A Questionnaire on the impact and importance of Participation in the Water activity (Halliwick) for Halliwick Instructors

Transcription

1 A Questionnaire on the impact and importance of Participation in the Water activity (Halliwick) for Halliwick Instructors Hello. The purpose of this questionnaire is to assess the impact of water activity (according to the Halliwick approach) on the participation of children in various in their daily lives. We are trying to find out if you, as an Halliwick instructor consider the water activity (individual or group activity) an essential tool. Do you consider it as a tool which contributes to the overall ability of children's participation in the main areas of life in terms of socialization, communication, general activity, ADL and so on. The questionnaire contains three parts: The first relates to you - qualification, work experience and the nature of your work in the water; The second part relates to the goal that you set up to the children with whom you work in the water activity goals from the fields of activity and participation. The third part refers to the relevance of the questionnaire to your work in the water. Completing the questionnaire can take you about 10 minutes. Please help us promote it - this questionnaire is passing between Halliwick instructors worldwide. You can complete the questionnaire online link: Thank you very much, Merav Hadar Frumer and the Halliwick lecturers The Questionnaire is designed for Halliwick instructors who work with children ages The water mostly focused on the Halliwick principals. 1

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3 Part 1-10 questions of general information about you. 1 - What is your main profession? What is your level of qualification within the Halliwick concept? A basic course Number of basic courses A basic and advanced courses A number of basic and advanced courses An halliwick lecturer a senior Halliwick lecturer 3 - How many years do you work in the water (using the Halliwick 10pp)? More than Is it a group activity or one-on-one activity? Group activity one-on-one activity Both 5 - How long lasts each activity? 30 Min. 45 Min. 60 Min. more than 60 Min. 6 - How many days do you work in the water (Mainly Halliwick activity)? What is the temperature of the pool? Under 32 Over 32 8 What ages of children you work with (You can select multiple options)? Pool depth - whether most of the children can stand on the pool floor? Yes No 10 - Your country:.. 3

4 Part This part contains 14 definitions related to the goals you set up for children ("swimmers") participating in the water activity (Halliwick). Please refer to these definitions on two levels: 1. Do you use this definition as a goal at the participation level for your swimmers, how often? 2. Is the goal aiming to the children's performance in water, their ability to function and participate in daily life or in both areas? Scoring Definition: 0 - This issue is not relevant to the child's activity in water 1 I set this goal few times 2 - I set this goal occasionally 3 - I set this goal many times. 4 - I set this goal almost every time. 1- Managing his/ her own behavior. Able to carry out actions in a consistent manner in response to new situations, persons or experiences (MA) 2- Changing basic body position. Able to get into and out of a body position and moving from one location to another, such as rolling from one side to the other, sitting, standing, getting up out of a chair. (Rotations) 4

5 3- Transferring oneself. Able to move from one surface to another, such as sliding along a bench or moving from a bed to a chair. (change direction/ entry/ exit) 4- Maintaining a body position. Able to stay in the same body position as required, such as remaining seated or standing during a specific activity. (BIS) 5- Moving around in different locations. Able to walk or move around (independently or with equipment such as a wheelchair, walker or crutches) in the house, between the rooms, between houses, or on the street (success in one of the examples is enough). (Therapeutic walking) 5

6 6- Acquiring skills. Able to perform a basic or complex skills, such as manipulating toys, or playing games. 7- Solving problems. Able to find solutions to questions or situations, and executing the solution (Motor Solution - able to find a way to take action). 8- Making decisions. Able to make a choice among options, such as toys, food and tasks. 6

7 9- Undertaking a simple task. Able to initiate, prepare and adjust the conditions and time in order to perform a simple task. For example, bringing a game, reading a book, writing, arranging the bed (success in one of the examples is enough). 10- Conversation. Able to initiate and maintain exchanges of views in any form of communication (verbal, gestures or otherwise) with one or more people. 11- Dressing. Able to carry out the coordinated actions and tasks of putting on and taking off clothes and footwear, such as by putting on, adjusting and removing shirts, skirts, blouses, pants, coats, shoes, swimsuit etc. (success in one of the examples is enough). (Fins, Swimming Paddels) 7

8 12- Caring for body parts. Able to perform actions such as a bath or shower, washing hands, wiping facial hair (success in one of the examples is enough). 13- Basic interpersonal interactions. Able to interact with people in a contextually and socially appropriate manner, such as by showing consideration and esteem when appropriate, or responding to the feelings of others. 14- Recreation and leisure. Able to engage in any form of play, recreational or leisure activity, such as play and sports, programmes of physical fitness, going to cinemas or theatres; engaging hobbies, reading, playing musical instruments; and travelling for pleasure (success in one of the examples is enough). (Swimming) 8

9 Part 3: General comments: 1. Do you think the questionnaire fits its purpose - a review of the connection between the activity of the child in the water for purposes related to his abilities in everyday life? Please choose: 1 - not at all - 3-4, 5 - Very much Do you think there are too many questions or questions that do not fit the purpose of the questionnaire? If yes - which (please write the numbers of the questions) 3. Would you like to add anything else? Thank you very much for your help. Please give back these papers to my mailto:meravfrumer@gmail.com Merav Hadar-Frumer 9