Inclusion of Swimmers with a Disability

Contents

3 Disability access
3 Awareness of issues relating to
health & safety, assisting and
handling
3 Teaching and learning
4 Parents/carers as partners
5 Overview of a variety of
conditions
7 Swimming stages
9 Practical considerations
11 Developing swimming skills
19 Additional considerations
20 Supporting and assisting
in the water
21 Next stage
23 Classification
24 Conclusion
25 Useful websites

Acknowledgements
British Swimming
Carole Barough
Liz Christian
Kaye Savory
Jill Stidever MBE
The ASA Technical Disability
Swimming Committee
Youth Sport Trust
Portage and Leicester Penguins SC
1
Introduction

This publication contains

information on teaching
swimmers with a disability.
It does not aim to cover
every disability but to give
an insight into the main
disabilities that a teacher
might meet in a club/
teaching session.

Throughout the publication, reference

will be made to the fact that teaching
methods are the same for all swimmers.

The ASA has an Equal Opportunities

policy. Inclusion of swimmers is very
much encouraged in the belief that all
swimmers should have the opportunity
to achieve their full potential.

Swimmers with a disability have

the same range of ability, from
non-swimmers to elite performers.
Their interests range from social to
competitive swimming, together with
many other water based activities.

There is, therefore, a need for teachers

to become better informed so that all
have access to the best possible
teaching practices.

2
Disability Access

The Disability Discrimination Act 1995 There may be occasions when manual
(DDA 1995) is a UK Parliamentary Act, handling cannot be avoided. Always
which makes it unlawful to discriminate discuss, plan and prepare before you
against people in respect of their assist.
disabilities in relation to employment,
the provision of goods and services,
education and transport. Before Assisting and Handling
think about:
l This act has been, and will be, altered l the TASK
in the future with the aim of making l the INDIVIDUAL
services and provisions available to l the LOAD
everyone. Current legislation needs l the ENVIRONMENT.
to be considered when any plans for
inclusion are being made to gain the
best possible provision.
Extra considerations
In practice this means that new facilities l Ensure that any participants with
should incorporate the ideal. Older balance problems are offered The swimming programme, the time
facilities require innovative ways of assistance when walking on a wet and the content will have a bearing on
making access easier. poolside. an individual’s choice. This choice may
l Swimmers with lower limb impairment be associated with personal preference,
may need assistance/prosthesis interests and staffing e.g. beginners,
Awareness of Issues Relating to needed near poolside/alternative improvers, recreation, swim for health,
Health & Safety, Assisting and assistant (chair, skateboard etc). competition and other aquatic
Handling disciplines.
l Take care when a participant with
Risk assessment is the key to all safety, paraplegia or those with minimum
assisting and handling activities in the control of their lower limbs are Assessment of Need
swimming pool environment relating to entering the water as abrasions,
both people and equipment. Assistants that take a long time to heal, may Determining the specific needs of any
need to be familiar with mechanical be caused. participant is an essential pre-requisite
lifting aids, so they can use them safely. to his/her successful involvement in any
All risk assessments and training must l Park wheelchairs parallel to the pool swimming session or club. These may
be recorded. and ensure that the brakes are on. be determined by:
l Be aware of swimmers who may have l direct consultation with the individual
seizures. 1:1 spotters are required for and parent or carer
Some Common Sense Principles epileptics. The ASA has a protocol for
competitive epileptic swimmers.
l swimming background
l Swimmers with disabilities often
need help to participate but avoid l Walk on the water side of the pool
l completion of Club registration
lifting wherever possible. when assisting someone. forms
l Always encourage people with l observation of the swimmers ability in
disabilities to help themselves and Safety of swimmer and helper is of the water
teach them how to do so. paramount importance. Ask for help
l age.
or further training if in doubt.
l Make use of swimmers own arm
and leg strength. Should the group not be able to provide
for the specific needs, the swimmer
l Make use of graduated steps, Teaching and Learning
should be given contact information and
sliding boards, shower chairs, etc. There is an ever-growing involvement directed to another more appropriate
l Some swimmers will need assisting of people with disabilities in teaching provision. Local knowledge is invaluable
but always think, plan and prepare classes and swimming club provision. at this time as well as advice from the
before you assist. There is still a place for alternative Governing Body.
arrangements either long term or on
l Assist for the shortest possible
a temporary basis. Provision may be: Constant monitoring of progress should
distance.
l fully integrated take place and achievement of goals
l Be aware of rough surfaces which should be reviewed on a regular basis.
may cause abrasions. l included and supported
l separate provision.

3
Teachers should be upskilling constantly Teaching principles Useful information is suggested in the
in order to ensure that they are abreast National Plan for Teaching Swimming
Successful teaching is dependent on:
of new ideas and initiatives. Parent Pack although the following
l good technical knowledge additional information could be useful
l willingness to be adaptable to the teacher:
Swimming fundamentals and
willingness to further knowledge
l is the swimmer able to cope in a
safety skills l
group?
All swimming sessions regardless of l sound knowledge of fundamentals
l does the swimmer require 1:1
ability should include practices to ensure acknowledgement of importance of
l
assistance to move in the water?
the swimmer is proficient, happy and basic safety skills
safe. Basic Safety Skills should form the l does the swimmer require 1:1
basis of any swimming programme. l ability to deliver appropriate sessions/ assistance to understand instructions?
These skills include: schedules to meet individual needs
l does the swimmer have a special
l entry
l awareness of hidden medical need that is not apparent?
conditions
l exit
l good observational skills to adapt l has the disability been recently
l buoyancy/balance strokes to individuals abilities. acquired (ie. amputation, paraplegia)
l rotation/orientation and so is new to the swimmer?

aquatic breathing
l are there any restrictions or limitations
l
Parents/carers as partners
in or under the water?
l travel Information, that is relevant to l does the swimmer require medication
l co-ordination the swimming situation, needs to during session?
be communicated to the teacher/
l spatial awareness.
coach at time of registration. Initial Medical information needs to be
communication pathways set the shared where the safety of the
Teachers should be aware of
standard for future years. swimmer or teacher is concerned.
hidden conditions that might present
unexpected problems e.g. asthma,
epilepsy, diabetes, cystic fibrosis, etc.
Specific knowledge about the individual
will determine whether there is an
extra need for a watchful parent or
designated spotter.

For all swimmers, the greatest skill is

achieving a safe breathing position.

Horizontal Float

Holding Poolside Vertical Float

4
Overview of a variety of conditions

A brief outline of some of the more Arthrogryposis There are three types of Cerebral Palsy
common medical conditions likely to be with further descriptions that describe
Due to a congenital condition
encountered is listed below, together limbs affected.
from birth. It causes multiple joint
with some additional observations.
contractures and is characterised by
muscle weakness.
Spastic
Achondroplasia (Dwarfs) l Weight bearing is possible but
l Increased muscle tone making limbs
movement is limited by tightness of
In the majority of cases this a genetic appear stiff.
the joints.
condition with people having restricted
growth.
Athetoid
l Attention may be needed to achieve Cerebral Palsy
balance and initial safe body position. l Co-ordination is poor because of the
This is due to an oxygen deficiency at
involuntary movements and many may
l Once water confidence and controlled birth or during an accident that may
appear clumsy. However symmetrical
breathing have been achieved, move result in some of the difficulties listed
movements are easier to learn.
towards a conventional swimming below.
technique. l Breathing difficulties may be apparent.
l Reduced muscle power.
l Increased muscle tone, causing stiff
Arthritis flexed limbs (spastic). Ataxic
Osteoarthritis – this is due to wear and l Difficulty in breath control and l The individual may lose balance
tear on joints particularly hips and knees. swallowing. without prior warning.
Rheumatoid – this is a hereditary l Involuntary, uncontrolled movements
– uncoordinated (atheoid). Medical descriptions of cerebral palsy
condition causing inflammation of joints.
may include:-
Can affect any age group. Also known l Disturbance of balance (ataxic).
as Stills disease in children. Quadraplegic - both legs and arms are
l Possible speech problems. involved. The individual may be in a
l Sculling is very useful in the early
Possible cognitive impairment. wheelchair if severely affected.
stages as it causes less pain and l

propulsion can be gained using Diplegic - legs affected more than arms.
minimum effort. Tend to walk on toes with knees turned
or rotated inwards. May/may not use
l Breathing is easier when supine
wheelchair.
(on back).
Hemiplegic - either left or right side of
body involved. Swimmers who have had
a stroke may be considered in the same
way.

Dysmelia/Amputees
Dysmelia is congenital from birth,
amputee is acquired as a result of
trauma/accident.
l Affected limbs may require protection
especially if new. Be careful not to
bang them accidentally.
l The swimmer may need to remove a
prosthesis (artificial limb) close to the
poolside.
l Individuals with lower limb loss should
establish a safe means of moving
around the poolside.
l Individuals may take longer to achieve
balance.

Achrondroplasia

5
Multiple Sclerosis l The swimmer may not notice wounds Epilepsy
that take a long time to heal.
This is due to damage to the myelin A tendency to have recurrent
sheaf. When the myelin is damaged l The swimmer may be incontinent but seizures (sometimes called fits). If a
there is interference with messages this is no barrier to swimming.** seizure occurs during the swimming
between the brain and other parts of session, recover/rescue the swimmer
** Consideration should be given to
the body. appropriately. Each swimmer requires
discreet changing facilities.
l Swimmer’s co-ordination may be a knowledgeable spotter on poolside
affected. at all sessions.
Strokes
l Swimmers will have good and bad
days. This is due to bleeding into the brain Cystic Fibrosis
and often causes a degree of paralysis,
l Early achievement is essential to aid An inherent condition where mucous is
usually to one side of the body.
longer term mobility. formed causing respiratory difficulties.
l Rehabilitation may bring back some Tissues and bowl may be required on
l Swimmers may tire easily.
movement especially when new
poolside.
balance has been achieved.
Muscular Dystrophy l Speech is often affected,
understanding is not. Heart conditions
This is congenital from birth condition
although it is not obvious until later. It l Frustration is displayed often because A condition where the heart is
is a progressive degenerative disease of of limitations in communication. damaged.
muscles. l A medical certificate is advised.
l Swimming helps to keep muscles as
Sensory impairments l Do not over tire, most people know
fit as possible.
their own limitations.
Visual
l Swimmers have good and bad days.
This can range from total loss (blind) to
l Activities should be adapted
individuals who remove their glasses and Diabetes
accordingly.
cannot see clearly.
A condition where the body produces
l As much as possible should be
little or no insulin.
taught in the early stages.
Hearing l Some swimmers may require special
This can range from totally deaf to loss dietary requirements before or after
Osteo-genesis Imperfecta (Brittle of hearing in a crowded environment, the session as recommended by their
bones) loss of pitch and to those who cannot doctor.
This is due to a congenital condition hear when they remove their aids.
from birth.
Haemophilia
l Bones may break easily. Learning Disabilities A generic condition where the blood
l Medical limitations may be set. This is due to a congenital condition or fails to clot easily.
l Care is needed to avoid contact with as the result of infection, injury, poison l More appropriate to swim in the
the poolside and other swimmers. or nutrition. prone position when learning to
swim in order to prevent knocking
Other swimmers, who do not fit the
into obstacles.
Spina Bifida and spinal injuries descriptor above, may have learning and
resulting in paraplegia/tetraplegia /or co-ordination difficulties that could
affect learning to swim. Some examples Further information on these and
This is due to a lesion or injury to the are:- ADHD, Down’s Syndrome, Fragile other conditions can be found in the
spine. The point of the lesion/break on X Syndrome, Aspergers, Dyslexia, Caf Directory www.cafamily.org.uk
the spine will determine the degree of Dyspraxia and Autism. or from local support groups.
paralysis.
For further information on Disability
l Many may have total sensory and
Hidden conditions Specific Sports Organisations please
motor loss below the site of the
refer to page 24.
lesion.** Asthma
l Care must be taken of paralysed limbs A condition that affects the airways to
so that they do not get trapped or the lungs. The swimmer may require
trail on abrasive surfaces when lifted prescribed medication prior to or during
or handled. exercise. If an attack occurs during the
session sit the pupil out and call for
appropriate assistance.

6
Swimming stages

Swimmers with a disability require Listed below is a variety of equipment Floats/woggles (opposite)
the same opportunities as their peers that has been found to be useful. l Encourage a horizontal position.
to become familiar with the water Teachers have differing views on
environment and to progress with swimming aids, as do individual l Allow early kicking skills to develop.
swimming skills. Extra time, support swimmers. Aids can be used to obtain l Allow concentration on specific
and skill adaptations may be needed. a safer, streamlined position, they are actions.
not for life saving.
The teaching principles and practises l Can be adapted to suit very small
used are the same for all swimmers hands.
with the techniques adapted to suit Arm bands/arm rings
the individual. The important factor l Develop early confidence and Variety of balls
is that rarely are two people identical
independence.
and the teacher must consider how l Encourage confidence in water.
the individual’s physique, mobility l Buoyancy can be reduced as
and application affects the swimming confidence grows. l Can give different amounts of
technique. buoyancy.
l Lessons become active.
Breathing skills are very important. l They are non restrictive.
People who have difficulties swallowing Egg flips (opposite)
may be at risk and require careful l Encourage breathing through the
observation Buoyancy suits mouth at surface of water.
l All of the above, plus they encourage
a more streamline body position.
First steps Toys (opposite)
The first steps are usually the biggest. l Encourage water confidence
Specialist swimming aids are rarely Head floats (specialist aids in certain (watering cans, squirters).
required - the purpose being to ensure circumstances)
safety in as positive a swimming position
l Can be used for games.
l Help support head above water line,
as possible, taking into consideration but some can restrict streamlining. l Pushing, pulling.
individual preferences.
l Can be used as objects to chase.

Rings
l Short term use for swimmers who Sinking objects, eg bricks, hoops,
learn propulsion in an upright novelties (opposite)
position. l Encourage submerging and opening
the eyes under water.
l Can be used to develop other skills
e.g. colours, counting.

Head float Buoyancy suit Ring/arm bands

7
Float

Woggle

Egg flip

Sinking objects

8
Practical considerations
Many pools have mechanical assistance to enter/exit the water and these are extremely useful. In some cases,
these can remove the independence of the swimmer. Whenever possible, swivel and forward entries, with or
without support, should be encouraged. Extra steps to lower from wheelchair to poolside may be required to
foster independence.

action For whom Condition

Entries

Cerebral palsy quadriplegia

Swimmers who require
Use of hoist Tetraplegia
maximum assistance
Severe arthritis

Hemiplegia
Single arm amputees
Swimmers with lower or one Learning disabilities
Steps
side of body strength Arthritis
Polio
Legge-Perthes

Paraplegia
Swivel entry Swimmers with good Cerebral palsy diplegia
with or without upper body strength i.e. Learning disabilities
support paraplegia Polio
Legge-Perthes

Forward entry Paraplegia

from poolside Swimmers with sitting Cerebral palsy
with/without balance Non weight bearing swimmers
support Legge-Perthes

Swimmers with good control

Diving Lower limb amputees/dysmelia
sitting on blocks

Amputees
Swimmers with ability to Cerebral Palsy
Diving stand on blocks with/ Learning disabilities
without support Visually impaired
Hearing impaired

9
 Advantages Disadvantages Help

Secure Not always available Banana board may be required to assist

Less pain Slow, suspended entry swimmer to slide from wheelchair to hoist

Slippery Assistant can steady/support by working

Usual method of entry available
Steep from behind swimmer with hands holding
in most pools
Small footholds rails under swimmer’s arms for safety

Independence Using hands to support at waist level,

Rough poolsides cause abrasions
Common method of entry assistant can steady entrance to water

Hands on assistant’s shoulders and

Maximum or minimum support
support at waist level initially. Can reduce
can be given Rough poolsides cause abrasions
to hand on elbow, then hand on hand
Leads to more independence
and eventually independence

Care over water depth

From sitting on poolside or sitting Check allowed to dive (VI,
Covering blocks with chamois
on blocks Down’s syndrome)
Rough surfaces on some blocks

Fastest entry for competition Some swimmers may find blocks Some swimmers may require assistance of
awkward to get on to support at hip level to control balance

10
Developing Swimming Skills

The basic principles of swimming are the same for all swimmers. No two swimmers have the same physique, strength,
balance, physical or learning ability. Be prepared to experiment to find out what works best for an individual. Allow
plenty of time for skills to be achieved, practised and developed to maximum ability.

Every swimmer has a unique style regardless of ability. The strokes taught should be as near as possible to the norm.
The following are examples of possible variations that may assist in the initial stages.

Difficulty Observation Suggestion

body position

Experiment with one or two of

the following:- Turn head away
Swimmers with one side from roll on back
Rolls to left or Arm action slightly under body
of body stronger than
right Wider arm entry
other
On front look to direction of roll
Breathe to weaker side initially

Swimmers who are

top heavy until learned Teach rotational skills
Upright
rotational and safe Balance and aquatic breathing
breathing skills

Swimmers where hips Raise or lower head depending

Hips high, legs are almost above water
on stroke being performed on
drag low line and unable to move
legs back or front

legs

Swimmers unable to Exaggerate lower head

No propulsion alter leg position or position to achieve
use them streamlining

11
 Condition Positives Negatives

Over compensation will cause excessive roll

Cerebral Palsy Hemiplegia

Stroke Over compensation will cause
Streamlining
Amputees excessive roll
Legge-Perthes

Achondroplasia Comfortable
Down’s Syndrome Easy propulsion Fear may be introduced by over emphasis
Hydrocephalus Help towards safe conventional of early conventional swimming position
Double leg amputees swimming position
Young children

Seeing direction and obstacles

Paraplegia Streamline More effort required for breathing
Spina bifida Less resistance (possibly better to breathe every second
stroke in breaststroke)

Paraplegia Streamline
Spina bifida Less resistance
Double above knee amputees

12
 Difficulty Observation Suggestion

No leg
propulsion but Co-ordination difficulties Use any leg movement for
with minimum No lower body movement/ balance (leg drills should be
control of trunk control or unable to attempted) or drag for less
and legs to hold perform legal leg kick resistance
in one position

Swimmer able to use one Figure of eight or cross centre

Propulsion from leg for propulsion through line kick
one leg only loss of limb, disability or One leg held still, other leg
hip restriction used

Propulsion or Use of usual leg kick and drills

Swimmer of restricted
balance obtained including (adapted) fins
growth or loss of lower
from one/two May be used for balance only
limbs
shorter limbs when unable to kick

ARMS

Upper limb loss

Teach as if limb was there
One arm restricted when
Single arm Find position for other arm
attempting work with both
propulsion that causes less resistance
arms especially noticeable
Use drills for both arms
in butterfly
independently

Use water (float initially) as a

No arm
Upper limbs missing or pillow, head to side
propulsion
very severely restricted Develop strong kick and
on front
aquatic breathing

Arms entering water

outside shoulder line Analyse use as may be
Wide arm
Balance restricted improving balance, correct
entry
Used to gain propulsion as appropriate
through control of roll

13
 Condition Positives Negatives

Streamline
Cerebral palsy diplegia Less resistance More work for arms
Improving muscle tone and core
stability

Single leg amputee

Dysmelia Stronger propulsion Strain at hip level
Cerebral palsy hemiplegia (especially Aids balance Illegal in butterfly competition if legs cross
in butterfly) Legal stroke (flutter kick)
Arthritis

Double/single below knee amputees

Achondroplasia Aids balance
Dysmelia

Single arm amputee

Dysmelia, Keeps propulsion, legalises stroke May cause excessive roll
Hemiplegia
Stroke

Dysmelia
Double arm amputee Swimming Difficulties judging direction
Cerebral palsy quadriplegia

Leg amputees
More effective balance Shorter pull if not accompanied by roll
Cerebral palsy diplegia

14
 Difficulty Observation Suggestion

Arms crossing
centre line Discourage pull across centre
Excessive snaking of body
under body in line of body
front crawl

Analyse use as may be

Narrow arm Arms entering water at
improving balance, correct
entry almost same point
as appropriate

Breaststroke Use continuous stroke when

arms with leg drag Swimmer with leg drag there is no leg kick to keep
stroke moving

Use initially to keep afloat

Scull in where no leg movement -
Swimmer with leg drag
backstroke loose as soon as possible to
keep continuous stroke

Swimmer with balance

and co-ordination
Use to gain maximum
Double arm difficulties
propulsion from arms when leg
backstroke Head often extended
kick is weak or unpredictable
under water to maximise
streamlining

Breathing

Swallowing
and blowing Choking, spluttering,
Coping with Teach on back
coughing
stiffness and
pain

15
 Condition Positives Negatives

Cerebral palsy hemiplegia

Streamline Less snaking
Strokes

Swimmer with limited core

stability

Paraplegia
Cerebral palsy diplegia Requires considerable effort and breath
Continual forward movement
Quadriplegia timing
Dysmelia

Paraplegia
Cerebral palsy diplegia Restricts stroke once established
More effective stroke
Quadriplegia Can become habit

Cerebral palsy quadriplegia

Timing breathing crucial
Ataxic cerebral palsy

Athetoid cerebral palsy Easier position to breathe Unable to see what is going on around
Arthritics Less pain Effort to regain standing position

16
 Difficulty Observation Suggestion

Timing

Balance often dictates most effective

Controlling stroke Movements and breathing out combination
as a whole of synchronisation Work on whole - part - whole of stroke
Make stroke as efficient as possible

Action For Whom Condition

Exits

Swimmers who require Cerebral palsy quadriplegia

Use of hoist Tetraplegia
maximum assistance
Severe arthritis

Hemiplegia
Swimmers with lower or one Single arm amputees
Steps
side of body strength Learning disabilities
Arthritis

Paraplegia
Push up to pool Swimmers with good upper Cerebral palsy diplegia
side body strength i.e. paraplegia Leg amputees
Learning disabilities

Paraplegia
Use of poolside Swimmers with good upper Cerebral palsy diplegia
corner to push up body strength i.e. paraplegia Leg amputees
Learning disabilities

17
 Condition Positives NEGATIVES

All abilities and conditions. Swimming to maximum ability. None

Advantages Disadvantages HELP

Not always available Helpers required in pool and on

Secure
Less pain Slow when cold poolside

Slippery Assistant able to support from behind

Usual method of exit available
Steep swimmer to hold through to hand rails.
in most pools Small footholds Helper to be available on poolside

Independence
Rough poolsides Use mat/towel to cover poolside
Common method of entry Help from behind at waist level

Differing heights of poolside at

Independence Use mat/towel to cover poolside
corners

18
Additional Considerations

Visual Impairments Hearing Impairments Learning Disabilities

l Swimmers may need to be guided l Use clear and accurate demonstrations. All can be helped by:
around the facility to orientate l Use of photos or pictures may help. l Breaking skills down into small parts.
themselves.
l Make sure the swimmer can see your l Using continual repetition in a variety
l Use manual demonstrations in full
face for lip reading you may need to of ways to achieve the same ends.
view of all, together with clear
move into a lower position on pool
auditory instructions. l Changing activities often.
side.
l Wear contrasting clothes to the l Using movement exploration and
l Some deaf swimmers can pick up
environment to assist visually impaired games approach.
rhythm (eg. of a drum) to help with
swimmers to follow demonstrations. Ensuring high standards of personal
timing. l

l Use music, originating from same discipline.

l Swimmers who use hearing aids
place, to help orientation. Using accurate demonstration,
become more impaired when they l

l Use a tapper to notify the swimmer remove them for swimming. pictures and basic signing to reinforce
when nearing the end of pool. verbal instructions.
l Swimmers who wear glasses may l Allowing time for steps to be learned
have severe difficulties once they and repeating often.
remove them. Prescription goggles l Using praise to reinforce small steps -
are available. verbal, thumbs up and smiles work
well.

Medical advice should be obtained

before teaching diving or butterfly
to swimmers with Down’s Syndrome
or visual impairment.

19
Supporting and Assisting in the Water

Cradle support Long arm support on back

Appropriate for younger child. Head can be on shoulder or more
Secure, safe, outward facing position. advanced at arms length. Helper’s hands
Easy transition into long arm supported should be palms upward with straight
position on back. arms.

Physical support may be required in the

water to enable some swimmers with
a disability make the maximum use of
their abilities. Not every swimmer
requires 1:1 supported assistance.
Suitable flotation aids may be more
appropriate. Extra assistance must be
given in full view of all and with the
consent of the swimmer.

Support for head in prone Long arm in prone Support to roll from front to back
In initial stages float can be used, Palm support initially at waist level Assistant supports swimmer with hands
progressing to hand support, then no reducing to minimal support as either side at hip level. The adjacent
extra help. confidence is gained. hand pushes gently whilst the other
hand pulls to perform the rotation.

20
Next Stage

Once able to swim, a variety of Competition Calendar Time Handicapping

aquatic opportunities are opened
The dates of the major International The swimmers are handicapped
up for swimmers to pursue in a pool
meets vary and so the home Disability according to the time taken to swim
environment or open water with
Swimming programme needs to plan a given distance. The slower swimmer
swimming, sailing, canoeing, water
around these dates to offer a variety will start first. If the submitted times are
skiing and scuba diving. For many,
of events at all levels. These may be accurate the swimmers should finish
lifetime recreational swimming may be
included within the Governing Body together, producing some very close
the plan, for others the goal maybe to
structure or run by national or local races.
follow the competitive route.
groups.
The natural progression from learning to
swim for many people is to move into a
Early competition
training club environment. All training
needs for swimmers are similar and are Often these are run using either Time
covered within coach education. To Banding or Time Handicapping systems.
ensure a swimmer with a disability is
training at the appropriate level,
with some modifications, many can Time Banding
be included in mainstream clubs. The swimmers are grouped together
according to the time taken to swim
When planning, the coach needs to be a given distance.
aware of extra considerations that are
specific to disability swimming. Two of
which are the competition calendar and
classification.

21
Classification

Classification, where the aim is to Minimum eligibility criteria for Functional S(SB,SM) 11-13
“ensure a fair playing field for all classification system (S1-S15) Visually impaired swimmers
swimmers”, is a requirement of many The degree of vision is measured (with
The groups S(SB)(SM) 1-10 are for those
competitions. There are two main the best correction) ranging from blind
swimmers with a functional, visual,
forms of classification: to visually impaired.
learning or hearing impairment.

Functional system S, SB,SM 14

S1-S10 (SB1-SB9=Breaststroke) Swimmers with a learning disability
This system means that amputees, (SM1-SM10=Medley)
people with paraplegia, cerebral palsy Swimmers must have an IQ of 75 or less
The following disabilities meet the to meet the criteria.
and other physical disabilities can requirements of the functional
compete together. It is a swimmer’s classification system unless the
functional ability i.e. range and power impairment is extremely minimal.*
of movement and co-ordination that S, SB,SM 15
determines their classification group.
l Achondroplasia (dwarfism) Swimmers with a hearing impairment
l Amputation (including dysmelia) Any swimmer who wears a hearing aid
will be considered.
l Arthrogryposis
Disability Specific Classification system
There are a number of conditions that
l Cerebral Palsy
This system allows swimmers of a do not meet the classification criteria
similar and specific disability to compete l Legge Perthes and some of them are listed below:
against one another. There are individual l Osteogenis imperfecta (brittle bones) l ADHD
classification systems for visually
impaired, hearing impaired and l Multiple Sclerosis l Aspergers
learning impaired swimmers. Muscular Dystrophy
l l Asthma
l Polio l Autistic Spectrum
l Spina Bifida l Epilepsy
l Spinal Cord injury. l Cystic Fibrosis

*Please note this list is not exhaustive,

l Diabetes
however it provides a guide to l Dyspraxia
functional classification eligibility.
l Haemophilia
l Hydrocephalus
l Obesity
l Scoliosis
l Learning Difficulties
l Transplantees.

Disability Specific Classification system

Details can be found on the disability
specific sports organisation websites
(see page 25).

22
Conclusion

In conclusion, whilst all swimmers are

individuals and need the same teaching
practises regardless of ability/disability,
there are instances where adaptations to
teaching practices and equipment need
to be considered.

In addition, as a swimmer progresses

from the early stages of learning to
swim the needs of that swimmer change
in order for them to fulfil their potential.

23
Useful Websites

Action for Blind People Dwarf Athletic association

www.actionforblindpeople.org.uk United Kingdom
www.daauk.org
British Blind Sport
www.britishblindsport.org.uk Mencap
www.mencap.org
British Swimming
Special Olympics Great Britain
www.britishswimming.org www.sogb.org.uk
British Wheelchair Sport UK Deaf Sport
www.wheelpower.org.uk www.ukdeafsport.org.uk

CPsport England & Wales Uk Sports Association for People

www.cpsport.org with Learning Disability
www.uksportsassociation.org
Disability Sport Events
Amputees
www.disbilitysport.org.uk
www.bromley.gov.uk

24
Principal Partner Official Partners Official Endorsed and
Suppliers Approved
Products
Harold Fern House Derby Square Loughborough LE11 5AL
Tel: 01509 618700 Fax: 01509 618701
www.britishswimming.org