A journey through aquatic participation

Chapter 1
2 AUSTSWIM Teaching Aquatics – Access and Inclusion

The AUSTSWIM Access and Inclusion

curriculum identifies the phases of an aquatic
ACCESS AND INCLUSION
life span journey from childhood to older adult, FOR ALL
regardless of physical ability, cognitive function, The basis of the AUSTSWIM Access and
congenital or acquired injury, disability, chronic Inclusion course is the presence of aquatic activity
illness or cultural and linguistic backgrounds. The in the holistic and collaborative care of the
following diagram highlights: participant.
● participant entry at any phase through the There is growing recognition in the
assistance and support of an AUSTSWIM community of the need to support people with
teacher a disability, the aged and CALD population
● the progressive phases that lead to success and members to live a quality life.
enjoyment. Independent older adults and people with
a disability are exploring and discovering the
• Safety • benefits of the aquatic environment for their
social, physical and emotional wellbeing.
Infant Disability The AUSTSWIM Access and Inclusion
Early childhood Chronic condition teacher offers encouragement, familiarisation
Injury
Young adult skills and activity modification to participants to
•

Older adult Illness

Socialisation

CALD community enhance water safety and pleasure in a variety of

• Success •

aquatic activities. The aquatic life span journey

forms a strong link to retention and development
of future aquatic skills. The phases of the aquatic
• Introduction
lifespan journey are:
introduction
•

• Participation ●

• Social engagement ● participation

• Transition ● social engagement
● transition.
• Satisfaction •
The introduction phase may include:
● participants with compromised development
While the aim of the AUSTSWIM Access ● parental, carer or support presence
and Inclusion model is to encourage aquatic ● partnership with professional services
participation at an early age, entry at any life ● commencement of accessibility and the social
stage is recommended. The AUSTSWIM teacher inclusion elements of a program
can introduce and lead any participant on the ● a range of ages and ability.
aquatic pathway with appropriate outcome-based The participation phase for teachers and
activities. The focus is on: participants may include:
● functional ability rather than age ● one-on-one sessions
● achievement of small goals, as opposed to ● exploration of integration
mainstream swimming lesson skills ● increasing aquatic movement options
● physical and emotional wellbeing rather than translating to functionality.
simply physical skill acquisition
● the person, regardless of culture, race, The social engagement phase may include:
congenital or acquired injury, disability or ● establishment of respectful relationships
chronic illness. ● encouragement of friend and peer engagement
 A journey through aquatic participation 3

● increasing aquatic activity options such as: 1

– aqua exercise
– swim club
– fun and fitness
– Special Olympics.
The transition phase may offer:
● increased aquatic independence
● expanded communication skills
● decreased family, peer or carer support
● strengthened life skills and movement
functionality
● increased wellbeing and aquatic and
water safety skill.

EARLY INTERVENTION
The term ‘early intervention’ often refers to
medical diagnosis, prognosis or treatment of the
person within the healthcare system.
Early intervention is often associated with
babies and infants; however, early intervention is
beneficial to all age groups.
In the context of AUSTSWIM’s philosophy,
Access and Inclusion early intervention refers to a
participant:
● newly diagnosed with a disability, chronic
illness or impairment, or
● recently arrived in Australia.
Early intervention programs and services
generally focus on:
● home-based services
● medical-based services
● specific disability or cultural organisations
● a combination of these.
The benefits of early intervention include
provision of support and services to the person
and family to enhance:
● wellbeing and social opportunities
● educational gains
● mobility and cognitive improvements
● employment independence
● knowledge and awareness of the access and
inclusion situation and to help reduce feelings
of isolation, fear and helplessness.
4 AUSTSWIM Teaching Aquatics – Access and Inclusion
■ Aquatic intervention
AUSTSWIM teachers are aware of the benefits
of aquatic participation. Positive experiences are
often achieved when participation in the aquatic
environment is undertaken as early as possible.
Aquatic intervention programs provide many
of the benefits of land-based services. Aquatic
activities for Access and Inclusion participants are
diverse and often more appropriate than land-
based activities.
CHILDREN
Aquatic activity provides opportunities for
children to:
● participate in ‘normal’ or ‘regular’ activity
that is often inaccessible in other toddler and
preschool activities such as dance, kinder gym
and other physical activity programs
● improve muscle tone, coordination, spatial
awareness, movement, balance, rotation and
control
● experience the freedom and weightlessness
buoyancy offers
● participate, with their parents, in social
interaction and engagement in a community-
based setting separate from the medical context
of therapy, doctors nurses and therapists.
ADULTS
Aquatic activity provides opportunities for
adults to:
● participate in mainstream activities, often in
community settings
● experience land-based skills (vertical body
position – stand, walk)
● experience social interaction and engagement
● gain or regain physical knowledge, skill and
ability.
CULTURALLY AND LINGUISTICALLY DIVERSE
COMMUNITY MEMBERS
Aquatic activity provides opportunities for CALD
populations to:
● participate in community-based activity
● experience social interaction and engagement
that may be beyond their previous experience
● gain knowledge and skills that with practice
may lead to a broader family activity or other
aquatic-based activity
● practise language and communication skills.
■ Aquatic intervention benefits
Water is a very equalising environment – it is hard
to differentiate between people when they are
in swimwear, wet and fully immersed in water.
Consider a group of people immersed in water;
could you pick the:
● child who is developmentally delayed?
● child with arthritis?
● older adult with diabetes?
● teenager with cancer?
● hearing or vision-impaired infant?
● preschooler with cerebral palsy?
● young adult with multiple sclerosis?
 A journey through aquatic participation 5

Early intervention aquatic programs provide
participants with many of the benefits of land-
based services, as well as opportunities to:
● engage in a community setting rather than a
medical/therapy context
● establish a family recreational activity
● participate in a normal or regular activity
that is often inaccessible in other land-based
activities
1
● improve muscle tone, coordination, spatial
awareness, movement, balance, rotation and
control
● experience the sense of weightlessness and
freedom that buoyancy offers.
Early intervention aquatic programs are a first
step towards water-based recreation, sport and
wellness participation across the lifespan.

Considerations for developing early intervention programs and services

Age of participant
Timing of programs
Curriculum and activities
Parent/carer participation
Recognising that parent/carers
often use programs as a ‘time
out’ period during which they
can interact with and relate to
other parent/carers, it is vital that
parent/carer participation be a
part of a program.
Engagement and mainstream
transition
Knowledge, skills and attitudes
Current AUSTSWIM guidelines do not recommend participation in formal
aquatic programs for children under 6 months of age. Prior to 6 months of
age, aquatic play sessions, particularly in the home setting, are suggested.
Activities within a program must encourage and enhance participation and
be age-appropriate for participants.
Wherever possible, programs should be scheduled early in the day when
pool water quality is at its best, having had overnight filtration with no pool
tank occupancy. Some participants with disabilities or chronic illness may
have compromised immune systems. Optimum water quality may reduce
the risk of infection.
Avoid the temptation to rewrite the program curriculum. Minimal analysis
and modification of the mainstream program is usually all that is required for
a successful Access and Inclusion program.
Mainstream curriculum and program activities also assist participants and
their parents/carers to feel far more ‘included’ and far less ‘special’.
Parent/carer participation is also parent/carer education: skills, knowledge,
activities, holds, supports, entries and exits are learnt and can be passed
onto other family members/support personnel for use in aquatic recreation
time.
Parent/carer participation establishes aquatic involvement as a ‘can do’
activity.
Parent/carer participation raises awareness of the equalising nature of the
aquatic environment.
Participation often starts with one-on-one programs. Wherever possible,
commence transition to mainstream programming as soon as practical.
The interaction opportunities for the parent/carer and participant can be of
immense benefit.
The AUSTSWIM teacher’s commitment to observing, analysing, modifying
and adjusting program content will assist participants in gaining maximum
benefit.
Research, development and continued learning on the part of the
AUSTSWIM teacher will assist in achieving successful outcomes for program
participants.
6 AUSTSWIM Teaching Aquatics – Access and Inclusion
DISABILITY AND CHRONIC
CONDITIONS
Disability and chronic conditions are more
common within our population than most people
realise. It is likely that you know or know of a
person with a disability or chronic condition. The
incidence of some chronic conditions, such as
diabetes, is increasing.
At any given time it is estimated that:
● one in five Australians has a disability
● 3.2 million people are diabetic
● 33 per cent of deaths relate to heart disease
● 19 per cent of the population are affected by
cancer (that is, have cancer or have a family
member with cancer)
● 16 per cent of the population are affected by
cardiovascular disease
● 13 per cent of the population are affected by
mental illness.
■
People with a disability
As a community, the way we think about and
define disability has changed. Today there is an
important distinction made between ‘functional
limitation’ and ‘disability’.
The United Nation’s World Health
Organization (WHO) developed the International
Classification of Functioning, Disability and
Health. WHO’s definition of disability
incorporates the concept that anyone may become
disabled at any time, and that disability is not
something a person has. Disability is the product
of something that occurs outside the person – the
person has a functional limitation. Disability
results as conditions, impairments, functional status,
and social and personal qualities of the participant
interact with characteristics of the environment
(natural, cultural or social). The degree of
disability shifts along a continuum as influencing
factors change.
Disable Influencing factors Enable
INFLUENCING FACTORS
Influencing factors may be:
personal, for example the person’s:
●
– condition
– impairment
– functional status
– social qualities (that is, access to social
context settings, ability to engage in
mainstream social events either supported
or independently, ability to engage in
conversation, socially acceptable behaviour)
– financial independence
● environmental, for example a venue may be:
– accessible or inaccessible
– inclusive or exclusive
– supportive or unsupportive
● circumstantial, such as
– the time of a program
– the location within a venue
– any attitudinal factors
– whether or not the program is a
‘workplace/care’ program or one of social
context.
 A journey through aquatic participation 7

1
■ People with chronic conditions HUMAN FUNCTION
Acknowledging that a medical condition is part The range of function of the human mind and
of the person enables a focus on the functional body is diverse and may be categorised as follows:
limitation problem-solving strategies to overcome ● balance
barriers and enhance aquatic participation. ● cognitive function
This approach to disability and chronic ● dimensional extremes
conditions sees the intersection between ● mental health
functional limitation of the participant and ● movement and mobility
the environment as either creating barriers or ● respiratory function
enhancing participation; disability or chronic ● sensory function
condition is not based solely on how the body or ● speech and language
mind functions. ● energy, stamina and fatigue.
The participant and AUSTSWIM teacher are
encouraged to work together to overcome existing
or potential barriers and work towards enhancing
■ Balance

the participation experience. Balance is the ability to control

and maintain position, whether
moving or stationary. On land
and with functioning balance and control, we
stand, sit, walk, run, jump, hop, skip and climb
without loss of control.
Disruption to balance and control may be
experienced due to:
● immersion in water
● conditions that affect the ears, brain, nervous
system, bones and joints.
Impaired balance may often result in
difficulties with maintaining orientation and
stability. In water these difficulties are heightened.
The AUSTSWIM teacher may need to assist a
participant to adjust their body shape to become
less streamlined in a horizontal or upright vertical
position, to assist with balance and control.

CONDITIONS THAT MAY HAVE AN IMPACT ON

BALANCE
Ear infection
Brain injury
Stroke
Multiple sclerosis
Meniere’s disease
Ageing
8 AUSTSWIM Teaching Aquatics – Access and Inclusion

■ Cognitive function
CONDITIONS THAT MAY HAVE AN IMPACT ON
Cognitive function is the ability COGNITIVE FUNCTION
to think and process information. Autism spectrum disorders
Cognitive limitations may be Age/dementia
diagnosed at birth or acquired as a result of brain Brain injury
injury or damage through accident, ageing or Developmental/learning delay
illness. The level of cognitive function affects a Intellectual disability
person’s:
Parkinson’s disease
● memory and recall
● comprehension, thinking, learning and
judgement
● attention span and concentration
● awareness
● perception and ability to reason
● ability to analyse, solve problems and
make decisions.

Key functional impact

FUNCTION DIFFICULTIES IF IMPAIRED IMPACT FOR CONSIDERATION BY AUSTSWIM TEACHER
Comprehension, Understanding, interpreting and using May struggle with new situations or connecting
memory and recall ‘learnt’ knowledge new activities with known information
Attention and Sustaining, shifting or dividing Long and involved or intricate directions or
concentration attention instructions may confuse.
May be easily distracted by light, movement or
sound
Awareness Understanding the physical and May affect ability to make appropriate decisions
social environment or take appropriate action in relation to personal
safety
Perception and Assessing situations, understanding May affect ability to make appropriate decisions,
reasoning and making connections between particularly in relation to personal safety and
cause and effect abstract social contexts
Thinking, learning Comprehending language, relating Traditional teaching methods may require
and judgement abstract information adaptation and modification to enhance and
complement participant actions and responses
Problem solving, Retaining information
decision making
Recalling, planning and executing
Comprehension Integrating and applying May struggle to place learnt skills into appropriate
interpersonal, social and learnt skills context
 A journey through aquatic participation 9

1
■ Dimensional extremes ■ Mental health

Dimensional extremes can be Mental health encompasses

described as body types that differ
significantly by being substantially
smaller or larger as a result of genetics, conditions
or environment.
People of short stature may have no
limitation other than their size in relation to their
environment. Depending on the nature and form
of the short stature, some health and function
implications may require consideration.
People with obesity may also experience
limitation in relation to their environment.
Extreme obesity often poses functional restrictions
in relation to movement and respiratory function.
In an aquatic environment, AUSTSWIM
teachers should apply lateral thinking strategies
to compensate for the impact of body shape
in balance, stability, control, rotation and aquatic
movement skills.
CONDITIONS THAT MAY HAVE AN IMPACT ON
DIMENSIONAL EXTREMES
Extreme obesity
Prader-Willi syndrome
Short-statured people (still known as dwarfism in
some countries)
Amputees
emotional stability, behavioural
regulation and cognitive function.
The mental health status of a person may
be affected by genetic or chemical biology, or
external causes, such as trauma or community
views about mental health, which intensify and
affect emotions and behaviours.
Mental health affects:
● functions relating to pace and control of
movement
● mental processes, including:
– logical and coherent thinking
– regulation of emotions
● speech control
● energy levels.
CONDITIONS THAT MAY HAVE AN IMPACT ON
MENTAL HEALTH
Anxiety
Depression
Bipolar disorder
Schizophrenia
Post-traumatic stress disorder
Obsessive-compulsive disorder
10 AUSTSWIM Teaching Aquatics – Access and Inclusion

■ Movement and mobility ■ Respiratory function

Movement and mobility skills Respiratory conditions, which

relate to how a person moves
their head and upper and lower
limbs, as well as the functionality of joints and the
impact of stiffness, pain, injury and illness.
The AUSTSWIM teacher will be able to
provide a more positive aquatic experience for
the participant with movement and mobility
limitation if they observe, analyse, modify and, if
necessary, adjust the activity accordingly. Balance,
control, range of movement, muscle tone and
degree of sensation may all be influencing factors
when considering functionality.
affect breathing, may be mild
and incidental or chronic and
debilitating.
The type and duration of aquatic activity
will depend on the condition of the participant.
Activities that are appropriate one day may not
suit the next, as functionality, health, wellness and
energy levels fluctuate greatly.
AUSTSWIM teachers should consider
modified activities that combine high and low
levels of activity.

CONDITIONS THAT MAY HAVE AN IMPACT ON CONDITIONS THAT MAY HAVE AN IMPACT ON
MOVEMENT AND MOBILITY RESPIRATORY FUNCTION
Arthritis Asthma
Autoimmune diseases, cancer, diabetes Emphysema
Broken bones Allergic reactions
Multiple sclerosis Bronchitis
Stroke Lung cancer
Paralysis Chronic bronchitis
Obesity Cystic fibrosis
Amputation
Cerebal palsy
 A journey through aquatic participation 11

1
■ Sensory function ■ Speech and language

Sensory function involves sight, Humans use voice, speech and

sound, touch, smell and spatial language to express thoughts,
awareness. The degree of impact emotions and ideas. We also use
for a person entering the aquatic environment body position, movement, gestures and stance
may vary greatly. to communicate.
AUSTSWIM teachers need to be flexible and The ability to effectively combine these
skilful in their use of communication methods and elements in communication may be affected by:
their choice of mode of delivery to participants ● life experience
with sensory function limitations. ● emotional state
Spatial awareness, also known as ● illness, impairment or disability.
proprioception (knowing where your body is
in the space you are in) is the ability to perform A participant’s past and current experiences
tasks without having to think about the physical will determine the most appropriate method of
movement required to connect the actions communication to use.
together (for example closing your eyes and
touching the end of your nose). CONDITIONS THAT MAY HAVE AN IMPACT ON
Loss of sensory function alters how you relate SPEECH AND LANGUAGE
to your environment and other people. Visual impairment
AUSTSWIM teachers should consider the
Hearing impairment
following when teaching participants with sensory
function loss: Stroke
● tone, volume and modulation of voice Multiple sclerosis
● the detail and accuracy of instruction Paralysis
● appropriate communication methods and aids Amputation
● the touches, holds and supports used Brain injury
● sensory function in combination with other Cancer
degrees of functionality. Diabetes
CALD community
CONDITIONS THAT MAY HAVE AN IMPACT ON Dementia
SENSORY FUNCTION Cerebral palsy
Visual impairment Tourette syndrome
Hearing impairment
Stroke
Multiple sclerosis
Paralysis
Amputation
Brain injury
Cancer
Diabetes
12 AUSTSWIM Teaching Aquatics – Access and Inclusion

■ Energy, stamina OLDER ADULT POPULATION

■ and fatigue
Stamina refers to an ability to
exert ourselves through a
combination of endurance and strength. When
performing an activity, the degree of exertion, the
amount of effort required and the duration of the
activity will affect energy levels and fatigue.
Fatigue occurs when we extend ourselves
beyond our stamina limit. Fatigue is different from
tiredness. With tiredness, we may get a ‘second
wind’. Fatigue is extreme tiredness, generally
In the past, old age was considered to commence
in about the 60th year. However, the thinking has
changed in the 21st century as humans live longer
and are often stronger than previous generations.
What is it like to be an older adult? We are
all aware of the physical changes, but what other
factors might need consideration in the older adult
population?
■ Physical and social changes

resulting from mental or physical exertion or For some people, the realisation of growing old
illness. is traumatic. A healthy attitude toward ageing is
The degree of exertion will differ greatly from important to how well an older adult copes with
person to person and will affect functional abilities the inevitable passing of years.
such as thinking, performing daily living skills, Some of the physical changes experienced are
speaking, listening and comprehending. a result of our genes, while others may result from
As a result, the person may experience poor lifestyle choices in younger years, illness, accident
concentration, poor memory, irritability, weakness or injury.
and an apparent lack of interest in completing or Men and women age differently.
performing a task or activity.
MEN WOMEN
It is important that AUSTSWM teachers
consider the energy and stamina capabilities of • tend not to live as • tend to live longer,
each participant at the beginning of each session. long as women and therefore
Program activities should require levels of exertion experience more
death and loss,
to enhance participants’ functional abilities, not
which influences their
totally exhaust them. wellbeing
• generally experience • experience a loss of
CONDITIONS THAT MAY HAVE AN IMPACT ON a loss of cognitive cognitive function,
ENERGY, STAMINA AND FATIGUE function as a result of often related to their
Arthritis health-related issues level of dependence
Back problems and the degree to
which they have
Common cold access to social
Obesity networks
Heart disease
Respiratory disease
Cancer
Auto-immune disease
Lung disease
Chronic fatigue
Neurological condition
Mental illness
Ageing
 A journey through aquatic participation 13

1
■ Ageing and changes

CHANGES DESCRIPTION POSSIBLE AQUATIC IMPLICATION

Physical Appearance Maybe embarrassed by appearance
Wrinkles appear as the elasticity of skin breaks when in swimwear.
down, hair begins to thin and turn grey. Strength and
Lack of density may result in lighter
endurance alter and weaken while bone structure
bones; participants may lose balance
continues to thin.
easily and require more support.
Older adults often experience a reduction in the
Skin is thinner and may break or irritate
function of the senses; sight, hearing, touch, taste
easily.
and smell.
Cognitive Learning May struggle to remember complex or
Learning continues throughout life, but the way of detailed instruction.
learning changes, often requiring more time and effort
May experience difficulty in grasping
to take in information. The older adult can be more
some concepts.
discerning in areas of learning, avoiding areas that are
not meaningful or rewarding or place too much stress Memory may be compromised.
on the senses, particularly sight and hearing. Repetition and familiarisation are
Memory important teaching techniques.
Short-term memory decreases with age, while long- Teaching and instructional cues are
term memory remains. Older adults learn to adapt important.
and change the way they do things to compensate
for short-term memory loss by completing tasks at a
slower pace and allowing greater thinking time.
Reaction time
Processing of information slows with ageing; it can
take longer to figure out what is happening and what
an appropriate reaction might be.
Life skills
Older adults are generally better at manageing day-
to-day life as the pace is slower and there’s more time
to think and plan.
Support networks are important at times of illness,
injury, change and loss.
14 AUSTSWIM Teaching Aquatics – Access and Inclusion

CHANGES DESCRIPTION POSSIBLE AQUATIC IMPLICATION

Family and Stress Difficulty in attendance due to lack of
social Often thought the domain of younger people, stress finance and/or physical support, such as
is often a major feature in later life and can be caused caregiver or transport.
by a range of events, situations and circumstances,
Acknowledge and commend attendance
including:
at sessions to create a sense of
• health problems
empowerment and value.
• financial circumstance
• death
• change in social status (retirement, change of
residence).
Caregiving
Traditionally seen as a female role, but often thrust
on males in a reversal of established roles. Stress,
mental illness and financial hardship and social loss
may all be experienced.
Loss and grief
The loss of a partner is one of life’s most traumatic
experiences.
Loss and grief may also be experienced with the
realisation of shrinking social networks due to:
• death of friends
• change in local neighbourhoods as people move
in and out
• new developments (shopping centre, apartments,
road changes)
• personal relocation (retirement/nursing home,
aged care facility)
• loss of independence (mobility loss, loss of
driving licence, public transport dependence,
home help established).
Health and Retirement, health and wellness have an impact on Support the efforts of older adults
wellness how well people manage and deal with ageing and attending sessions. Recommend and
increasing change. encourage further exploration of similar
health and wellness programs.
Older adults may find themselves in a position of:
• asking for help instead of providing it
• seeking advice instead of giving it
• engageing others to ‘do’ instead of doing
themselves.
Older adults who maintain enthusiasm for life and
continue social interaction combined with appropriate
physical activity, experience better mental health,
physical health and general wellbeing.
 A journey through aquatic participation 15

1
■ The inner thoughts and feelings of an
■ older adult

My nutrition’s not so good – there’s only me now so

I no longer cook. Frozen meals in the microwave are
what I eat.
The kids bought me a new TV, but I can’t work it –
there’s no longer a simple on/off switch to things.
I don’t like the mobile phone either. I can’t read
the screen and I can’t make it work. All this new
technology scares me.
I don’t like the shops. I have to hurry all the time
and can’t keep up with the pace. I hold up the
checkout queues when I can’t remember my pin
number and forget that my new card needs to be
inserted instead of swiped.
My old neighbourhood changed. I didn’t know
anyone any more, so the family moved me here.
The retirement village is nice but the new friends
I make keep dying around me. My social life is
filled with funerals, doctors’ visits and hospital
check-ups.
I’d like to do some of the things I used to enjoy,
like swimming and walking or riding my bike. But
there’s no one to help me – they’ve got busy lives
of their own.
I long for the old days and look back with envy,
▲ Yesterday’s older adult because when I look forward I do so with fear.
▼ Today’s older adult
16 AUSTSWIM Teaching Aquatics – Access and Inclusion

■ Older adult programming

Our health, wellness and functional ability in
daily life are enhanced by activities that move our
bodies, challenge our minds and feed our spirits.
This is especially true as we age and will continue
to be an important consideration in social
planning as successive generations live longer.
Many older adults recognise that exercise and
participation are essential elements of a healthy
life. AUSTSWIM teachers know the benefits
and advantages of immersion and physical
activity in water. There are minimal barriers to
the participation of older adults in the aquatic
environment. However, encourageing safe and
effective participation requires consideration of
the following factors.

AREA
Aim, purpose and outcome
Age-appropriate program and
activities
Gender and age mix
Existing knowledge and skill
base
Teaching considerations –
incorporating AUSTSWIM
teacher aquatic knowledge
CONSIDERATION
Programs must suit the needs of participants. AUSTSWIM teachers may need
to challenge and modify traditional approaches to teaching swimming and water
safety to meet participant needs. The AUSTSWIM Teacher of Adults course is
an excellent study pathway for teaching adults.
AUSTSWIM teachers should include activities that are not too simple or overly
complex. Older adults are not children, nor are they elite athletes; the challenge
is to find an appropriate balance.
Inclusion of all may be appropriate; however, the intensity, pace and duration
of activity for older adults must be based on their level of comfort and ability.
Some older adults may be inspired by being with younger population groups
while others will enjoy being with their peers. The same applies to gender mix.
AUSTSWIM teachers need to be aware of the possibility of older people under-
and over-estimating their current knowledge and skills.
Program modification and adaptation may be required for participants who
have:
• hearing or sight loss
• lower muscle tone
• joint stiffness
• reduced flexibility
• lower reaction and different recovery time
AUSTSWIM teachers need to ensure that the language they use is easily
understood. Older participants say that they often struggle to comprehend what
young teachers are saying. ‘Cool’ expressions are often very confusing for older
people, who may take a different meaning than the one intended by the teacher.
 A journey through aquatic participation 17

Who, what, how, where, when
1
When planning a program, AUSTSWIM teachers should consider the following
issues:
• What other programs are happening at the venue at the same time? Older
adults may struggle with problems of body image around younger people
and children.
• What is the noise level like? Heavy program times make hearing even harder.
• Is there a teacher who is close in age to the class being taken? Older adults
may perceive a lack of empathy from a young teacher.
• Time of day may be crucial for public transport.
• The program may need to be shortened to suit participants.
• Water and air temperature need to be appropriate for the older age group, as
older adults may struggle to regulate body temperature.
• Depth of water affects participants’ comfort and confidence – water that is
too shallow may leave participants feeling cold and exposed; water that is
too deep may require participants to stand on tiptoes, resulting in leg cramps
or a loss of confidence, and may cause participants to panic.
• The body shape of an older adult may be different from that of a younger
person, and may affect the participant’s balance, rotation and control.

As with any area of teaching, working with

older adults can be rewarding. Frequently it’s
not about how well they perform a stroke or
how many laps they achieve – it’s about the fact
that they are in the water, moving, exercising,
talking, engaging, socialising and enjoying
themselves. Continual observation, assessment and
modification of activities will assist AUSTSWIM
teachers in planning and presenting successful
programs.

Active older adults

18 AUSTSWIM Teaching Aquatics – Access and Inclusion

CULTURALLY AND ■ Migrant or refugee? – there is a difference

LINGUISTICALLY DIVERSE
COMMUNITIES

After World War II Australia experienced mass

population growth through immigration from
predominantly European countries such as
Italy, Greece and Poland. In the 1970s and 80s
immigrants and refugees came to Australia from
Asia. Now, in the 21st century, Australia is a multi-
cultural country with immigration expanding to
include people from:
● Nepal
● Sudan
● India
● Bangladesh
● Zimbabwe
● Pakistan
● south-central Asia
● north-east Asia
● south-east Asia
● sub-Saharan Africa
● northern Africa
● the Middle East
In the coming years Australia will welcome
in excess of 185,000 new migrants and/or
refugees each year who will help shape, influence
and contribute to Australian communities. An
AUSTSWIM teacher’s experience with migrants
and refugees may be limited at this stage, but it is
certain to increase, so it is worth exploring and
considering life from the perspective of a migrant
or refugee.
REFUGEES
Refugees are people who are forced to leave their
homeland. Refugees rarely have the chance to
plan their leaving, to pack belongings or farewell
family and friends. Many flee, taking only what
they can carry or just the clothes on their backs.
Partners, children, parents and extended family
are often separated as a result of fleeing. Some
may flee in secret, pretending to take a short trip,
and keeping their plans secret for fear of being
discovered.
Refugees have little idea where they are going
– they are ‘running away’, not planning on ‘going
to’. Often refugees have no control over where
they end up. Many find themselves at the mercy
of people smugglers; most spend time in refugee
camps, some up to 15 years. Many children’s
early life experiences are of refugee camps. There
is little protection in refugee camps – many are
exposed to trauma and abuse and they have no
control over what happens to them.
 A journey through aquatic participation 19

Refugees coming to Australia often have very
little or no understanding of the country, culture,
lifestyle or society. They have not had the chance
to prepare themselves physically, emotionally or
psychologically for their new life.
1
Migrants arrive with knowledge, awareness
and anticipation; refugees arrive with
trauma, memories of torture and trepidation
(source: Refugee Council of Australia www.
refugeecouncil.org.au).

MIGRANTS THINKING AND FEELING LIKE AN IMMIGRANT

Migrants have a choice; they make a conscious
decision about where they go. They’re able to read
and learn about their country of choice and share
their experiences with family and friends. There’s
time to plan, learn the language and explore
education, employment and housing opportunities
before making a final decision.
Migrants bring reminders of their homeland,
extended family and friends with them. Migrants
have a choice – stay or return to their homeland.
They can pick up the phone or connect to the
internet to stay in contact with family, friends and
relatives. Refugees generally cannot.
Immigrants (that is, migrants and refugees) often
approach the world from the perspective that
nothing is owed, nothing is given and that they
have to make it on their own. There’s no family
history, tradition or birthright waiting for them in
their new country. While support organisations
offer services and connections, it is ultimately up
to individuals to make their own way in their new
world.
AUSTSWIM teachers may not know how it
feels to be a migrant or a refugee. The following
information and knowledge may enhance a
teacher’s empathy, patience and understanding.

Shaping experience: feelings, perceptions, considerations

New land • Nothing is familiar – I get lost.
• I stay near where I live – it’s what I know.
New language • In my birth land I am a respected professional – here I’m perceived as dumb and stupid
because I cannot yet speak the language.
• I get embarrassed when I try to use the new language – no one comprehends what I am
saying – I cannot make myself understood
Housing • I don’t feel like I fit in. I come from a small village – I get lost and confused in this housing
estate. It is all concrete.
• I can’t walk outside – I’m on the fifth floor.
• I’m not sure how to use electricity, the appliances, TV or the phone.
Shopping • I don’t understand the public transport system and I get lost trying to find the shops.
• I lived in a village. We were self-sustained. I do not know how to control or use money – we
traded in livestock and village-grown crops.
Food and care • I cannot find familiar foods. I can’t read the signs and labels in the stores – sometimes the
pictures don’t help.
• My mother always cooked, but she was killed. I don’t know how to use the gas hotplates or
the oven, or how to prepare a meal.
Culture • I was born in a refugee camp and I never knew my parents’ birth land – I don’t really
understand what they mean when they talk about ‘home’.
Workplace • I was a respected professional in my homeland, but my skills and qualifications are not
recognised here. I worked in a factory for a while, now I drive a taxi.
• We worked communally in my village. Now I work in a factory and never know where the
things I make go, or who the people are who buy and use the things I make.
Source: Refugee Council of Australia (www.refugeecouncil.org.au)
20 AUSTSWIM Teaching Aquatics – Access and Inclusion

Immigrants traditionally gather in communities with aquatic environments, safety knowledge,

of people with similar experiences and swimming skills or understanding of what
background. This provides a sense of support and happens to the human body in water, and so
comfort. They share language, beliefs, humour, many have drowned or suffered serious injury
food and a sense of self. These communities while engageing in traditional Australian water-
are generally close to support services, places of based activities. AUSTSWIM teachers have the
worship, doctors and schools. knowledge, skill and experience to bring about
change and to reduce or at least halt the incidence
ADJUSTMENT of aquatic accidents and drowning.
The learning experience is very difficult for a
person who has to struggle to: ■ CALD community programming
● find a place to live
● secure employment
● learn road rules
● learn to drive
● navigate public transport systems
● learn the language
● learn to fill out forms
● enrol children at school
● establish support networks to understand their
rights, responsibilities and elements of everyday
law and order.
Everything is new and everything is different –
it must be like landing on another planet!
School-age children tend to adapt more easily,
as participation at school leads to friendships, and
daily routines reduce isolation and aid learning.
Often children end up knowing more than their
parents and a form of role reversal takes place
where children interpret and tell the parents what
to do or what is required. In this situation it is
hard for parents to maintain their role. A culture
and authority clash often results.
Immigrants often find it difficult and
demeaning to accept welfare; previously they were For most Australians, learning swimming and
self-reliant and now find themselves dependent. water safety is a rite of passage. The majority
take part in aquatic programs as children. This
SOCIAL AND RECREATIONAL PURSUITS education has created a country and culture
Australia’s recreational and social pursuits are renowned for aquatic holidays and activities with
frequently associated with water; we swim, sail, family, friends and the broader community.
dive and fish. Most holiday destinations include This is not the case for many CALD
water; many homes have pools and spas. community members, who may want to join in
Many immigrants view water as an element to with the aquatic fun but have little knowledge
sustain life. Recreational and social pursuits may or skill to be able to do so safely. Swimming
not include water activities in their homeland. pools and confined natural shallow water areas
Many immigrants have little to no familiarity are a great place to start. However, AUSTSWIM
 A journey through aquatic participation 21

1
teachers may need to modify or adapt programs to ensure
that the participants’ experience is positive.
CALD community programs can help break down
barriers, aid integration and assimilation and help raise
awareness of vital personal safety and survival knowledge.
The key to success is planning, preparation and ensuring that
basic foundation skills are introduced before rushing in to
teach traditional swimming strokes. CALD community
teaching is a very rewarding experience for AUSTSWIM
teachers. Observing, assessing and modifying are all keys to
achieving success.

CALD community programming

AREA CONSIDERATION
Aim, purpose and Program activities should be appropriate for participants, many of whom may have
outcome rarely ever been fully immersed in water. Foundation skills are essential to ensure
that participants gain a level of comfort and control in a vertical body position prior to
attempting horizontal positions in the water.
Comfort, control and familiarisation may be appropriate first step outcomes, with
traditional swimming introduced at a later stage.
Venue English is likely to be a participant’s second language. A combination of written and
symbol signage may be most effective.
CALD community participants may feel more comfortable if pictures, brochures and
posters throughout the venue reflect a multicultural community.
Staff training in the use of communication pictures or symbols may assist in aiding verbal
communication.
Visual symbols that support the written word will be effective indicators for program and
water space areas.
Culturally and Think outside traditional programming. Family, teen, female, male, mother and
age-appropriate grandmother programs may be more appropriate.
groupings
Cultural and gender Aquatic programs should reflect the culture and socialisation patterns of the community.
mix In some cultures men and women are separated for many activities. This may need to
be reflected in the programs offered at the venue. A legal exemption application may
be required by a state or territory statutory body to enable single-sex population group
programming. Australia has anti-discrimination laws that prevent such programming
unless specific permission has been granted by the relevant statutory body.
Integration/ Australia is an integrated society; we mix and interact as we recreate and spectate. This
segregation/ may be the ultimate program aim, but may not be possible from the outset.
transition strategy
Developing strategies for transition from segregated to integrated programming is
for integration
recommended.
Patience, education, awareness and time are key factors – it may take several years, just
as it did when programs for people with disabilities were first introduced into mainstream
venues.
22 AUSTSWIM Teaching Aquatics – Access and Inclusion

AREA CONSIDERATION
Previous and Plan and deliver theory ‘awareness’ sessions prior to participants getting wet. Beaches,
existing knowledge/ rivers, lakes and surf may not have been part of the participants’ previous experiences.
skill base The pool and its vital public and personal safety and behaviour rules could very well be an
alien environment to CALD community members.
Provide information on appropriate swimwear - do not take for granted what participants
will wear. Some female CALD community members may need full body-length swimwear,
while male adults and parents need advice that street clothes and underwear are not
appropriate. It may be a good idea to distribute education material on apparel. The
choice and purchase of swimwear may appear simple and basic to us but it’s a world of
new and strange experiences for many CALD community members.
AUSTSWIM teacher The AUSTSWIM teacher must consider carefully how to speak, what words to use,
knowledge and what actions and gestures to use. For example, in some cultures it is considered
threatening to point. Use existing knowledge, skills and experience as a start.
AUSTSWIM teachers are encouraged to gain additional information through independent
research when teaching CALD community members.
Who, what, how, Establishing partnerships with CALD community leaders is an effective and efficient way to
where, when promote programs. It is also a great avenue to assist with communication, translation and
information sharing.
CALD community leaders can assist with the finer details of lesson and program planning
to ensure programs are appropriate for their communities and do not clash with cultural
events or periods of worship.