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AQUATICS THERAPY AND RECREATION—PART 6

Aquatics Therapy and the

Halliwick Concept
By Alison Skinner and Ann Thomson

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quatics therapy is the use of the properties of water for the therapeutic benefit of people of all ages and abilities. This article will illustrate how people with disabilities may maximize the benefits ofactivities in water, including individual and group work and swimming. The overall aim is to encourage family activity and social interaction. The Halliwick Concept was developed by James McMillan in the late 1940s at Halliwick, a school for girls with disabilities in London, UK. This concept places strong emphasis on ability rather than disability and on the application of the effects of water on thehuman body. To clarify, the people involved in the Concept use the term “Swimmer” for the person who is learning and “Instructor” for the helper or teacher. There is a one-to-one ratio of instructor to swimmer until the swimmer has reached a stage of proficiency such as to be independent and safe in water. No flotation aids are used so that the swimmer learns to use the support of the water and theinstructor stands, rather than floats, to facilitate their activities. The Concept is based on the application of the 10- Point Program, which follows:

start, the instructor judges and applies the amount of manual support required for the safety and confidence of the swimmer. This is gradually reduced as the swimmer progresses. The process involves turning from facing the instructor to havingthe back to the instructor, thereby, reducing eye to eye contact, changing instructors including going from parents to others, moving away from the side of the pool, changing from feet on floor to lying back, reduction of verbal instructions, independent entry to the pool, basic swimming stroke, changing groups, and integrating socially.

control this rotation when it is produced by theturbulence of the water created by other people moving around.

6. Combined Rotational Control
This combines the other three, particularly transversal and longitudinal. It is especially useful for enabling the swimmer to recover from a forward movement to turn into a safe breathing position. For example, if the swimmer is prone, turning and sitting up (known as forward recovery) builds confidence. Onreaching the side of the pool in a back lying position, the swimmer reaches over to grasp the pool rail, turns to the vertical, and is safe. If a swimmer falls forward in trying to get the feet off the floor, then turning the head to look at the instructor facilitates this control and ensures safety.

3. Transversal Rotational Control
This involves movement in a forward and backward directione.g., lying back and sitting up and rocking to and fro. This can be hard work to initiate but easy to control. The most advanced form is somersaulting.

7. Upthrust
This involves the swimmer feeling the effects of buoyancy and learning that the water always pushes upwards. It may be demonstrated by showing how a low-density ball pushed under the water and then released bobs up to the surface. Asthe swimmer progresses, particularly with breathing control, submersion activities facilitate an understanding of upthrust.

4. Sagittal Rotational Control
This involves movement in a side-to-side direction like a pendulum. The whole body may move as the instructor moves the swimmer in and out of ‘rocks,’ like seaweeding, or the trunk may move side-toside at the waist. These movements arehelpful in gaining relaxation, which in turn promotes confidence and mental adjustment.

1. Mental Adjustment
This is a continuous process from the start of a program. The swimmer learns to adjust and control the body and to utilize the effects of water so that he/she becomes happy, water confident, and safe. The instructor teaches breathing control-essential for safety and progression. Different...