A adaptação na natação infantil em piscinas rasas e fundas

Abstract

Learning to swim demands that children integrate different sensations and movements in adapting to a new environment, the aquatic one. For the initiation of this sport to be successful, the student must be observed globally, in terms of their feelings and abilities. This study aims to investigate the implications and effects of adaptation to the aquatic environment in children's swimming, in shallow and deep pools, considering the emotional, psychomotor and technical aspects. To achieve this objective, this dissertation is composed of three studies, in addition to an introduction and conclusion, where each specific objective of the dissertation makes up the general objective of each article. In the first study, a systematic review was carried out in the databases: Scielo, Pubmed and Lilacs, in order to investigate the relationship between the depth of swimming pools and children's learning to swim. In the second, a longitudinal study was carried out in a systematic observation, for six months, in a swimming school in Rio de Janeiro, with the production of a field diary, interviews with teachers and in the form of an adapted questionnaire applied to children to investigate interference of shallow and deep pools in the acquisition of aquatic skills during the process of adaptation to the aquatic environment in children's swimming. The third study sought to present and discuss didactic and pedagogical proposals for intervention during the process of children's adaptation to the aquatic environment in shallow and deep pools, based on the results obtained in the two previous studies and observed throughout our professional experience working in teaching swimming. The work showed us that the component, depth of the pool, directly interferes in the process of learning to swim, with regard to the child's autonomy and the change in body balance with the loss of plantar supports. The statistical results found slight differences for practice in the shallow pool, and the field diary provided greater pedagogical enrichment with the diversification of movements. However, the biggest outcome found was related to the need for different approaches in which environmental trust prevails, capable of reassuring students and teachers. Thus, the atmosphere of trust perceived in the bond with the teacher, in comfort and safety, will be the emotional basis for adaptation to the aquatic environment to occur