Adapted Swiming

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_____SPORT I SOCIETATE Revista de educaiefizic, sport i tiine conexe______

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OPPORTUNITIES FOR PSYCHO-MOTOR SKILLS DEVELOPMENT INCHILDREN WITH DOWN SYNDROME - ADAPTED SWIMMING -

Chera-Ferrario B. (Bianca Chera-Ferrario)11Universitatea Valahia din Trgovite, Facultatea de tiine Umaniste, Departament EFS e-mail:[email protected]

Abstract

Sport activities have a beneficial effect on the mind and body of any type of person. The benefits of sport areeven more evident in children with Down Syndrome, who exhibit a general delay in neuro-motor structures.Our aim was to develop the psycho-motor skills in children with Down Syndrome through adapted swimming

exercises. We believe that our involvement in adapted swimming for children with Down Syndrome may help developcertain aspects of psycho-motor abilities.

The swimming took place with 6 Down Syndrome children from the Special Needs School in Targoviste, fora period of six months and the children being assisted by volunteer students from the Valahia University Department ofSport in Targoviste.

The most important result was the children's delight in coming to the pool and taking part in the swimminglessons. Through the methods and exercises used and the devoted involvement of the volunteers, the childrendeveloped great levels of trust and courage and learned to swim using only aids. After performing motor skill tests onthe children, we observed a general growth in the motor skills monitored.

Continuation of the adapted swimming is very important in order to mobilize the skills obtained and continue

development of psycho-motor abilities.

Keywords: children with disabilities, sports activities, personal development

INTRODUCTIONWe lead our lives alongside other people. Every one of us is unique and different. Every one of us

should be seen as an individual person, different from each other. However, since 1860 individuals withdown syndrome have been recognized and only care and attention have been offered to them, having beenconsidered 'irrecoverable' and even now they are seen as 'sufferers' even though they do not suffer. They arejust different.

Down syndrome

Down syndrome is not a disease. It is a genetic condition caused by the presence of an additionalcopy of chromosome 21, also called trisomy 21. This condition presents an array of common physicalcharacteristics, affected mental function and learning difficulties. Even so, each child is unique, having theirown personality and individual psycho-motor capabilities. [5]

It is recognized that Down syndrome presents a degree of mental deficiency. This can be profoundor slight, most having a moderate mental deficiency. Learning and developing motor skills as well asleading as independent lives as possible depend largely on the child's family and social background.

The motor capacity of children with Down syndrome presents a relative delay in the attaining ofphysical goals. Is has also been observed that motor problems seem to be bigger than mental ones. Posturesand movements are also seen that do not present in those without disability. We encounter hypotonia,overweight, abnormal reflex development and lack of balance. [5]

It is seen, thus, that the mental handicap is also accompanied by an abnormal evolution of motordevelopment and reduced motor skills. Motor skills are learned and developed at a slower rate but in anormal manner.

Although some authors associate Down syndrome with mental handicap, studies show that thelarger problems lie with motor skills. Many authors report that children with Down syndrome develop lessmotor abilities than children with mental handicaps. [5]

It is therefore necessary, on our part, to conduct periodical evaluations of motor capacities(coordination, stamina and reaction speed) under the influence of physical exercise in water.

Swimming is a form of aquatic exercise that has been around even before Christ.Hippocrates used contrast baths (hot and cold water) in the treatment of certain disorders. The useof swimming techniques in children with SEN (special education needs) is an extremely beneficial

activity, which has become popular in countries with predominance towards sport. The watertogether with specific exercises leads to an enhancement in the motor and mental skills of all thechildren.
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Motor skillshave been defined as 'qualities of movement' [2], being one of the basic motorcapacities of an individual and necessary qualities for effective daily activities. Tackling the motorskills of children with SEN offers the possibility of monitoring the progress and development ofthese for the duration of the sport activities.

Aim: To enhance psycho-motor abilities through swimming exercises adapted for children withDown syndrome.

Activity objectives- adapting to an aquatic environment- developing self-confidence in an aquatic environment- improving certain motor skills (coordination, strength, reaction speed)- encouraging relaxation- developing communication skills- empowering volunteers

HypothesisWe believe that our involvement alongside children with Down Syndrome in adapted

swimming activities will lead to a growth in the psycho-motor capabilities of the children.We also believe that by showing a little dedication to children with Down Syndrome we canteach them to swim and improve their well-being.

The benefits of adapted swimming alongside children with Down Syndrome- because body weight is decreased by almost 90%, more difficult and complex exercises can be

performed, using all segments of the body- keeping in mind that children with Down Syndrome are often overweight, performing exercisesin water reduces the stress on their joints, muscles and spine.- it is a cheerful, recreational environment- the children improve confidence in their own strength

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agonist and antagonist muscles develop- the water offers natural resistance during the exercises

Activity location and group of childrenAdapted swimming began on June 1st, 2012, with a single swimming lesson held once a

week, lasting between 1-2 hours.The activity finalized with participation at the Regional Special Olympics Games, on the 7th

- 8th November, in Ploiesti, on adapted swimming end gymnastis.6 children with Down Syndrome participated in the competition. They had come to the pool

every week, accompanied by their parents, throughout the entire preparation period.

RESEARCH METHODS- observation a method present in every sport activity, which helps us to know and thuscoordinate the children better, and see the interaction between swimming and disability- discussionwhich played the most important role in helping the children make the transitionfrom dry to wet environment- explanationby this means information was passed on regarding the activity- close assistance assistance given to the children by the volunteer, being in constant contactwith the children. This method involved supporting the children at their waist and arms, guidingthe movements of their arms and legs, and supporting their shoulders when floating on their backin the pool. It is the most important means by which to accustom the children to the water.- distance helpaiding the children in the pool, but without permanent contact. Only occasional

assistance, where required. The children are helped to position the supporting equipment and aresupervised permanently. Distance help is also given from the edge of the pool by a main


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coordinator, who observes, corrects and offers guidance to the volunteers.

ActivityFirst part of the lesson:- warm-up on dry land, preparing the body for effortSecond part of the lesson- getting used to the water- walking-

on the spot jumps in the water; back and forth and side to side- moving with portable objects- moving with knee raises to chest, or with straight leg raises- breathing exercises- arm exercisesTehniques- front floatwith aiding equipment, assisted- front float with leg kicks - with aiding equipment, assisted- back float - with aiding equipment, heavily assisted- submergings

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submergings, retrieving rings from the bottom of the pool-

jumps into the water, from the pool edgefrom knees, from standing- races between the childrenfront crawlassisted in the water

RESULTS OBTAINED:

Exercises nr.1, in 4 times: 1squat supported, 2 leg stretch back, 3 - squat supported, 4 standing back, in 30 seconds.

As you can see, (Fig.nr.1) remarkableprogress was made in this exercise, which showsthe impact of resistance exercises in water on

speed and coordination motor skills. We believethat progress was made with a larger emphasison coordination, because the children learnednew, complex movements, in an aquaticenvironment, striving to learn simple swimmingtechniques instead of focusing on speed ofexecution and movement.

Fig. Nr.1

In this exercise, (Fig.nr.2) bending the torso forward and bringing an arm to the opposite leg, we see theassessment of coordination and segment mobility. The children obtained very good results in the final

testing, demonstrating the influence of aquatic exerciseson coordination.

Some of the children made maximum progress(3), demonstrating a growth in posterior mobility of thelegs as well as excellent opposite arm-leg coordination.Concentrating on the front crawl technique with a floatdeveloped balance in the float supported position throughleg kicks.Although it is a difficult and demandingcoordinating, temporal and spatial orientation sample,speed and mobility back, the progress of all childrenwas a pleasant surprise.

Fig. Nr. 2

0

2

4

6

8

10

speed-coordonation

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As well as this, while performing the front crawl technique, using arms and legs, and beingsupported by aqua-tubes, maximum coordination stimulation was achieved, (balancing the body in water,adapting to a horizontal position, alternative arm and leg movements), emphasized by the final resultsobtained in a short time.

The evaluation in this exercise (Fig.nr.3), liftingthe trunk placed on the back, didn't show verygood results, some children had progressed

while others had regressed. Of course, if wethink about the structure of swimming exercises,we will understand that the abdominal musclesare not solicited very much. We must mentionthat the children had not done any kind ofexercise to develop the abdominal muscles,neither during the lessons, nor outside theclasses.

Fig. Nr.3The sporting activities did not contain exclusively swimming exercises, trying in this phase only to

transition the children into an aquatic environment and hold specific activities.

DISCUSSIONS:It must be noted that the sporting activities contained exclusively swimming exercises, and the sole

purpose of this phase was to transition the children into an aquatic environment and perform specificexercises.

- Adaptation to the aquatic environment went very well even from the beginning. Through theobservationsmade every lesson on their personal charts, we were able to see the different evolutions

of the children:1.in Junevisible delight, but reluctance to enter the water, and fear2.in the period July November, they evolved visible delight, enthusiastic behavior, joy,

impatience, pleasure in swimming and a desire to play.From other discussions held with colleagues, I found out that some organizations in Spain had

less success in adapting the children to the water that fast, needing 4-5 months in order to achievethis.

- Developing self conf idence in the aquatic environmentwas done with great care, so as not to havethe surprise of new fears appearing which would hinder the progress already made in the lessons.The children performed a great many exercises for stability in the pool, designed to developsureness on their own feet and confidence in the aquatic environment, which lead to the evolution ofcourage in the water and a lack of any negative attitudes. Thus, although at the beginning of thelessons all of the children had the immediate help of at least one volunteer, towards the completionof the activities they were able to manage the front crawl, supported solely by aids.

- The development of psycho-motor ski ll s (coordination, strength, reaction speed) was achieved withvarious rates of progress. The group of lessons that we held was a pilot project, through which wewished to record several aspects of the psycho-motor development of the children, including theaspect of motricity. The psycho-motor capacity tests were not performed in the pool as it was thechildren's first experience of an aquatic environment, and our activity was focused on initiation.

During discussions held with other colleagues from special needs schools in the country, we wereinformed that adapted swimming was being done in a few other cities (Bucharest, Cluj, Iasi) but without

performing a battery of psycho-motor tests. The results obtained can be used as control values for futureactivities, for us and our colleagues, evaluations being seen in specialized literature, not only in classicalsports but also in adapted swimming [7]. Publication and presentation of these figures is meant to be a


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landmark for other colleagues involved in working with children with Down Syndrome, being objectiveindicators for sport activities. Using personal knowledge of adapted sport, regular assessments of the motorskills of children with Down Syndrome and other disabilities are carried out in our country, throughgymnastic circuits, balance tests and mobility, however these are confidential.In the Special Olympics Romania Foundation a fitness assessment program was organizedFun fitness which contains a sample similar to sample 3. Compared with the results of the 5 children with Down

Syndrome, evaluated by the foundationsaid, once, in 2012, the results are on the

same level, with extreme values.This shows that the childrens levelwith Down Syndrome is different, theyCannot be compared in terms of motorskills, but included in the category ofdeficiency. It would be interesting to seethe childrens development evaluated bySpecial Olympics Romania on the secondtest.

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Fig. nr.4- Mental relaxation was noticed bythe parents in the daily activities of

the children. In order to know the children better and to understand the effect of the physicalactivities on their bodies, to know if their reactions had been positive or negative, we asked theparents ''how do the children feel at home, what have their reactions been?''

They revealed to us that some of the children had begun to sleep straight after the lessons (subjects 1 & 2); others showed tiredness, or stayed quietly in front of the television (6), some weremore relaxed, and some showed an increased appetite for food a normal reaction, but not one weencouraged.

As well, some parents revealed that the next day at school, the children were quieter and morefocused on their work. (subjects 1, 3 & 4)

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Development of communication ski ll s happened successfully, and could be seen extremely easily.Although at the first lessons the children were shy and fearful, and either whispered or didn't speakat all to the teachers or the volunteers, and stayed next to their parents, by the end of the lessonstheir behaviors were quite different:

- they would come to hug us- they would go to greet the volunteers- they would greet and hug each other- they would move further away from their parents and closer to the volunteers- they began boasting about the lessons at school and as a result other children came to the pool- at the swimming competition held in another location, all of our children entered the water (100%).

They were excited but not fearful, and extremely happy when they received the medals offered bySpecial Olympics Romania.

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Empowering the volunteers was done through verbal instruction, through familiarizing them withthe children's conditions and through discussions with the volunteers in order for them tounderstand the behaviors, reactions and needs of children with Down Syndrome. The volunteersdisplayed exceptional behavior, which could be seen from the very first lessons, when they came tovolunteer and work with us, having swimming knowledge, but inexperienced in working withdisabled children. They were instructed to be extremely attentive and to stay close to the children atall times. They were shown how to aid the children in the water, how to talk to the children and toencourage them verbally. Throughout the activities there were between 4-10 volunteers, whoparticipated in every adapted swimming lesson, while not receiving any financial payment for theseactivities.

In the end, they had the most responsibility, being the only volunteers at the Regional Special Olympics

competition who helped the children in the water. They stayed alongside all of the children who participatedin the competition, approximately 60 children in all, who they lined up at the start, talked to and encouraged,


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gave one to one assistance to (in the water) throughout the event and helped them out of the pool at the endof each race.

Although at the beginning I had my reserves about the level of help the volunteers would in fact give, atthe end I had complete trust in them. They required no instruction whatsoever and were hugely appreciatedby Special Olympics Romania.

CONCLUSIONThe most important result was how well the children adapted to the aquatic environment, to our

delight. Following the lessons, we were able to participate at the swimming competition at the RegionalOlympic Games.The children built trust in their own strengths such that they were able to swim the front crawl with

only the aid of a float, without any kind of help from the volunteers.Through soliciting the body in the different swimming techniques, huge progress was seen in the

speed eventscoordination, coordination being the motor skill used the most, because not many exerciseswere carried out for speed, the main aim being to learn to swim.

As well, in the coordination exercise 'bending trunk twists', a positive evolution was seen in thechildren as a consequence of the swimming exercises. On the other hand, strength development progressedmore slowly or even regressed, observing very easily the influence of the exercises upon coordination andless upon strength.

The parents reported that after classes at the pool, the children began to sleep in the afternoons or be

more relaxed, manifesting less agitation. Thus, we have also observed the mental effects that the aquaticactivity had, leading to a more relaxed attitude and better sleep. We easily saw improved communicationbetween the children who participated at the pool, manifested through the joy of seeing their colleaguesagain, hugs, discussions with the volunteers and enthusiasm.

A very nice phenomenon was the permanent participation of the volunteers, including during theholidays, be it in large numbers (10) or small numbers (4). The presence of volunteers was of vitalimportance, because their participation at the pool assured that the adapted swimming was held safely. Thevolunteers had a positive attitude towards the children, realizing a large variety of exercises and holding thelessons creatively. It must be said that the volunteers had not studied adapted swimming, but were studentsof Physical Education and Sport from 'Valahia' University Targoviste.

Proposals

The inclusion of practical activities with children with SEN in the university curriculum forstudents.

REFERENCES[1] Dragnea A. Antrenamentul sportiv. Bucureti: Ed. Didactic i Pedagogic. 1996: Romanian[2] Epuran M. Holdevici I. Psihologie compendiu. Bucureti: Academia Naional de Educaie Fizic iSport. 1993: Romanian[3] Epuran M. Metodologia cercetrii activitilor corporale. Bucuresti: Editura Fest. 2005: Romanian[4] Ferrario B. Contributii privind ameliorarea capacitii psiho-motrice la copiii cu deficiente mintale.Cluj-Napoca: Studia Educatio Artis Gymnasticae. 2/2009: pg.27[5] Lauteslager E. M. Peter. Copiii cu Sindrom Down Dezvoltare motorie i intervenie. CentruEducaional Teora cu sprijinul Lios Club Olanda[6] Radu I. D. Ulici Gh. Evaluarea i educarea psihomotricitii copiilor cu dificulti psihomotorii deintegrare. Bucureti: Editura Fundaiei Humanitas. 2003: Romanian[7] Punescu A. Didactica sportului adaptat. note de curs. Universitatea Valahia din Trgoviste. Facultateade Stiinte Umaniste. 2010: Romanian[8] www.specialolympics.ro/


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POSIBILITI DE DEZVOLTARE A CALITILOR PSIHO-MOTRICELA COPIII CU SINDROM DOWN - NOT ADAPTAT

Chera-Ferrario B. (Bianca Chera-Ferrario)11Universitatea Valahia din Trgovite, Facultatea de tiine Umaniste, Departament EFSe-mail:[email protected]

RezumatDesfurarea activitilor sportive reprezint o aciune benefic pentru minte i corp, pentru orice categorie de

persoan. Beneficiile sportului sunt i mai evidente la copiii cu Sindrom Down, ce manifest o ntrziere general astructurilor neuro-motorii.

Prin activitatea desfurat am urmrit dezvoltarea calitilor psiho-motrice prin exerciii de not adaptat lacopiii cu Sindrom Down. Considerm c implicarea noastr alturi de copiii cu Sindrom Down n activiti de notadaptat, poate dezvolta anumite aspecte ale calitilor psiho-motrice.

Activitatea sportiv s-a desfurat cu 6 copiii cu Sindrom Down ai colii Speciale din Trgovite, pe operioad de 6 luni, copiii fiind asistai de studenii voluntari ai Departamentului EFS din Universitatea Valahia dinTrgovite.

Cel mai important rezultat este bucuria copiilor de a venii la bazin i a desfura lecii de not. Prin metodeleutilizate, prin exerciiile folosite, prin implicarea devotat a voluntarilor, copiii au dezvoltat mult ncredere i curaj iau reuit s noate doar cu materiale ajuttoare. n urma testelor motrice desfurate de noi am obinut n generalcreteri ai indicatorilor calitilor motrice urmrite.

Continuarea activitii de not adaptat este foarte important, pentru a mobiliza deprinderile anterioare ipentru dezvoltarea continu a indicatorilor psiho-motrici.

Cuvinte cheie: copii cu dizabiliti, activiti sportive, dezvoltare personal

INTRODUCEREViaa noastr o desfurm alturi de alte persoane. Fiecare dintre noi este unic i diferit.Fiecare dintre noi ar trebui privit ca o persoan individual, diferii unii de ceilali. Totui dei din

1860 s-au identificat indivizii cu sindrom down i nu li s-a oferit dect ngrijire i atenie, fiind consideraiirecuperabili i n perioada actual sunt vzui ca fiind suferinzi, dei ei nu sufer. Sunt doar altfel.

Sindromul DownSindromul Down Nu este o boal. Este o afeciune genetic cauzat fiind de prezena n plus a unui

cromozom 21, fiind numit i trisomia 21. Aceast afeciune prezint o serie de caracteristici comune fizice,vizeaz funcionalitatea mintal sau prezint dificulti de nvare. Cu toate acestea fiecare copil este unic,avnd propria lui personalitate, propria capacitate psiho-motric. [5]

Se recunoate faptul c Sindromul Down prezint i un grad de deficien mintal. Aceasta poate fiprofund, uoar, cei mai muli fiind cu deficine mintal moderat. nvarea i dezvoltarea unor abilitimotorii ct i desfurarea unei viei ct mai independente ine foarte mult de mediul familial i social care lsusine pe copil.

Capacitatea motric a copiilor cu Sindrom Down prezint o relativ ntrziere n atigerea schemelorde micare. S-a mai observat c perturbrile motorii par a fi mai mari dect cele mintale. Se mai descriuscheme posturale i de micare care nu se observ la persoanele fr dizabiliti. Putem ntlnii hipotonie,

excesul de greutate i dezvoltarea anormal a reflexelor, lips de echilibru. [5]Se prezint astfel faptul c handicapul mintal este nsoit i de o evoluie anormal a dezvoltriimotorii i de abiliti motorii reduse. nva i dezvolt abiliti motori ntr-un ritm mai redus dar ntr-oordine normal.

Dei unii autori asocieaz Sindromul Down cu handicapul mintal, studiile arat c problemele maimari sunt la abilitile motorii. Mai mui autori raporteaz despre copiii cu Sindrom Down c dezvolt maipuine abiliti n plan motor dect copiii cu hanicap mintal. [5]

Se impune astfel, i din partea noastr o evaluare periodic a capacitilor motrice, (coordonative,rezistena i viteza de reacie) sub influena exerciiilor fizice n ap.

notuleste activitatea acvatic a aprut nc nainte de Hristos. Hipocrate utiliza bi de contraste(apa calda si rece) n tratamentul anumitor afeciuni. Folosirea tehnicilor de not la copiii cu CES este o

activitate extrem de benefic, care a luat avnt n ri cu o preocupare mai mare pentru sport. Apa iexerciiile specifice de not conduc la dezvoltarea calitilor motrice i psihice ale tuturor copiilor.
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Calitile motriceau fost definite drept caliti ale micrii[2], fiind una din capacitile motricede baz ale individului, caliti necesare unei activiti cotidiene eficiente. Abordarea calitilor motrice lacopiii cu CES, va oferii posibilitatea de a urmrii evoluia i dezvoltarea acestora pe parcursul desfurriiactivitii sportive.

Scopul: Dezvoltarea calitilor psiho-motrice prin exerciii de not adaptatla copiii cu Sindrom Down.Obiectivele activitii

- adaptarea la mediul avatic

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dezvoltarea ncrederii proprii n mediul acvatic- dezvoltarea unor caliti psiho-motrice (coordonare, for, vitez de reacie)- favorizearea relaxrii- dezvoltarea capacitii decomunicare- responsabilizarea voluntarilor

IpotezConsiderm c implicarea noatr alturi de copiii cu Sindrom Down n activiti de not adaptat, va

dezvolta caalitile psiho-motrice ale copiilor.Credem c dac acordm un pic de dedicaie pentru copiii cu Sindrom Down putem s i nvm s

noate i s se integreze mult mai uor, dezvoltnd pozitiv imaginea lor.

Beneficiile desfurrii exerciiilor de not adaptat cu copiii cu Sindrom Down- pentru c greutatea corporal este mai sczut cu aproape 90 % se pot desfura exerciii maidificile, complexe, cu toate segmentele corporale

- deoarece copiii cu Sindrom Down prezint adeseori greutate suplimentar, desfurarea exerciiilorn ap scade gradul de uzur asupra articulaiilor, muchilor i coloanei vertebrale

- este un mediu vesel i recreativ- mbuntete ncrederea n forele proprii- dezvolt musculatura agonist i antagonist- apa ofer o rezistent natural n timpul exerciiilor

Locul de desfurare a activitii i grupul de copiiActivitatea de not adaptat a nceput la data de 1.06.2012, cu o lecie de not ce s -a desfurat o dat

pe sptmn, avnd o durat de 1-2 ore.Activitatea s-a finalizat cu participarea la Jocurile Regionale Special Olympics, la 7-8 noiembrie,

Ploieti, la ]not adaptat si gimnastica.La activitatea de not adaptat au participat 6 copii cu Sindrom Down. Acetia au venit n fiecare

sptmn la bazin, au fost nsoii permanent de prini, pe toat perioada de pregtire.

METODE DE LUCRU- observaia este o metod prezent n orice activitate sportiv, care ne-a ajutat s cunoatem

copiii, s i coordonm mai bine, s vedem interaciunea ntre not i dizabilitate- convorbireacare a avut rolul cel mai important de a face trecerea uoar a copiilor de la mediul

uscat la ap- explicaia prin acesta s-a realizat transmiterea informaiilor privind activitatea desfurat-

asistena apropiat este asistarea de ctre voluntari a copiilor din bazin, fiind n permanent contactcu copilul. Acest metod a presupussusinerea copiilor de la nivelul bazinului, al braelor, dirijareamicrii picioarelor sau a braelor, susinerea de umeri la procedeu plut spate. Este mijlocul cel maiimportant pentru a deprinde copiii cu apa.

- asistena deprtat este asistarea copiilor din bazin, dar fr contact permanent dar ocazional,acolo unde nevoie. Copiii sunt ajutai s i poziioneze materialele ajuttoare, i sunt supravegheaipermanent. De asemenea asistena deprtat s-a mai realizat i de pe margine de ctre uncoordonator principal, care observ, corecteaz, ofer indicaii pentru voluntari.

Desfurarea activitii.Prima parte a leciei:

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nclzire pe uscat, pregtirea organismului pentru efortPartea a doua- obinuirea cu apa


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- mers- srituri pe loc n ap: frontale, sagitale- deplasare cu obiecte potative- deplasare cu ridicarea genunchilor la piept, sau a picioarelor ntinse- micri de respiraie- micri de brae

Procedee- plut fa cu materiale ajuttoare, asistat

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plut fa, picioare crawl - cu materiale ajuttoare, asistat- plut spate cu materiale ajuttoare, aistat foarte mult- scufundri- scufundri cu aducerea unor cercuri de la fundul bazinului- srituri n ap, de pe margine de pe genunchi, din picioare- ntreceri ntre copii, crawlasistai din ap

REZULTATE OBINUTE:Proba 1, exerciiu n 4 timpi: 1 sprijin ghemuit, 2ntinderea picioarelor napou, 3 revenire n

sprijin ghemuit, 4 ridicare n stnd,n 30 desecunde.

Dup cum se poate observa la acest

prob (Fig.nr.1) s-a nregistrat un progresdeosebit, ce reliefeaz impactul exerciiilor curezisten din ap asupra calitile motrice devitez i coordonare. Considerm c progresuls-a realizat cu accent mai mult pe latura decoordonare, deoarece copiii au nvat micrinoi, complexe, ntr-un mediu acvatic, urmrindnvarea unor procedee simple de not i maipuin obinerea vitezei pe deplasarea n ap.

Fig. Nr.1La acest prob, (Fig.nr.2) ndoirea

trunchiului nainte cu ducerea braului la piciorul opus,am urmrit aprecierea nivelului de coordonare imobilitate segmentar. Copiii au obinut rezultate foartebune la testarea final, demonstrnd influena exerciiiloracvatice asupra coordonrii.

Unii dintre copii au progresat lavaloarea maxim (3), demonstrndcreterea mobilitii posterioare amembrelor inferioare ct i o coordonarefoarte bun bra picior opus.Dei este o prob dificil i solicitnd

coordonarea, orientarea spaio-temporal, ritmul

i mobilitatea posterioar, progresul tuturorcopiilor a reprezentat o surpriz plcut.

Fig. Nr. 2Desfurarea n principal a procedeului crawl cuplaca a determinat dezvoltarea echilibrrii corpuluiaflat n sprijin pe plac prin micarea picioarelor.

De asemenea prin desfurarea procedeuluicrawl n coordonare brae i picioare, copiii fiindsusinui de aqua-tuburi, s-a produs o stimularemaxim a coordonrii, (echilibrare corpului n ap,adaptarea la poziia orizontal, micarea alternativ


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a braelor cu cea a picioarelor), reliefat prin rezultate finale obinute ntr-un timp scurt.Evaluarea la acest prob (Fig.nr.3), ridicari de trunchi din culcat dorsal, nu ne-a adus

rezultate foarte bune, unii copii auFig. Nr.3

progresat iar alii au regresat. Sigur c, dac ne gndim la structura exerciiilor de not, vom nelege cmusculatura abdominal nu este solicitat foarte mult. Menionm c copiii nu au desfurat nici un fel deexerciii pentru dezvoltarea musculaturii abdominale, nici n cadrul leciilor de not nici n afaraprogramului.

DISCUIITrebuie s precizm c activitile sportive au avut un coninut strict de not, n acest faz

ncercnd doar trecerea copiilor la mediul acvatic i desfurarea unor aciuni specifice.- adaptarea la mediu l avatics-a realizat foarte bine, nc din primele zile.Prin observaiile pe

care le-am nregistat n fiele personale la fiecare lecie, am putut vedea diferite manifestri ale copiilor:1. n luna iuniencntare vizual, reticen la intrarea n ap, team.2. n perioada lunilor iulie noiembrie manifestrile au fost ncntare vizual, entuziasm

comportamental, bucurie, nerbdare, plcerea de a nota idorina de a juca.Din alte discuii pe care le-am avut cu colegii am aflat c unele organizaii din Spania nu au reuit s

adapteze copiii la ap att de repede, fiindu-le necesare 4-5 luni.- dezvoltarea ncrederii propri i n mediu l acvatic s-a realizat cu mare grij, pentru a nu avea

surpriza apariiei vreunei temeri care s ne de-a napoi de la activitatea sportiv. Copiii au desfurat foartemulte exerciii de stabilitate n bazin, pentru a le dezvolta sigurana pe propriile picioare i ncrederea nmediul acvativ, ceea ce a condus la manifestarea curajului n ap i lipsa oricror atitudini negative. Astfel,dac la nceputul activitii toii copiii au avut cel puin un voluntar care i-a asistat de aproape, spre sfritulactivitii au realizat procedeu de not crawl, sprijinii doar de materialele ajuttoare.

- dezvoltarea unor caliti psiho-motrice(coordonare, for, vitez de reacie) s-a realizat cu unprogres mai mare sau mai mic. Activitatea desfurat de noi a fost un proiect pilot, prin care am dorit snregistrm mai multe aspecte din evoluia psiho-motric a copiilor, printre care i aspectul de motricitate.Testarea capacitilor psiho-motrice nu s-a desfurat n mediul acvatic deoarece copiii au fost la primelecontacte cu apa, iar activitatea nostr a fost centrat pe iniiere.

Din discuiile avute cu ali colegi din ar, de la colile speciale, acetia ne -au relevat faptul c semai desfoar n cteva puncte activiti de not

adaptat (Bucureti, Cluj, Iai), dar fr a aplica obaterie de teste psiho-motrice. Rezultatele obinutepot fi valori de control pentru activitile viitoare,pentru noi i pentru colegii din ar, probele deevaluare fiind ntlnite n literatura de specialitate,att n activitile sportive clasice ct i n sportuladaptat [7]. Publicarea i prezentarea acestor valorise dorete a fi un punct de reper pentru ali colegiiimplicai n activitatea cu copii cu Sindrom Down,fiind incatori obiectivi pentru activitile sportive.Din cunotinele proprii legate de sportul adaptat, lanoi n ar se mai desfoar evaluri periodice alecapacitilor motrice ale copiilor cu Sindrom Downdar i alte dizabiliti, prin trasee de gimnastic, teste

de echilibru, mobilitate, dar sunt confindeniale.n cadrul fundatiei Special Olympics Romnia s-a organizat un program de evaluare a condiiei

fiziceFun fitnessce conine o prob asemntoare cu proba 3. Comparativ cu rezultatele obinute de cei5 copii cu Syndrom Down, evaluai de fundaia menionat, o singurdat, n anul 2012, rezultatele sunt peacelasi palier, dar cu valori extreme.Acest lucru demonstreaz c nivelulcopiilor cu Syndrom Down este diferit, Neputnd fi comparai din punct de vedere motric, ci doar cuprinin categorie de deficien. Ar fi interesanat de observat evoluia copiilor evaluai de Special OlympicsRomnia, la a doua testare.

- favorizearea relaxriipsihice a fost observat de ctre prini n activitile cotidiene ale copiilor.Pentru a cunoate mai bine copiii i a nelege efectele activitii sportive asupra organismului,

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pentru a tii dac apar manifestri pozitive sau negative, am ntrebat prinii cum se simt copiiiacas, cum se manifest?

Acetia ne-au relevat faptul c unii dintre ei au neput s doarm imediat dup activitate,(subiecii 1, 2), alii manifest oboseal, stau linitii la televizor (6), vorbesc mai puin, manifestun apetit crescut pentru mncare, aspect care este normal, dar pe care nu l-am ncurajat.

De asemenea unii prini ne-au relevat faptul c a dou zi copiii sunt mai linitii laactivitile colare. (subiecii 1, 3, 4)

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dezvoltarea capacitii de comunicarei relaionare a avut o evoluie pozitiv, ce se putea observaextrem de uor. Dac la nceputul activitii copiii au fost introvertii, temtori, nu vorbeau delocsau vorbeau n oapt, nu vorbeau cu profesorii sau cu voluntarii, stteau lng prini, la sfritulactivitii s-au manifestat astfel:

- venau s ne mbrieze- mergeau la voluntari s i salute- se salutau ntre ei i sembriau- se deplasau departe de prini, manifestnd apropiere fa de voluntari- s-au ludat la coal cu activitatea sportiv desfurat i au venit i ali copii la bazin - la concursul de not care s-a desfurat n alt locaie, au intrat n ap toicopiii notri, (100%), au

fost emoionai dar nu temtori i fericii pn la lacrimi la primirea medaliilor oferite de SpecialOlympis Romnia.

- responsabili zarea voluntar il or s-a realizat prin instruire verbal, prin contientizarea afeciunilorcopiilor i prin discuii cu acetia pentru a nelege manifestrile comportamentale, reaciile inevoile copiilor cu Sindrom Down. Voluntarii au manifestat un comportament de excepie, care aputut fi observat nc de la nceputul activitii, cnd au venit voluntar s lucreze cu noi, ne avndcunotine de lucru cu copii cu dizabiliti, ci doar cunotine de not. Au fost intruii s fie extremde ateni i s rmn mereu aproape de copii, li s-a demonstrat cum s acorde ajutor n ap, cum svorbeac cu copiii, s i ncurajeze verbal. Pe parcursul activitiii desfurate am avut un numr de4-10 voluntari, care au participat la toate leciile de not adaptat, nefiind remunerai financiar pentruaceast activitate.

La sfritul activitii au avut responsabilitatea cea mai mare, fiind singurii voluntari de laConcursul Regional Special Olympics care au asistat copiii din ap. Au fost alturi de toi copiii

participani la concurs, aproximativ 60 de copii, pe care i-au aliniat la punctul de start, au vorbit cuei i i-au ncurajat, i-au asistat ndeapropape (n ap) pe parcursul probei, i-au ajutat la ieirea dinbazin.

Dac la nceput am fost temtori n privina posibilitilor de ajutor pe care le vor acordavoluntarii, la sfritul activitii am fost total ncreztori n ei, nemaifiind nevoie de nici un fel deinstruire, fiind apreciai foarte mult de Special Olyimpics Romnia.

CONCLUZIICel mai important rezultat a fost adaptarea copiilor la mediul acvativ, care sa realizat foarte uor,

spre marea noastr bucurie. n urma desfurrii activitii am putut participa la concursul de not, JocurileRegionale, Special Olympics.

Copiii au dezvoltat ncredere n forele proprii astfel c au ajuns s noate procedeu crawl doar cuajutorul plutei, fr nici un fel de ajutor din partea voluntarului.

Prin solicitarea organismului n executarea diferitelor procedee de not, s-a observat un progresdeosebit la proba de vitez coordonare, coordonarea fiind calitatea motric solicitat cel mai mult,deoarece pentru vitez nu s-au desfurat foarte multe exerciii, scopul principal fiind acela de a nva snoate.

De asemenea i exerciiul de coordonare ndoire rsucit ne-a demonstrat o evoluie pozitiv acopiilor sub influena exerciiilor de not. Pe de alt parte, dezvoltarea forei a manifestat un progres mai linsau chiar un regres, observnd foarte bine influena exerciiilor asupra coordonrii i mai puin asupra forei.

Prinii ne-au relatat c dup efortul de la bazin, copiii au nceput s doarm dup amiaza sau s fiemai linitii, manifestndu-se mai puin agitai. Astfel, am observat i efectele psihice pe care le-a indusexerciiul fizic acvatic, favoriznd astfel o atitudine mai linitit i un somn mai bun.

Am observat foarte bine o mbuntire a comunicrii ntre copiii participani la bazin, manifestatprin bucurie la revederea colegilor, mbriri, discuii cu voluntarii i entuziasm.


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Un fenomen foarte frumos a fost participarea voluntarilor, permanent, i pe perioada vacaneiuniversitare, n numr mai mare (10) sau mai mic (4). Prezena voluntarilor a fost de o importan vital,deoarece participarea acestora n bazin asigur desfurarea n siguran a notului adaptat. Voluntarii auavut atitudini pozitive fa de copii, realizndexerciii din cele mai diverse, desfurnd leciile ntr-un modcreativ. Trebuie s precizez c voluntarii nu au studii de not adaptat, ci sunt studeni la Facultatea deEducaie Fizic i Sport n cadru Universitii Valahia din Trgovite.

Propuneri

Includerea n planul de nvmnd al universitilor a unor activiti practice ale studenilor cucopiii cu CES.

BIBLIOGRAFIE[1] Dragnea A. Antrenamentul sportiv. Bucureti: Ed. Didactic i Pedagogic. 1996: Romanian[2] Epuran M. Holdevici I. Psihologie compendiu. Bucureti: Academia Naional de Educaie Fizic iSport. 1993: Romanian[3] Epuran M. Metodologia cercetrii activitilor corporale. Bucuresti: Editura Fest. 2005: Romanian[4] Ferrario B. Contributii privind ameliorarea capacitii psiho-motrice la copiii cu deficiente mintale.Cluj-Napoca: Studia Educatio Artis Gymnasticae. 2/2009: pg.27[5] Lauteslager E. M. Peter. Copiii cu Sindrom Down Dezvoltare motorie i intervenie. CentruEducaional Teora cu sprijinul Lios Club Olanda

[6] Radu I. D. Ulici Gh. Evaluarea i educarea psihomotricitii copiilor cu dificulti psihomotorii deintegrare. Bucureti: Editura Fundaiei Humanitas. 2003: Romanian[7] Punescu A. Didactica sportului adaptat. note de curs. Universitatea Valahia dinTrgoviste. Facultateade Stiinte Umaniste. 2010: Romanian[8]www.specialolympics.ro/
http://www.specialolympics.ro/regulamentehttp://www.specialolympics.ro/regulamentehttp://www.specialolympics.ro/regulamente

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