Abstract
Abstract Aims: The Swimming has numerous benefits in the physiological, psychological, social and cognitive aspects for the person with spinal cord injury. However, the process of learning the swim must be done in order to take advantage of the potential and the motor functions of the swimmer, through the planning of actions and teaching strategies that seek an effective swim with the fewest adaptations possible and respecting the specific conditions of the lesion. The objective was to verify how the teacher evaluates the motor function of the swimmer with the SCI and to understand how this instructional process acts in the learning of swimming through the perspective of the teacher. Methods: Participated in the research, twelve Physical Education teachers, who work with spinal cord injury swimmers. Data were collected through semi-structured interviews and a field diary. Results: The results demonstrated that, depending on the teaching style adopted by the teacher, he does not consider the student’s feedback and perception. He acts only on the results and possibilities he sees. Therefore, in the teacher’s view, the adaptability of the swimming technique is conditioned to the motor limitation of the individual with SCI, or according to the teacher’s perspective on the functionality. Conclusion: We conclude that the use of strategies based on the traditional swimming technique showed that there is little awareness or lack of knowledge about the work of promoting the swimmer’s motor function, confirmed to the extent that the contribution of the specific literature is incipient and does not satisfy the teacher’s desire for knowledge.
Highlights
Multiple aspects related to the psychosocial benefits to people with SCI have been discussed by the scholarly literature
This study aims to verify: How the teacher assesses the motor function of the swimmer with SCI, and the perspective of teachers on how the pedagogical process acts in the learning of swimming
In the Standard Swimming category and for people with SCI the differences between the two modalities of swimming were discussed. These difficulties are related to the overcoming condition and driving to the rehabilitation of the swimmer with SCI, because of his/her/family expectations at the beginning of the swimming learning process, and related to technical and methodological aspects of swimming for people with SCI
Summary
Multiple aspects related to the psychosocial benefits to people with SCI have been discussed by the scholarly literature. There are neurological benefits such as the effect on the activity of the synaptic neuron that facilitates the myelination and the remyelination processes due to the muscle contraction[1,2] This occurs because the voluntary motor training demands the right conditions of muscle tonus and asks for afferent feedback, which is designated by a neuromotor answer of the sensory function[3]. The selection of adequate strategies during the teaching process mediated by the teacher acts to promote the motor function of the swimmer with SCI. This is the assumption for the adaptation process as a medium to encourage various possibilities of movement that could contribute to the process of teaching/learning, improving the quality of living for people with SCI4
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