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Journal articles on the topic 'Aquatic sports for children'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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1

Moseley, Bruce. "Group Aquatic Therapy for Children with Autism." Archives of Physical Medicine and Rehabilitation 101, no. 11 (November 2020): e25. http://dx.doi.org/10.1016/j.apmr.2020.09.069.

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2

Takken, T., J. VanderNet, and P. J. M. Helders. "AQUATIC PHYSICAL TRAINING PROGRAM FOR CHILDREN WITH JUVENILE IDIOPATHIC ARTHRITIS (JIA)." Medicine & Science in Sports & Exercise 33, no. 5 (May 2001): S37. http://dx.doi.org/10.1097/00005768-200105001-00212.

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3

Pan, Chien-Yu, Chia-Hua Chu, Chia-Liang Tsai, Kai-Wen Hsieh, Ya-Lin Li, and Shih-Tse Huang. "Peer- And Sibling-assisted Aquatic Program For Children With Autism Spectrum Disorders." Medicine & Science in Sports & Exercise 43, Suppl 1 (May 2011): 891. http://dx.doi.org/10.1249/01.mss.0000402488.67954.e2.

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4

Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.

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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
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Fragala-Pinkham, Maria A., Hilary J. Smith, Kelly A. Lombard, Carrie Barlow, and Margaret E. O’Neil. "Aquatic aerobic exercise for children with cerebral palsy: a pilot intervention study." Physiotherapy Theory and Practice 30, no. 2 (December 16, 2013): 69–78. http://dx.doi.org/10.3109/09593985.2013.825825.

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6

Zhang, Hengshuo, Qipeng Song, Li Li, and Cui Zhang. "Effects Of Aquatic Therapy On Motor Function Among Preschool Children With Spastic Cerebral Palsy." Medicine & Science in Sports & Exercise 53, no. 8S (August 2021): 169. http://dx.doi.org/10.1249/01.mss.0000761048.75779.5b.

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7

Getz, Miriam, Yeshayahu Hutzler, and Adri Vermeer. "The Relationship between Aquatic Independence and Gross Motor Function in Children with Neuro-Motor Impairments." Adapted Physical Activity Quarterly 23, no. 4 (October 2006): 339–55. http://dx.doi.org/10.1123/apaq.23.4.339.

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The purpose of this study was to investigate the relationship between motor performance in the aquatic setting as measured by the Aquatic Independence Measure (AIM) to motor performance on land as measured by the Gross Motor Function Measure (GMFM) and the Pediatric Evaluation of Disability Inventory (PEDI). Fourty- nine children with neuro-motor impairments ages 3 to 7 participated in the study. Pearson correlations were applied to determine the relationships between the AIM and the GMFM, PEDI, and Gross Motor Function Classification System (GMFCS). Significant correlations were found between the total AIM and GMFM scores (r = 69, p < .01) and PEDI self-care sub-scale (r = .79, p < .01) as well as the PEDI mobility sub-scale scores (r = .35, p < .05). The water adjustment sub-scale as measured by the AIM showed the strongest relationship to motor performance on land as measured by the GMFM and PEDI in our sample of 49 children.
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8

Guignard, Brice, Chris Button, Keith Davids, and Ludovic Seifert. "Education and transfer of water competencies: An ecological dynamics approach." European Physical Education Review 26, no. 4 (February 24, 2020): 938–53. http://dx.doi.org/10.1177/1356336x20902172.

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To cope in various aquatic environments (i.e. swimming pools, lakes, rivers, oceans), learners require a wide repertoire of self-regulatory behaviours such as awareness of obstacles and water properties, floating and moving from point to point with different strokes, decision making, emotional control and breathing efficiently. By experiencing different learning situations in stable indoor pool environments, it is assumed that children strengthen aquatic competencies that should be transferable to functioning in open water environments, where prevalence of drowning is high. However, this fundamental assumption may be misleading. Here, we propose the application of a clear, related methodology and theoretical framework that could be useful to help physical education curriculum specialists (re)shape and (re)design appropriate aquatic learning situations to facilitate better transfer of learning. We discuss the need for more representativeness in a learning environment, proposing how the many different task and environmental constraints on aquatic actions may bound the emergence of functional, self-regulatory behaviours in learners. Ideas in ecological dynamics suggest that physical educators should design learning environments that offer a rich landscape of opportunities for action for learners. As illustration, three practice interventions are described for developing functional and transferrable skills in indoor aquatic environments. It is important that aquatic educators focus not just upon ‘learning to swim’, but particularly on relevant transferable skills and self-regulatory behaviours deemed necessary for functioning in dynamic, outdoor aquatic environments.
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9

Jankowski, L. W., and M. Cl??ment. "EFFECTS OF AQUATIC EXERCISE TRAINING ON THE PHYSICAL CAPACITIES AND HEALTH STATUS OF ASTHMATIC CHILDREN." Medicine & Science in Sports & Exercise 18, supplement (April 1986): S8. http://dx.doi.org/10.1249/00005768-198604001-00037.

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10

Avedisian, Lori, and C. Dellaratta. "EFFECTS OF AN AQUATIC THERAPY PROGRAM ON MOTOR DEVELOPMENT AND WATER ORIENTATION IN CHILDREN WITH HYPOTONIA." Medicine & Science in Sports & Exercise 35, Supplement 1 (May 2003): S99. http://dx.doi.org/10.1097/00005768-200305001-00551.

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11

Tufekcioglu, Ertan, Ferman Konukman, Fatih Kaya, Duran Arslan, Goksel Ozan, Mustafa Sait Erzeybek, and Esam A. Al-Sawi. "The Effects of Aquatic Watsu Therapy on Gross Motor Performance and Quality of Life for Children with Cerebral Palsy." Montenegrin Journal of Sports Science and Medicine 10, no. 2 (September 1, 2021): 25–30. http://dx.doi.org/10.26773/mjssm.210904.

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The purpose of this study was to compare the effects of Immersion and Watsu® therapy protocols on children with cerebral palsy. Gross motor function (GMF), spasticity (MAS), and Quality of Life (QoL) parameters of twenty-three children (age: 7.5±2.8, BMI: 17±3.7) were measured. Subjects received Watsu® therapy and Immersion protocols in Watsu-Immersion (W-I, n=12) and Immersion-Watsu (I-W n=11) groups in different periods based on a crossover design. The subjects received sessions for 30 minutes twice a week during 10-week experimental periods. The results were investigated with independent sample t-test and Wilcoxon rank-sum tests, which showed that there was no evidence of carryover effects in GMFM 88 and QoL. In contrast, Watsu® improved GMFM 88 (p<0.05), Quality of Life (p<0.05), and MAS-Upper spasticity (p<0.05), scores significantly compared to immersion. The current results demonstrated the specific benefits of Watsu® therapy on children with CP, confirming the previous anecdotal reports. We recommend Watsu® as a safe and well-accepted complementary intervention for the management of CP.
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12

Güeita-Rodríguez, Javier, Francisco García-Muro, Ángel L. Rodríguez-Fernández, Beatriz Cano-Díez, David Chávez-Santacruz, and Domingo Palacios-Ceña. "Preliminary Aquatic Physical Therapy Core Sets for Children and Youth With Neurological Disorders." Pediatric Physical Therapy 31, no. 3 (July 2019): 272–78. http://dx.doi.org/10.1097/pep.0000000000000624.

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13

Getz, Miriam, Yeshayahu Hutzler, and Adri Vermeer. "Effects of aquatic interventions in children with neuromotor impairments: a systematic review of the literature." Clinical Rehabilitation 20, no. 11 (November 2006): 927–36. http://dx.doi.org/10.1177/0269215506070693.

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14

Manzano Sánchez, David, Guillermo Vivó López, and Alfonso Valero-Valenzuela. "Actividades acuáticas en educación, la actividad deportiva extraescolar y el nivel de actividad física deportiva." Revista de Investigación en Actividades Acuáticas 2, no. 3 (January 31, 2018): 22–26. http://dx.doi.org/10.21134/riaa.v2i3.404.

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Antecedentes: La demanda de actividades deportivas acuáticas en los centros escolares y deportivos ha aumentado en los últimos años, en parte gracias a los beneficios que supone sobre la salud y el desarrollo motriz del estudiante.Objetivos: El objetivo principal de este estudio fue determinar la relación existente entre las actividades acuáticas en clases de educación física, la actividad deportiva extraescolar y el nivel de actividad física deportiva en estudiantes de 5º y 6º de Educación Primaria.Método: La muestra del estudio fue de 368 participantes pertenecientes a cuatro centros educativos de la Región de Murcia (España), dos de los cuales contaban con instalaciones acuáticas, mientras que los otros dos centros no disponían de este tipo de instalaciones. Se utilizó una batería de preguntas para conocer el tipo de actividad física deportiva extraescolar y el número de horas semanales dedicadas a dichas actividades.Resultados: Los resultados mostraron que existían diferencias a nivel de actividades acuáticas extraescolares entre los centros con práctica acuática escolar y aquellos otros que no cuentan con dicha oferta académica y un tamaño del efecto moderado a favor de los estudiantes con instalaciones acuáticas respecto al nivel de actividad física deportiva y la realización de actividades extraescolares.Conclusiones: Los estudiantes que practican actividades acuáticas en clases de educación física realizan más actividad física deportiva acuática extraescolar y tienden a ser más activos.Palabras clave: Actividad física deportiva, ejercicio, salud, niños, estilo de vida.Title: Differences between centers with aquatic activities in physical education, sports activities and the level of physical activity outside schoolAbstractBackground: The demand for aquatic sports activities in schools and sports has increased in recent years, in part, thanks to the expected benefits on health and motor development of students.Goals: The main objective of this study was to determine the relationship between aquatic activities in physical education, out-of-school sports activity and the level of physical activity in 5th and 6th grade primary school students.Method: The sample of the study was of 368 participants belonging to four educational centers, from Murcia Region (Spain), two of which had aquatic facilities, while the other two centers did not have this type of facilities. A battery of questions was used to know the type of out-of-school physical activity and the number of weekly hours devoted to theseactivities.Results: The results showed that there were significant differences in the level of extracurricular aquatic activities between the schools with aquatic practice and those that do not have such academic offer and a moderate effect size favorable for students with aquatic facilities compared to the level of physical activity and extracurricular activities.Conclusions: Students who practice aquatic activities in physical education classes perform more physical activity outside the school and tend to be more active.Key words: Physical sport activity, exercise, health, children, lifestyle. Titulo: Diferenças entre centros com atividades aquáticas na educação física, atividades esportivas e o nível de atividade física fora da escola.ResumoIntrodução: A demanda por atividades esportivas aquáticas em escolas e centros esportivos aumentou nos últimos anos, em parte graças aos benefícios que tem sobre a saúde e o desenvolvimento motor do aluno.Objetivos: O objetivo principal deste estudo foi determinar a relação entre atividades aquáticas na educação física, atividade esportiva extra-escolar e o nível de atividade física em estudantes do ensino primário da 5ª e 6ª série.Método: Apl A amostra do estudo foi de 368 participantes pertencentes a quatro centros educacionais da região de Murcia (Espanha), dois dos quais possuíam instalações aquáticas, enquanto os outros dois centros não possuíam este tipo de instalações. Uma bateria de perguntas foi usada para conhecer o tipo de atividade física fora da escola eo número de horassemanais dedicadas a essas atividades.Resultados: Os resultados mostraram que houve diferenças significativas no nível de atividades aquáticas extracurriculares entre as escolas com prática aquática e aqueles que não possuem tal oferta acadêmica e um tamanho de efeito moderado favorável para estudantes com instalações aquáticas em comparação com o nível de atividade física e atividadesextracurriculares.Conclusões: Os alunos que praticam atividades aquáticas em aulas de educação física realizam mais atividade física fora da escola e tendem a ser mais ativos.Palavras-chave: Atividade física esportiva, exercício, saúde, crianças, estilo de vida.
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15

Yue, John K., Ethan A. Winkler, John F. Burke, Andrew K. Chan, Sanjay S. Dhall, Mitchel S. Berger, Geoffrey T. Manley, and Phiroz E. Tarapore. "Pediatric sports-related traumatic brain injury in United States trauma centers." Neurosurgical Focus 40, no. 4 (April 2016): E3. http://dx.doi.org/10.3171/2016.1.focus15612.

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OBJECTIVE Traumatic brain injury (TBI) in children is a significant public health concern estimated to result in over 500,000 emergency department (ED) visits and more than 60,000 hospitalizations in the United States annually. Sports activities are one important mechanism leading to pediatric TBI. In this study, the authors characterize the demographics of sports-related TBI in the pediatric population and identify predictors of prolonged hospitalization and of increased morbidity and mortality rates. METHODS Utilizing the National Sample Program of the National Trauma Data Bank (NTDB), the authors retrospectively analyzed sports-related TBI data from children (age 0–17 years) across 5 sports categories: fall or interpersonal contact (FIC), roller sports, skiing/snowboarding, equestrian sports, and aquatic sports. Multivariable regression analysis was used to identify predictors of prolonged length of stay (LOS) in the hospital or intensive care unit (ICU), medical complications, inpatient mortality rates, and hospital discharge disposition. Statistical significance was assessed at α < 0.05, and the Bonferroni correction (set at significance threshold p = 0.01) for multiple comparisons was applied in each outcome analysis. RESULTS From 2003 to 2012, in total 3046 pediatric sports-related TBIs were recorded in the NTDB, and these injuries represented 11,614 incidents nationally after sample weighting. Fall or interpersonal contact events were the greatest contributors to sports-related TBI (47.4%). Mild TBI represented 87.1% of the injuries overall. Mean (± SEM) LOSs in the hospital and ICU were 2.68 ± 0.07 days and 2.73 ± 0.12 days, respectively. The overall mortality rate was 0.8%, and the prevalence of medical complications was 2.1% across all patients. Severities of head and extracranial injuries were significant predictors of prolonged hospital and ICU LOSs, medical complications, failure to discharge to home, and death. Hypotension on admission to the ED was a significant predictor of failure to discharge to home (OR 0.05, 95% CI 0.03–0.07, p < 0.001). Traumatic brain injury incurred during roller sports was independently associated with prolonged hospital LOS compared with FIC events (mean increase 0.54 ± 0.15 days, p < 0.001). CONCLUSIONS In pediatric sports-related TBI, the severities of head and extracranial traumas are important predictors of patients developing acute medical complications, prolonged hospital and ICU LOSs, in-hospital mortality rates, and failure to discharge to home. Acute hypotension after a TBI event decreases the probability of successful discharge to home. Increasing TBI awareness and use of head-protective gear, particularly in high-velocity sports in older age groups, is necessary to prevent pediatric sports-related TBI or to improve outcomes after a TBI.
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16

Vonder Hulls, Darcy, Lisa Walker, and Janet Powell. "Clinicians' Perceptions of the Benefits of Aquatic Therapy for Young Children with Autism." Physical & Occupational Therapy In Pediatrics 26, no. 1 (June 27, 2006): 13–22. http://dx.doi.org/10.1300/j006v26n01_03.

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17

Vonder Hulls, Darcy S., Lisa K. Walker, and Janet M. Powell. "Clinicians' Perceptions of the Benefits of Aquatic Therapy for Young Children with Autism." Physical & Occupational Therapy In Pediatrics 26, no. 1-2 (January 2006): 13–22. http://dx.doi.org/10.1080/j006v26n01_03.

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18

Hillier, Susan, Auburn McIntyre, and Leanne Plummer. "Aquatic Physical Therapy for Children with Developmental Coordination Disorder: A Pilot Randomized Controlled Trial." Physical & Occupational Therapy In Pediatrics 30, no. 2 (April 2010): 111–24. http://dx.doi.org/10.3109/01942630903543575.

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19

Saldias Lizama, Nicolas David, Marcelo González Orb, Daniel Sammy Caro Orellana, Daniela Alejandra Guzmán González, Sebastián Jerez Peña, and Manuel Lobos González. "Metodología lúdico acuática de ambientación en niños de 6 a 10 años (Methodological playful aquatica of environmentation in children of 6 to 10 years)." Retos, no. 36 (April 28, 2019): 336–41. http://dx.doi.org/10.47197/retos.v36i36.64305.

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Estudio que comprende recopilación de datos en un periodo de tres años consecutivos (2016, 2017, 2018), donde se observa el progreso y mejora en el dominio de contenidos acuáticos desde su fase inicial, elemental y avanzada. Tiene como objetivo, Establecer la influencia de una propuesta metodológica de ambientación lúdica acuática para niños de seis a diez años. Por medio de la utilización del juego como herramienta fundamental para el desarrollo de la enseñanza y aprendizaje del dominio de los contenidos de la natación. La Hipótesis de trabajo H1 Una propuesta de ambientación lúdico acuática influye significativamente en el proceso de ambientación en niños/as entre seis a diez años. H0 Una propuesta de ambientación lúdico acuática no influye significativamente en el proceso de ambientación en niños/as de seis a diez años. Procedimiento método: el diseño es cuasiexperimental, de carácter trasversal, exploratorio, que incluye una preprueba (Test-Retest) en un grupo de sujetos. Mientras que el grupo control se compone sucesivamente. La muestra está constituida por total n=76 niños/as. Resultados: estos permiten determinar que existe un aumento progresivo en el porcentaje de logro del dominio de contenidos en la práctica de la natación. Es posible establecer cambios en el comportamiento de la conducta de los sujetos, tales como, participación, autonomía, tolerancia, entre otros, es posible determinar, en definitiva, que la utilización de actividades lúdicas muestra avances progresivos durante el proceso de desarrollo de la enseñanza y aprendizaje en el dominio de contenidos acuáticos. En consecuencia, es posible establecer que la metodología utilizada resulta útil en las etapas de formación, donde resulta importante la motivación, como búsqueda del placer mediante la aplicación de actividades atractivas que perduren en el tiempo en los niños/as participantes. Summary. Study comprising data collection over a period of three consecutive years (2016, 2017, 2018), which shows the progress and improvement in the domain of water content from its initial, elementary and advanced phase. It aims, establish the influence of a methodological proposal for aquatic recreational setting for children from six to ten years. Using the game as a fundamental tool for the development of the teaching and learning of the domain of the contents of swimming. The hypothesis of work proposed a setting H1 playful aquatic significantly influences the process of setting in children between six to ten years. H0 a proposal of setting leisure aquatic does not affect significantly the process of setting in children from six to ten years. Procedure method: the design is quasi-experimental, transverse, explorative, character which includes a pre-test (Test-Retest) in a group of subjects. While the control group is composed on. The sample consists of total n = 76 children. Results: these allow to determine that there is a progressive increase in the percentage of achievement of mastery of content in the practice of swimming. It is possible to establish changes in the behavior of the conduct of the subject, such as participation, autonomy, tolerance, among others, it is possible to determine, ultimately, that the use of activities shows progressive advances during the development process of teaching and learning in the domain of water content. As a result, it is possible to establish that the methodology is useful in the stages of formation, where motivation, as pleasure-seeking through the application of attractive activities lasting over time in children it is important participants.
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20

Evans, Adam B., Jacquelyn Allen-Collinson, and Rachel Williams. "Risky bodies, risky spaces, maternal ‘instincts’: Swimming and motherhood." International Review for the Sociology of Sport 52, no. 8 (March 1, 2016): 972–91. http://dx.doi.org/10.1177/1012690216633444.

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Swimming and aquatic activity are fields in which gendered, embodied identities are brought to the fore, and the co-presence of other bodies can have a significant impact upon lived experiences. To date, however, there has been little research on sport and physical cultures that investigates how meanings associated with space impact upon women’s embodied experiences of participating in swimming, specifically in the presence of their young children. Using semi-structured interviews and non-participant observations, this qualitative study employed a Foucauldian-feminist framework to explore self-perceptions and embodied experiences of aquatic activity amongst 20 women, who were swimming with children aged under four. Results highlight that through ‘felt’ maternal responsibilities, the co-presence of babies’ and children’s bodies shifted women’s intentionality away from the self towards their child. Mothers’ embodied experiences were grounded in perceptions of space-specific ‘maternal instincts’ and focused upon disciplining their children’s bodies in the lived-space of the swimming pool. Key findings cohere around mothers’ felt concerns about hygiene, water temperature and safety, and elements of intercorporeality and ‘somatic empathy’.
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Roostaei, Meysam, Hamzeh Baharlouei, Hamidreza Azadi, and Maria A. Fragala-Pinkham. "Effects of Aquatic Intervention on Gross Motor Skills in Children with Cerebral Palsy: A Systematic Review." Physical & Occupational Therapy In Pediatrics 37, no. 5 (December 14, 2016): 496–515. http://dx.doi.org/10.1080/01942638.2016.1247938.

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Sukendro, Sukendro, and Mursyid Ihsan. "Identifikasi Bakat Cabang Olahraga Dengan Metode Sport Search Pada Ektrakurikuler Sepakbola SMP Negeri 16 Kota Jambi." Jorpres (Jurnal Olahraga Prestasi) 14, no. 1 (January 11, 2018): 46–63. http://dx.doi.org/10.21831/jorpres.v14i1.19980.

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etahui tingkat kebakatan anak cabang olahraga sepakbola terutama, dan bakat cabang olahraga lainnya pada siswa SMP Negeri 16 Kota Jambi yang mengikuti ekstrakurikuler sepakbola. Penelitian yang dilakukan Menggunakan Metode deskriptif dengan analisis kualitatif, sesuai dengan tujuan agar dapat memperoleh data dengan lengkap sesuai yang diinginkan. Populasi dalam penelitian ini adalah siswa SMP Negeri 16 Kota Jambi yang berjumlah 23 Anak yang ikut dalam tes pemanduan bakat Sport Search. Sampel dalam penelitian ini adalah Siswa SMP Negeri 16 Kota Jambi. Hasil penelitian menunjukkan Pemanduan Bakat Atlet Cabang Olahraga Sepak Bola Pada Siswa SMP Negeri 16 Kota Jambi adalah kategori berbakat sebesar 26% (6 anak), dan kategori tidak berbakat sebesar 74% (17 anak). Anak- anak yang tidak berbakat di cabang olahraga seapakbola juga memiliki bakat di cabang olahraga lain seperti: lompat jauh, sprint, gymnastics, taekwondo, karate, judo, tenis meja, tenis, bola voli, futsal, dan macam-macam olahraga air. Hal ini dipengaruhi oleh beberapa faktor perbedaan di antara keduanya, yaitu: lama latihan Sepak Bola, frekuensi latihan, faktor lingkungan dan peran orang tua. Berdasarkan hasil penelitian diatas, dapat disimpulkan bahwa tingkat kebakatan para siswa cabang olahraga ekstrakurikuler sepak bola Siswa SMP Negeri 16 Kota Jambi sebagian besar menunjukkan kategori tidak berbakat. Meskipun frekuensi anak yang berbakat lebih sedikit tetapi jika dikelola dan difasilitasi dengan baik akan mampu meningkatkan prestasi pada puncaknya.ABSTRACT The aim of this research is to recognize the level of student’s talent especially in football, and other kind of sports for male students who join the extracurricular football program in SMP N 16 Jambi. This research is intentionally done by using descriptive method with qualitative analysis, according to the main objective, getting data as complete as possible. The population in this research in SMP N 16 Jambi’s students who will be put in this sport search talent-scouting, and there are 23 children who are taken as sample in this research. The result of this study shows that the talent scouting in football for SMP N 16 Jambi’s Students categorize them as the talented person for 26% (6 Students), and as many as 74% (17 Students) are categorized as non-talented children in football. However, these not-talented students apparently have a talent in other field of sports such as, long-jump, sprint, gymnastic, taekwondo, karate, judo, table tennis, tennis, volleyball, futsal and several kind of aquatic sports. This condition is influenced by various factors between them such as, duration of football’s exercises, training’s intensity, surrounding factor, and the role of parents. Based on the result mentioned above, it can be brought to an end that the grade of student’s talent in football depicts a number where most of the students are classified as non-talented students in football. However, although the frequency of talented students is lesser than the non-talented ones, this situation can be fixed if it get properly managed and getting facilitated by authorities so it can boost their performance to reach peak achievements in the future.
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23

Moya-Mata, Irene, Laura Ruiz-Sanchis, Julio Martín Sanchis, and Concepción Ros Ros. "Gender stereotypes in the pictures that represent the activities in the wild in the books of Physical Education Primary." Cultura_Ciencia_Deporte 14, no. 40 (March 1, 2019): 15–23. http://dx.doi.org/10.12800/ccd.v14i40.1222.

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Gender stereotypes related to physical activity are still present in both primary and secondary education. The educational potential of activities in the natural environment has been highlighted in numerous studies. The objective of this research was to analyze the activities in the natural environment and their linkage according to sex, represented in the textbooks of Physical Education in the stage of Primary School, published in Organic Law 2/2006, of May 3, Of Education. The total of the sample of images in the nature (n = 99), collected in 34 textbooks, belonging to six Spanish publishers were analyzed. For the content analysis of the images, the SAIMEF (Physical Analysis Images Analysis System) tool, elaborated ad hoc, was used. The results showed that the activities in the natural environment (p<0.05) are performed by men, who belong to the age group of the children, who practice mountain sports, namely orienteering, being the terrestrial environment the most used to carry out these activities. In contrast, women, especially girls, performed mountain sports, specifically climbing, being the aquatic medium the most used. It is therefore necessary to reflect the textbooks used in the area of Physical Education to avoid the transmission of gender stereotypes and offer models with which to identify both personally and socially for both sexes. Key words: Image; gender; textbooks; physical education, natural environment.
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Moura, Orilda M., Daniel A. Marinho, Jorge E. Morais, Mafalda P. Pinto, Luís B. Faíl, and Henrique P. Neiva. "Learn-to-swim program in a school context for a twelve-week period enhance aquatic skills and motor coordination in Brazilian children (Las clases de natación en el contexto escolar durante un período de doce semanas mejoran las habilidades acuáticas y l." Retos 43 (July 19, 2021): 316–24. http://dx.doi.org/10.47197/retos.v43i0.88903.

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This study aimed to verify the effects of 12 weeks of swimming lessons implemented in age school Brazilian children’s aquatic skills and motor coordination. Fifty children aged 6 to 10 years old (mean ± SD: 8.34 ± 1.10 years), participated in one swimming lesson per week provided by the school curriculum. Each child was evaluated for their aquatic skills (17 skills checklist) and motor coordination (Körperkoordinationstest Für Kinder test–KTK) before and after the swimming program. This study showed significant improvements in the sum of scores obtained in swimming skills evaluation (31.40 ± 12.89 vs. 46.90 ± 10.73 points, p < .01, d = 3.38). Large effects were found in water orientation and adjustment at the vertical position, breath control, horizontal buoyancy, body position at ventral, dorsal gliding and at longitudinal rotation, front and back somersaults, leg kicking with breath control, feet-first/head-first entries, autonomy in a deep pool and vertical buoyancy and immersion at deep water. The sum of scores in motor coordination assessment increased from 140.64 ± 41.94 to 175.20 ± 41.39 points (p < .01, d = 1.56). These results showed that 12 weeks of swimming practices, even conditioned by state school context (i.e., once a week), allowed Brazilian children aged 6-10 years old to increase aquatic skills and motor coordination. Resumen. Este estudio tuvo como objetivo verificar los efectos de las clases de natación durante un período de 12 semanas en las habilidades acuáticas y la coordinación motora en niños brasileños. Cincuenta niños entre los 6 y los 10 años de edad (media ± DE: 8.34 ± 1.10 años) participaron una vez por semana en una clase de natación ofrecida por el plan de estudios escolar. Cada niño fue evaluado en cuanto a sus habilidades acuáticas (lista de verificación de 17 habilidades) y coordinación motora (Körperkoordinationstest Für Kinder test - KTK) antes y después del programa de natación. Los resultados del estudio mostraron mejoras significativas en la suma de las puntuaciones obtenidas en la evaluación de las habilidades de natación (31.40 ± 12.89 frente a 46.90 ± 10.73 puntos, p < .01, d = 3.38). Se observaran efectos importantes en la orientación y el ajuste del agua en la posición vertical, en el control de la respiración, en la flotabilidad horizontal, en la posición del cuerpo en la posición ventral, en el deslizamiento dorsal y la rotación longitudinal, en los saltos mortales hacia adelante y hacia atrás, en los empujes con las piernas con control de la respiración, pies primero / cabeza primero entradas, en la autonomía en piscina profunda y flotabilidad vertical y inmersión en aguas profundas. La suma de las puntuaciones en la evaluación de la coordinación motora aumentó de 140.64 ± 41.94 a 175.20 ± 41.39 puntos (p < .01, d = 1.56). Estos resultados mostraron que 12 semanas de prácticas de natación, incluso condicionadas por el contexto de la escuela estatal (es decir, una vez por semana), permitieron a los niños brasileños de 6 a 10 años aumentar de forma significativa la preparación acuática y la coordinación motora.
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Güeita-Rodríguez, Javier, Francisco García-Muro, Beatriz Cano-Díez, Ángel L. Rodríguez-Fernández, Johan Lambeck, and Domingo Palacios-Ceña. "Identification of intervention categories for aquatic physical therapy in pediatrics using the International Classification of Functioning, Disability and Health-Children and Youth: a global expert survey." Brazilian Journal of Physical Therapy 21, no. 4 (July 2017): 287–95. http://dx.doi.org/10.1016/j.bjpt.2017.05.007.

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26

Scudder, Mark R., Neil P. Sharma, Sharon E. Taverno Ross, and John M. Jakicic. "The Contribution Of A Community-Based Gym And Aquatics Program To Physical Activity In Children." Medicine & Science in Sports & Exercise 50, no. 5S (May 2018): 698. http://dx.doi.org/10.1249/01.mss.0000538300.28631.87.

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Moreno Basurto, Gabriela Alethia, Rossana de Fátima Cuevas Ferrera, María de Lourdes Cortés Ayala, and Verónica Morales Sánchez. "Intervención con Madres de nadadores para desarrollar y promover la Autodeterminación de sus hijos (Intervention with mothers of swimmers to develop and promote their children’s self-determination)." Retos, no. 30 (May 30, 2016): 216–21. http://dx.doi.org/10.47197/retos.v0i30.50340.

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El presente artículo presenta los efectos de un programa de intervención dirigido a madres de nadadores para promover el desarrollo de conductas autodeterminadas en sus hijos. Participaron 13 mamás de nadadores del equipo Centro Acuático de Mérida (CAM), con un rango de edad de 27 y 52 años, y sus hijos nadadores con un rango de edad de 9 a 16 años. Para medir la motivación autodeterminada se utilizó el Cuestionario Sociodemográfico de Hábitos y Motivos Deportivos, además de la Global Motivation Scale (GMS-28) (Guay, Mageau & Vallerand, 1999), traducida al español por Grijalvo, Fernández, Núñez y Martín-Albo (2011). Los resultados obtenidos de la prueba pre-test y post-test fueron analizados mediante la prueba t de comparación de medias para muestras relacionadas. Los resultados reportados señalan que la intervención constituyó una herramienta para promover cambios en la motivación de los deportistas, debido a que, se observó una variación en los tipos de motivación evaluadas por la escala aplicada. Se puede concluir que las madres de hijos deportistas cumplen un papel de suma importancia para desarrollar o no conductas autodeterminadas en los deportistas. Abstract. This article presents the effects of an intervention program directed to swimmers’ mothers to promote the development of self-determined behavior in their children. The sample was comprised of 13 mothers of swimmers from the Aquatic Center Merida (CAM) team, aged 27 to 52, and their swimmer children, aged 9 to 16 years. The Sociodemographic Habits and Sports Motives Questionnaire and the Global Motivation Scale (GMS-28) (Guay, Mageau & Vallerand, 1999), translated into Spanish by Grijalvo, Fernandez Nunez and Martin-Albo (2011), were used to measure self-determined motivation. Results of pre-test and post-test were obtained by running students’ t tests for related samples. Our outcomes indicate that the intervention represented a suitable tool to promote changes in athletes’ motivation, since we observed significant variations in the types of motivation assessed. It can be concluded that mothers could play a major role in developing self-determined behaviors in their children athletes.
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Slimani, Maamer, Karim Chamari, Bianca Miarka, Fabricio B. Del Vecchio, and Foued Chéour. "Effects of Plyometric Training on Physical Fitness in Team Sport Athletes: A Systematic Review." Journal of Human Kinetics 53, no. 1 (December 1, 2016): 231–47. http://dx.doi.org/10.1515/hukin-2016-0026.

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AbstractPlyometric training (PT) is a very popular form of physical conditioning of healthy individuals that has been extensively studied over the last decades. In this article, we critically review the available literature related to PT and its effects on physical fitness in team sport athletes. We also considered studies that combined PT with other popular training modalities (e.g. strength/sprint training). Generally, short-term PT (i.e. 2-3 sessions a week for 4-16 weeks) improves jump height, sprint and agility performances in team sport players. Literature shows that short PT (<8 weeks) has the potential to enhance a wide range of athletic performance (i.e. jumping, sprinting and agility) in children and young adult amateur players. Nevertheless, 6 to 7 weeks training appears to be too short to improve physical performance in elite male players. Available evidence suggests that short-term PT on non-rigid surfaces (i.e. aquatic, grass or sand-based PT) could elicit similar increases in jumping, sprinting and agility performances as traditional PT. Furthermore, the combination of various plyometric exercises and the bilateral and unilateral jumps could improve these performances more than the use of single plyometric drills or traditional PT. Thus, the present review shows a greater effect of PT alone on jump and sprint (30 m sprint performance only) performances than the combination of PT with sprint/strength training. Although many issues related to PT remain to be resolved, the results presented in this review allow recommending the use of well-designed and sport-specific PT as a safe and effective training modality for improving jumping and sprint performance as well as agility in team sport athletes.
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Moreno-Murcia, Juan Antonio. "Desarrollo y validación preliminar de escalas para la evaluación de la competencia motriz acuática en escolares de 4 a 11 años. (Development and preliminary validation of an aquatic competence scale for children 4 to 11 years old.)." RICYDE. Revista internacional de ciencias del deporte 1, no. 1 (October 1, 2005): 14–27. http://dx.doi.org/10.5232/ricyde2005.00102.

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30

Crocker, Peter R. E., Darryl R. Holowachuk, and Kent C. Kowalski. "Feasibility of Using the Tritrac Motion Sensor Over a 7-Day Trial with Older Children." Pediatric Exercise Science 13, no. 1 (February 2001): 70–81. http://dx.doi.org/10.1123/pes.13.1.70.

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This study assessed the feasibility of the Tritrac-R3D motion sensor over a 7-day period with 79 children in Grades 4–8. Eight sets of data were lost due to instrument breakdown or data downloading software problems. Despite daily telephone reminders and school visits, most participants reported problems with wearing the motion sensors, including forgetting to put the sensor on, physical discomfort, involvement in aquatics, public embarrassment, and not being allowed to wear the sensors during organized sport. The results also showed that the Tritrac scores were strongly correlated with Caltrac scores (r = .86) but were not significantly correlated to a 7-day interview recall (PAR) and a 7-day self-report of activity (PAQ-C). The two self-report measures were moderately related. These findings question the viability of the Tritrac to assess typical physical activity over extended periods in this population.
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31

Kucher, Greta, Kelsey Moore, Rachel Rodia, and Christy Szczech Moser. "Aquatic Therapy for Children." Journal of Occupational Therapy, Schools, & Early Intervention 8, no. 4 (October 2, 2015): 277–91. http://dx.doi.org/10.1080/19411243.2015.1113104.

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32

Bell, Gerald W. "AQUATIC SPORTS MASSAGE THERAPY." Clinics in Sports Medicine 18, no. 2 (April 1999): 427–35. http://dx.doi.org/10.1016/s0278-5919(05)70156-3.

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33

Cameron, J. M. "Aquatic Sports Medicine 1991." Medicine & Science in Sports & Exercise 24, no. 12 (December 1992): 1415???1416. http://dx.doi.org/10.1249/00005768-199212000-00019.

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34

Castiglia, Patricia T. "Sports injuries in children." Journal of Pediatric Health Care 9, no. 1 (January 1995): 32–33. http://dx.doi.org/10.1016/s0891-5245(05)80045-8.

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35

Sharma, P., K. Luscombe, and N. Maffulli. "Sports injuries in children." Trauma 5, no. 4 (October 1, 2003): 245–59. http://dx.doi.org/10.1191/1460408603ta291oa.

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36

MacDonald, Gerard L. "Sports injuries in children." Postgraduate Medicine 78, no. 1 (July 1985): 279–89. http://dx.doi.org/10.1080/00325481.1985.11699075.

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37

Steen, Suzanne Nelson. "Sports Nutrition for Children." Athletic Therapy Today 4, no. 6 (November 1999): 48–49. http://dx.doi.org/10.1123/att.4.6.48.

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38

Buckley, Steven L. "Sports injuries in children." Current Opinion in Pediatrics 6, no. 1 (February 1994): 80–84. http://dx.doi.org/10.1097/00008480-199402000-00014.

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39

Taft, Timothy N. "Sports Injuries in Children." Elementary School Journal 91, no. 5 (May 1991): 429–35. http://dx.doi.org/10.1086/461665.

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40

Shanmugam, C., and N. Maffulli. "Sports injuries in children." British Medical Bulletin 86, no. 1 (February 18, 2008): 33–57. http://dx.doi.org/10.1093/bmb/ldn001.

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41

Brophy, Tess, Glen S. Merry, and Kenneth G. Jamieson. "Spinal Injuries in Aquatic Sports." Prehospital and Disaster Medicine 1, S1 (1985): 194–97. http://dx.doi.org/10.1017/s1049023x00044447.

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Spinal injuries associated with aquatic sports account for about 30 admissions per year to spinal injury units in Australia. These injuries are considered not only for their significance to the victim, to his family and to the community, but to ensure that voluntary organizations are teaching first-aid measures which help to reduce morbidity and mortality—for on those first-aid measures depend the quality of the victim's life.
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42

Derave, Wim, and Kevin D. Tipton. "Dietary Supplements for Aquatic Sports." International Journal of Sport Nutrition and Exercise Metabolism 24, no. 4 (August 2014): 437–49. http://dx.doi.org/10.1123/ijsnem.2014-0017.

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Many athletes use dietary supplements, with use more prevalent among those competing at the highest level. Supplements are often self-prescribed, and their use is likely to be based on an inadequate understanding of the issues at stake. Supplementation with essential micronutrients may be useful when a diagnosed deficiency cannot be promptly and effectively corrected with food-based dietary solutions. When used in high doses, some supplements may do more harm than good: Iron supplementation, for example, is potentially harmful. There is good evidence from laboratory studies and some evidence from field studies to support health or performance benefits from appropriate use of a few supplements. The available evidence from studies of aquatic sports is small and is often contradictory. Evidence from elite performers is almost entirely absent, but some athletes may benefit from informed use of creatine, caffeine, and buffering agents. Poor quality assurance in some parts of the dietary supplements industry raises concerns about the safety of some products. Some do not contain the active ingredients listed on the label, and some contain toxic substances, including prescription drugs, that can cause health problems. Some supplements contain compounds that will cause an athlete to fail a doping test. Supplement quality assurance programs can reduce, but not entirely eliminate, this risk.
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43

Freiman, A. "Sports dermatology part 2: swimming and other aquatic sports." Canadian Medical Association Journal 171, no. 11 (November 23, 2004): 1339–41. http://dx.doi.org/10.1503/cmaj.1040892.

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Yuzer, Selda, and Sevinc Polat. "Children with Asthma and Sports." TAF Preventive Medicine Bulletin 13, no. 3 (2014): 241. http://dx.doi.org/10.5455/pmb.1-1358259479.

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45

Soundappan, S. V. S., A. J. A. Holland, and G. Browne. "Sports-Related Pneumothorax in Children." Pediatric Emergency Care 21, no. 4 (April 2005): 259–60. http://dx.doi.org/10.1097/01.pec.0000161473.42712.07.

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Del Giacco, Stefano R., Kai-Håkon Carlsen, and George Du Toit. "Allergy and sports in children." Pediatric Allergy and Immunology 23, no. 1 (January 27, 2012): 11–20. http://dx.doi.org/10.1111/j.1399-3038.2011.01256.x.

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Goldberg, Barry. "Children, Sports, and Chronic Disease." Physician and Sportsmedicine 18, no. 10 (October 1990): 44–56. http://dx.doi.org/10.1080/00913847.1990.11710153.

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48

Johnson, R. C., and L. A. Rosen. "Sports behavior of ADHD children." Journal of Attention Disorders 4, no. 3 (November 2000): 150–60. http://dx.doi.org/10.1177/108705470000400302.

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49

Kvist, M., U. Kujala, O. Heinonen, I. Vuori, A. Aho, O. Pajulo, A. Hintsa, and T. Parvinen. "Sports-Related Injuries in Children." International Journal of Sports Medicine 10, no. 02 (April 1989): 81–86. http://dx.doi.org/10.1055/s-2007-1024879.

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Taylor, Bambi L., and Magdy W. Attia. "Sports-related Injuries in Children." Academic Emergency Medicine 7, no. 12 (December 2000): 1376–82. http://dx.doi.org/10.1111/j.1553-2712.2000.tb00495.x.

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