| Abstract | Uvod i cilj: Plivanje predstavlja posebnu vrstu tjelesne aktivnosti jer zahtijeva posebnu okolinu te pokrete koji se razlikuju od svakodnevnih aktivnosti, npr. trčanje, hodanje. Najvažniji je prvi kontakt djeteta s vodom i učiteljem kako dijete ne bi razvilo strah što bi samo otežavalo učenje. Voda treba biti ugodne temperature i primjerene dubine, a učitelj treba biti pristupačan. Neke od dobrobiti plivanja su: jača mišiće, povećava izdržljivost i fleksibilnost, stabilizira krvni tlak te opskrbljuje tijelo kisikom, pozitivno djeluje na pokretljivost zglobova, regulira disanje te poboljšava koordinaciju pokreta. Osim na fizičko, pozitivno djeluje i na psihičko zdravlje smanjujući osjećaj tjeskobe, napetosti, anksioznosti i stresa. Zbog svih dobrobiti koje nam daje plivanje sve se više roditelja odlučuje svoju djecu upisati u školu plivanja. Kod neke djece može doći do oštećenja senzorne integracije (oštećenje nekog osjetila ili motoričkih i intelektualnih funkcija) što znatno utječe na kvalitetu njihovog života. U tom slučaju preporuča se škola plivanja kako bi se djeci, zbog svih pogodnosti koje nam plivanje daje olakšao život. Cilj ovog istraživanja je usporediti stanje senzomotorike te stupnjeve usvojenosti znanja plivanja kod paraplivača Paraplivačkog kluba „Forca“ kroz četiri godine.
Materijali i metode: Uzorak ispitanika čini ukupno 40 polaznika programa obuke neplivača (10 polaznika svake godine). U programu sudjeluju djeca s raznim oštećenjima kao što su: autizam, cerebralna paraliza, Downsyndrom, tjelesno oštećenje, oštećenje sluha te intelektualne teškoće. Razlika između navedene četiri skupine je zastupljenost invaliditeta kod paraplivača. Za ispitivanje stanja senzomotorike korištena je numerička skala sastavljena od pet pitanja, dok je za usvojenost znanja plivanja korištena skala od pet stupnjeva koji zahtijevaju svladavanje određenih kriterija.
Rezultati: Ne postoji statistički značajna razlika u rezultatima senzomotorike iako je broj plivača varirao ovisno o vrstama invaliditeta unutar četiri godine te da se znanje plivanja u 2022. godini značajno razlikuje sa onim u 2020. i 2021. godini pretpostavljajući zbog starosti plivača.
Zaključak: Plivanje za djecu s teškoćama u razvoju ima razne dobrobiti. Osim što pridonosi bolje fizičkom statusu, pozitivno djeluje i na psihički razvoj djece. |
| Abstract (english) | Introduction and goal: Swimming is a special type of physical activity because it requires a special environment and movements that differ from everyday activities, such as running, walking. The most important thing is the child's first contact with the water and the teacher, so that the child does not develop fear, which would only make learning more difficult. The water should be of a comfortable temperature and of adequate depth, and the teacher should be approachable. Some of the benefits of swimming are: it strengthens muscles, increases endurance and flexibility, stabilizes blood pressure and supplies the body with oxygen, has a positive effect on joint mobility, regulates breathing and improves movement coordination. In addition to physical health, it also has a positive effect on mental health, reducing feelings of anxiety, tension, anxiety and stress. Because of all the benefits that swimming gives us, more and more parents decide to enroll their children in swimming school. In some children, damage to sensory integration may occur (damage to a sense or motor and intellectual functions), which significantly affects the quality of their life. In this case, a swimming school is recommended in order to make life easier for children, due to all the benefits that swimming gives us. The aim of this research is to compare the state of sensorimotor skills and the degree of acquisition of swimming knowledge among paraswimmers of the Paraswimming Club "Forca" over four years.
Materials and methods: The sample of respondents consists of a total of 40 participants of the training program for non-swimmers (10 participantseachyear). Children with various impairment ssuch as autism, cerebralpalsy, Downsyndrom, physicalimpairment, hearing impairment and intellectual disabilities participatein the program. The difference between the mentioned four groups is the representation of disabilities among paraswimmers. A numerical scale composed of five questions was used to test the state of sensorimotor skills, while a scale of five levels was used to measure the acquisition of swimming skills, which require the mastery of certain criteria.
Results: Thereis no statistically significant difference in sensorimotor results, although the number of swimmers varied depending on the type of disability with in four years, and that the knowledgeofswimmingin 2022 differssignificantlyfromthatin 2020 and 2021, presumablydue to the age oftheswimmers.
Conclusion: Swimming for children with developmental disabilities has various benefits. In addition to contributing to a better physical status, it also has a positive effect on the psychological development of children. |
