As industry professionals, we owe it to our- selves and our clients to have general knowl- edge of what affects people as they age so we can design classes to keep them coming back to the pool. The pool is an ideal envi- ronment because of properties like hydro- static pressure that helps with circulation and buoyancy that offers decompression and that feeling of weightlessness. However, we still need to design safe and effective classes, and this includes being able to modify or gradu- ally build on great concepts like proper use of levers, twisting, and suspension. Let’s look first at levers. Longer levers increase the resistance to muscles and joints. So, does more equate to better? Not always! For example, begin the warm up with short levers to keep the stress of the joints and muscles minimal while gradually increasing the heart rate and body tempera- ture. After the body is prepared, progress the length of the lever to increase exer- tion as appropriate. We can teach twisting movements with seniors in general, being mindful of con- ditions that would make these exercises contraindicated. If we don’t move it, we lose it; if the participant can tolerate twisting moves, continuing to do so should be beneficial for maintaining mobility. Introduce twists with the half and half - begin by using a half twist at half water tempo. This is a great way to introduce twisting slowly and gather feedback. For example, have participants do a half twist to the right and then back to center followed by 4 jumping jacks in the frontal plane. Then perform a half twist to the left side and back to the center. Observe your class. How did they do? Did you notice any grimaces? Smiles? If successful, coach participants to listen to their body and perhaps progress to half twists at water tempo. You can also layer in twists in level two or level three. Speaking of level three (suspension), is this safe for seniors? Absolutely! However, some individuals may be uncomfortable taking their feet off the bottom for various reasons. Be aware and provide options. I like to use a noodle to help them adapt. First, perform movements with the noodle in level one. Progress to level two where one foot is always on the bottom. Finally, ask participants to lift both feet off the bottom for a brief period. Again, make observations to ensure everyone is safe, and feels safe! If so, continue to progress slowly. Observe your students and teach with purpose and intention. This will guide you in making safe and effective workouts. AUTHOR Craig Yaniglos is one of AEA’s amazing IAFTC 2023 Presenters. Click here to find out more about Craig and the sessions he is offering. Levers, Twists and Suspension for Seniors By Craig Yaniglos March / April / May 2023 | Akwa | 43 Water is excellent for addressing all developmental skills but finding the most functional support to practice and progress them can also be chal- lenging. Begin with the fundamen- tals of water adjustment, including developmental motor skills, i.e., head control, propping on elbows, rolling/ side lying, sitting, reaching, cruising, breath control, etc. Activities in water allow children to learn spatial relation- ships through gaining body awareness. Allow time for movement exploration, keeping the activities developmental age-appropriate and inclusive. To develop mental and physical adjust- ment to the water, therapeutic activities and games should be designed to teach control of the rotational effects on the child’s body. The child’s muscle tone, primitive reflexes, and comfort level will be factors to consider regarding where the practitioner will provide support. The head is ‘the great steering wheel in the water,’ and its movement should be inhibited as little as possible. Activities to strengthen head and breath control and progression through com- bined rotational control should always be encouraged and assisted with cor- rect hand placement. The Halliwick Concept is an excellent technique for anyone interested in assisting individu- als and groups with balance and motor challenges in the water. Be sure to do an appropriate pre-treat- ment information exchange, including client intake and release forms and information to the parent/caregiver regarding the program requirements. The client intake should give the prac- titioner valuable insight into the child’s diagnosis, level of water adjustment, communication ability, medication, developmental milestones, and poten- tial sensory integration and/or behav- ioral issues. The information assists in designing an individualized program for a successful and safe therapeutic experience. AUTHOR Julia Meno is one of AEA’s amazing IAFTC 2023 Presenters. Click here to find out more about Julia and the sessions she is offering. Continued from page 42
