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Letteratura scientifica selezionata sul tema "Swimming for children"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 luglio 2024

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Articoli di riviste sul tema "Swimming for children"

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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Aim: 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).Material and methods. Three children with autism who were swimming were examined. Research methods: pedagogical observations, pedagogical experiment, method of expert evaluations, questionnaires.Results. There is a significant improvement in the behavio

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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 ph

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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 ex

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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 Ski

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Tesi sul tema "Swimming for children"

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 coas

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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 s

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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.

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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 less

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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

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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

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Семаньків, І. Б., та 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 c

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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

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Libri sul tema "Swimming for children"

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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Capitoli di libri sul tema "Swimming for children"

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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Atti di convegni sul tema "Swimming for children"

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 t

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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

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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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Rapporti di organizzazioni sul tema "Swimming for children"

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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