants and their children and grandchildren. The town of Clifton, a more prosperous community, began one block over; you could tell you were leaving Passaic because there was a sign. (It was not until I went to camp in Maine that I realized that in other parts of the country there can be open space between towns.) Our house had wood siding, two stories plus an attic and basement, three bedrooms, and a garage in back. It had cost my parents $6,600 in the late 1930s—a good deal of money for a struggling young doctor who was helping to support his bankrupted parents. The property, narrow and moderately deep, amounted to about one-sixth of an acre.
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Ehrenfeld, David. "Durable Goods." In Swimming Lessons. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148527.003.0021.

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I have been reading about the Lenape. It started as a kind of penance. Every day I pick up the newspaper and learn about different ethnic peoples who have been driven from their homeland by some other ethnic peoples or have been simply exterminated in place, a more lasting way of getting rid of them. One morning, while eating oatmeal and skimming over the news of the latest genocide in The New York Times, a thought occurred to me: Aren’t I lucky that this isn’t happening in New Jersey? Not that it couldn’t, but at the moment it seems quite unlikely. Why not? I wondered. Is it our democratic government that protects us? Our melting pot society? Then another answer came to mind. New Jersey has had its ethnic cleansing already, a very comprehensive one—the destruction of the Lenape. As a child I was taught in school about the Lenni Lenape Indians, who once lived in New Jersey and then didn’t. The teaching never went much farther than that; it was pretty superficial compared with what my children learned about Indians (but not about the Lenni Lenape) in elementary school. So I decided to remedy the defect in my education and bought the only book about the Lenni Lenape I could find, a scholarly paperback by Herbert C. Kraft called The Lenape: Archaeology, History, and Ethnography. I bought it out of guilt—as I said, a penance. Not guilt for what was done to the native people of New Jersey, which wasn’t my fault or even the fault of my ancestors, who arrived in America in the late nineteenth century, themselves victims of persecution. The guilt was be-cause of a feeling that to live in the New Jersey–New York–eastern Pennsylvania region—that is, Lenapehoking—without knowing anything about its prior residents was disrespectful; it was a dishonoring, even an obliteration of their memory. Because of its penitential and scholarly nature, I expected my reading to be dull; surprisingly, the book turned out to be fascinating.
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Ehrenfeld, David. "Pretending." In Swimming Lessons. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148527.003.0007.

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My earliest memory—was I two? three?—is of a nurse or babysitter who was dressed in white and had a bad smell. When she came into my room, I would pretend to be asleep. She looked down at me (I could sense her presence), then, satisfied by my closed eyes and quiet, if shallow, breathing, would turn and leave the room. Soon her odor would go away, too, and I could breathe deeply again. This taught me a lesson of dubious value: when helpless in a situation, pretending can give you power. I, a small, weak child, had controlled the movements of an enormous, smelly adult. It was some time later, I suppose, when I learned that pretending usually doesn’t work. Although I can’t recall the time or place, I know that on one grim day of disillusionment and reckoning I discovered that when I closed my eyes I didn’t become invisible; I couldn’t transport bullies to distant, foul places by imagining them there or alter the course of unwelcome events by pretending they were otherwise. Healthy children come to know the difference between pretending that is relaxing, stabilizing, healing, necessary—we call it fantasy—and pretending that is dangerous. A hot fire burns, even if we pretend that it won’t. In our personal lives most (but not all) of us learn to instantly distinguish harmless from harmful pretending, so we do not pretend in away that endangers our lives or physical well-being. Strangely enough, society as a whole is a different story. For at least the past fifty years, probably longer, we have been working hard as a high-tech civilization to ignore the limits of safe pretending, even to blot them out of our collective memory. And the more obvious the warning signals, the more blatant our pretending has become. A few examples will make the point. The first example is genetic engineering. In the late 1950s, I was fortunate to have as one of my teachers a visiting professor from England, Francis Crick of Watson and Crick fame, who taught part of an upper-level biochemistry course on the structure of macromolecules, especially desoxyribonucleic acid, or DNA.
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Ehrenfeld, David. "The Magic of the Internet." In Swimming Lessons. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148527.003.0008.

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I am the only person in my university building who wants no part of the university’s free e-mail and who does not surf the Internet, which makes me the last holdover from the days when conversations by voice, dusty books, and rectangular white envelopes with colored stamps in the upper right corner were our primary means of communication. Nevertheless, rumors of the new and wonderful electronic inventions reach me often—from my wife and children and especially from my students. Like the seven golden cities of Cibola, the Internet beckons; if I had the energy of Coronado, I would seek it out and master it. Being lazy, I sit in my office with nothing more modern than an automatic pencil, a telephone, and an aging Macintosh Centris equipped only with Microsoft Word 5.1,and think about what I am missing. I imagine the chat rooms, for instance, abuzz with scintillating conversations, the twenty-first century equivalent of the salon of Madame deStaël or that celebrated Oxford club where J. R. R. Tolkien and C. S. Lewis read to each other from their latest manuscripts. I know that chat rooms are not really rooms, but in my mind I can see one clearly: the lustrous walnut paneling, the floor-to-ceiling mullioned windows framed by the thick pleats of burgundy velvet drapes, the comfortable arm chair supholstered in rich mahogany leather, and next to one of the chairs—my chair—a small Louis Quatorze table holding a Waterford snifter with a generous dollop of Napoleonic brandy. Sometimes the rooms are contemporary in style, with walls consisting of giant liquid-crystal sur-faces that shimmer with ever-changing, abstract splashes of color o bold, functional patterns of steel-like beams intricately linked, endlessly dissolving and reconnecting. In place of chairs there are convivial arrangements of very large, “smart” cushions that rapidly mold them-selves to the contours of the body regardless of whether one wishes to sit or recline. And the conversations! Here must be the ultimate purpose for which language was invented, especially my language, English, with its unparalled wealth of words.
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Conference papers on the topic "Swimming for children"

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Alexandrova, Velichka. "ADAPTED SWIMMING FOR CHILDREN WHIT DOWN SYNDROM." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/38.

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Stloukalová, Brigita, Tomáš Roztočil, and Adam Křehký. "SWIMMING SKILLS AND PRE-SCHOOL AGES CHILDREN." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0719.

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Diacenco, Eugenia, Dmitri Scortenschi, and Ecaterina Curbanova. "Aspecte metodologice ale procesului de învățare a înotului în grupele de copii de diferită vârstă." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.14.

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Swimming is a life skill and everyone should have the opportunity to learn to swim. In the scientific and methodological literature on swimming, in training programs and teaching aids for teaching swimming, it is said that it is not advisable to combine children of different ages in one group, but the real side of the problem lies precisely in the fact that mixed groups are formed quite often, and children of elementary, middle and high school age are engaged in one group. The article reveals the relevance of teaching swimming to children aged 7-15 years-old with different levels of swimming training in a mixed group. Since the nature of the perception of educational material, the degree of development of physical and mental abilities, previously acquired motor experience have significant individual differences, in a group of different ages it is necessary to foresee and solve far from equivalent particular tasks in the process of learning the same motor action. Based on this were identified methodological aspects of organizing and conducting swimming lessons in a sports and recreation group of different ages based on the UPhES pool and were developed methodological recommendations for coaches and swimming instructors.
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Petrea, Renato Gabriel, Radu George Bârliba, Cristina Elena Moraru, and Oana Mihaela Rusu. "Intelligence Quotient and Some Anthropometric Indices in Children Who Practice Swimming." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.40.

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General human intelligence and anthropometric indices are important factors in the cognitive learning process, but also in the motor learning such as swimming. In the period March-June 2022, we conducted a longitudinal study on 136 children aged 6.0 to 9.11 years (mean 7.2 years), who practice swimming for leisure (beginner level) in the swimming pools from Iasi city, Romania. The instruments used were the Raven Standard Progressive Matrices for intelligence quotient, an OMRON BF511 device (scale) for body mass index, adipose tissue mass and muscle tissue mass, a Makita laser rangefinder and a Makita scale for waist measurement. The purpose of the research is finding out if there is an association between the intelligence quotient and certain anthropometric indices in children participating in introductory swimming lessons. The main hypothesis of the research is that there is a positive association between the intelligence quotient and certain anthropometric indices in children participating in introductory swimming lessons. The research results show that the association between intelligence quotient and body mass index is negative of moderate strength (r = −0.41; p = 0.04); the association between the intelligence quotient and the adipose tissue mass is also negative of moderate intensity (r = −0.47; p = 0.02); and between the intelligence quotient and the muscle tissue mass there is a positive association of low intensity (r = 0.23; p = 0.03). In conclusion, we can state that among children who practice swimming in Iași City, the intelligence quotient is inversely related to the body mass index and the adipose tissue mass (if the intelligence quotient increases, the body mass index and the adipose tissue mass will decrease) and in positive relation with the muscle tissue mass (if the intelligence quotient increases, the muscle tissue mass will also increase).
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Vorob'eva, T. G. "Swimming as a process of physical rehabilitation in children with cerebral children paralysis." In Наука России: Цели и задачи. LJournal, 2019. http://dx.doi.org/10.18411/sr-10-04-2019-56.

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Andersson, Martin, Helena Backman, Gunnar Nordberg, Kåre Eriksson, Linnea Hedman, Annika Hagenbjörk, Bertil Forsberg, and Eva Rönmark. "Swimming pools: Exposure time and asthma symptoms in children." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa4291.

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Maršič, Matija, and Matej Plevnik. "The effect of inspiratory muscle training on the maintenance of swimming abilities." In Zdravje otrok in mladostnikov / Health of Children and Adolescents. Založba Univerze na Primorskem, 2022. http://dx.doi.org/10.26493/978-961-293-167-4.123-133.

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Sadikova, Daniela. "CORRECTIVE GYMNASTICS AND SWIMMING FOR PRESCHOOL CHILDREN WITH POOR POSTURE." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/108.

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Nikiforova, O. N., and T. I. Prokhorova. "Creating a case for a social start-up project (for example, swimming swimming children of the first year of life)." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-20.

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Bălan, Valeria. "Aspects of Learning of the Swimming Techniques in the Down Syndrome Children." In ICPESK 2017 - 7th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.03.57.

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Reports on the topic "Swimming for children"

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Correct breathing in water as the main component of teaching swimming children with mental disorders. Popovich N.V., Raspopova E.A., September 2020. http://dx.doi.org/10.14526/2070-4798-2020-15-3-29-34.

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The role of breath holding at the initial stage of teaching children with mental disorders swimming. Natalya V. Popovich, Evgeniya A. Raspopova, December 2018. http://dx.doi.org/10.14526/2070-4798-2018-13-4-43-47.

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