Correction of errors front crawl swimming technique of students of physical education and sport

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1 Mandzák Peter, Stankiewicz Błażej. Correction of errors front crawl swimming technique of students of physical education and sport. Journal of Health Sciences. 2014;4(14): ISSN / X DOI: /zenodo The journal has had 5 points in Ministry of Science and Higher Education of Poland parametric evaluation. Part B item ( ). The Author (s) 2014; This article is published with open access at Licensee Open Journal Systems of Radom University in Radom, Poland Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License ( which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited. This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License ( which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited. Conflict of interest: None declared. Received: Revised Accepted: Correction of errors front crawl swimming technique of students of physical education and sport Peter Mandzák 1, Błażej. Stankiewicz 2 1 Department of Physical Education and Sport, Faculty of Arts Matej Bel University 2 Faculty of Physical Education, Health and Tourism, Kazimierz Wielki University in Bydgoszcz, Poland ABSTRACT The author in this paper deals with diagnosis of Students' Front Crawl Swimming Technique. The research group was formed by 101 freshers of the Department of Physical Education and Sport, FH UMB in Banská Bystrica. Their average age at the time of research was 20 years of age. We used the assessment technique based on Svozil and Gajda's (1997) rating scale to assess the front crawl swimming technique. Based on the results of output testing, we claim that the level of acquired swimming technique increased. Despite the errors, which were not removed completely, there was a percentage decrease in the number of errors in both groups. Systematic application of our corrective programme led to an important improvement in breathing technique. Nevertheless, some students still tilt their head backwards, despite having taken lessons aimed at the correction of such error. We also registered positive changes in the pull phase. Errors were minimised in both groups. As for the position of the trunk and the leg kick, positive changes without distinct anomalies in the technique were recorded. Drawing on these facts, we confirmed the hypothesis about the efficiency of the corrective programme, which has been integrated into the swimming courses to correct errors in the front crawl swimming technique. Key words: front Crawl Swimming Technique, Corrective swimming programme INTRODUCTION Swimming is one of the compulsory courses in the joint honours study programme "Physical Education and Coaching" at both Bachelor and Master degrees. The aim of the Swimming 1 course is to learn and practice the correct technique of the front crawl stroke and breaststroke and to master basic starts and turns of these swimming techniques. The main criteria required to obtain credits for completing this subject include mastering the correct technique as well as swimming 50 metres front crawl and 100 metres breaststroke in given time limits. Monitoring of swimming competence in pupils at elementary schools, students at secondary schools and university students provides us with information on the actual efficiency of teaching swimming. Application requirements for students of physical education and sport continually keep getting less strict. Future students can pursue their admission process even if they do not score any points in swimming. It is sufficient if they can swim 100 m swimming stroke without a pause. New students often enter the compulsory course "Swimming" with incorrect movement habits and wrong swimming technique. In such cases, 27

2 the correction of errors is difficult and their elimination during the course is not always successful. Constant decrease of performance level and the quality of swimming technique of applicants have been researched by numerous university teachers ( Bence Mandzáková, 2006; Cieslicka at.al. 2009, Macejková, Y. Benčuriková, Ľ. 2003; Macejková, Y. Hlavatý, R. 1996). Mandzák, P. et. al 2010; Mandzáková, M. - Mandzák, P. 2013, Mandzáková, 2012; and Tonhauserová Mandzák, 2010 observed the swimming technique of university students in the long run. Swimming technique assessment in terms of quality and efficiency of stroke execution and swimming performance provides us with feedback on efficiency of education. Identifying the most common errors in students technique can provide a better understanding of the causes of error adoption and within teaching apply appropriate exercises to correct identified deficiencies. Our study is focused on the front crawl stroke. At the beginning of the research we used diagnostic methods to identify the level of mastering the swimming techniques by students in their first year of university studies. At first, the students took a one semester course "Swimming 1", and then they took a selective course focused on the improvement of their swimming techniques. Corrective swimming programme constituted a part of both courses. The traditional course was enriched by a system of effective exercises aimed at the correction of the wrong technique. During the output testing, we determined the effectiveness of this programme in terms of changes in quality indicators of the front crawl technique. Apart from the main objective, we also partially aimed at determining the direct relationship between the level of technique and its effectiveness in terms of performance in 100m front crawl standard discipline. AIM AND HYPOTHESES The primary aim of our research is to determine errors in the front crawl swimming technique of freshers the of the Department of Physical Education and Sport, Faculty of Humanities, Matej Bel University in Banská Bystrica between 2011 and 2013, and to compare qualitative changes of their swimming technique after undergoing corrective swimming programme during the obligatory course "Swimming 1" and the selective course "Swimming Exercises. H1 We presume that the integration of the proposed corrective swimming programme of the front crawl swimming technique into the courses "Swimming 1" and "Swimming Exercises" and the system of its application will demonstrably lower the percentage of technical errors during the output testing in comparison with the input testing at the beginning of the research. TASKS T1To set up a research group of freshers of the Department of Physical Education and Sport who take the courses "Swimming 1" and "Swimming Exercises" during the term and will participate in all the classes. T2To evaluate the front crawl swimming technique according to Gajda and Svozil's scale (1997). T3 To provide instruction of the extended obligatory course "Swimming 1" and the extended selective course "Swimming Exercises" including the corrective programme (systematic swimming exercises) aimed at more effective learning and improvement of the front crawl swimming technique. T4 To ensure the output testing of the front crawl swimming technique. T5 To analyse, compare and evaluate the results of input and output diagnoses of the front crawl swimming technique. T6 To draw conclusions relevant for training practice. RESEARCH METHODOLOGY 28

3 Research Sample Characteristics The main condition for being a part of the research group was to fully participate in all classes of "Swimming 1" and "Swimming Exercises" courses during both summer and winter terms. The research group was formed by 101 freshers of the Department of Physical Education and Sport, FH UMB in Banská Bystrica. Out of the total number of students, there were 78 males and 23 females. Their average age at the time of research was 20 years of age. There were both active and former athletes competing in both individual and collective sports, mainly football, hockey, athletics, gymnastics, karate, biathlon and cross country skiing. However, swimmers, triathletes and modern pentathletes did not participate in our research. The students in our research group had acquired their swimming skills only by means of individual unorganised swimming or during swimming lessons organised by their primary or secondary schools before their university studies. Because of the limited number of participants in a single academic year, the research ran for two academic years. The first academic year relevant to the research started at the beginning of winter term in October The second one started in We assessed the input quality of students' front crawl swimming technique and tested the efficiency of the arm-stroke, leg kick and their mutual coordination. Tests were carried out in the swimming pool of the Department of Physical Education and Sport, FH MBU in Banská Bystrica. The pool has a sloping floor. It is 25 meters long, 12.5 metres wide and has 6 lanes. The minimum depth is 0.9m and the floor gradually descends to 1.8m. The average water temperature was 28ºC. During testing we used standard swimming aids such as pull buoys, kickboards and measuring equipment a stopwatch and a measuring tape. For the purpose of scaling and the arm-stroke and leg kick counting we used the CASIO Exilim digital camera with 120fps frame rate. Input and output diagnoses of the front crawl consisted of assessment of the technique according to Mandzák scale (2010) as well as of testing the efficiency of arm-stroke, leg kick and their coordination based on the test battery created and approved by us. Input testing was carried out during the first class of "Swimming 1" and the output testing during the last class of "Swimming Exercises". In order to eliminate other factors that could influence the results of our research, we asked participants not to improve their front crawl swimming technique individually in their free time. During the swimming course ("Swimming 1") consisting of 26 classes, students were learning the front crawl stroke and breaststroke. In the summer term they continued to improve their technique during "Swimming Exercises" consisting of 26 classes per term. During both terms there were two classes of the swimming course per week. We did not apply any speed or strength training methods. Classes were aimed exclusively at the technical aspect of the front crawl upper and lower limb movement, breathing and their coordination. To ensure identical research during both academic years, the swimming courses were taught by the same teachers. Content, extent and timing of the course were not changed either. Four teachers from the Department of Physical Educations and Sport, FH MBU in Banská Bystrica took part in the input and output assessment to ensure objectivity: PaedDr. Peter Mandzák, PhD, PaedDr. Martina Mandzáková, PhD., Mgr Jaroslav Popelka, PhD., and internal PhD student Mgr. Svetlana Lipárová. Research Methods To obtain, process and assess the research material we chose and applied the following research methods. We used observation method when we were collecting research material in compliance with the assignment of a specific value of the evaluation scale during assessment of the acquired front crawl swimming technique. For the purposes of our research, we applied indirect observation we used video recordings of our participants made during testing to 29

4 assess their swimming technique and its efficiency. Indirect observation enabled us to reveal errors, which an ordinary examiner would not be able to notice due to the complexity of We used the assessment technique based on Svozil and Gajda's (1997) rating scale to assess the front crawl swimming technique. The scale is used to assess 10 basic characteristics of the swimming technique. Depending on the description, the examiner focuses on a specific area and decides whether the task has been successfully completed or not. Evaluation of individual items is expressed as a percentage of the ratio of correctly and incorrectly performed swimming movements. Since the scale sensibility is high, assessment was done indirectly from video recording. Although processing and assessment of the swimming technique from video recording is rather time-consuming, we find this method most objective. Performance is delivered in seconds with maximum deviation of 0.1 s. We used also method of One factor Experiment which verifies one of the alternatives we can use at the Department of Physical Education and Sport in Banská Bystrica to increase efficiency of the teaching process aimed at perfecting the front crawl swimming technique. The experimental factor is a systematic introduction of our front crawl corrective programme into the courses "Swimming 1" and "Swimming Exercises" in winter and summer terms. The first part of the experimental factor was integrated into the content of "Swimming 1" from 1 November to 13 December in the academic year 2011/2012. The second part of the experimental factor was integrated into the content of "Swimming Exercises" from 3 February to 5 May in the academic year 2011/2012. We applied basic empirical methods to evaluate the results: arithmetic average, maximum and minimum, standard deviation, mode, median, percentage expression method Of qualitative methods, we used the following method in the first place: analysis, synthesis, induction and deduction, the comparison method. RESULTS In the first part we focus on the assessment of the qualitative aspect of the front crawl swimming technique and the diagnostics of the most commonly occurring errors or shortcomings. The results are expressed in percentages. We present them in the form of tables and graphs for greater clarity. Table 2 presents the percentage of technically inaccurate partial movements the crucial points of the front crawl stroke. The most common errors (expressed in %) are bolded in Table 1. Table 1 Most common errors in the front crawl swimming technique during the input level assessment of male and female students' in the academic year 2011/2012. Sample statistics Arm recovery Arm entry into the water Underwater armstroke (pull) Underwater armstroke (push) Execution Arms bent in elbows, relaxed forearm Arm almost fully extended, fingers entering the water before the arm Pull with a high elbow (elbow is not pulled first) Arms bent in elbows (90 at mid stroke) direct stroke ending at the thigh male female students students % %

5 Lower limb movement (thigh) Lower limb movement (knee) Lower limb movement (ankle) Breathing Coordination Body position Alternating movement initiated at the hips Downward movement, knee slightly bent Ankle extended beneath the surface, toes together Regular exhalation, inhalation during rotation of the head to the side without lifting Good coordination without pause, in temporal succession Almost horizontal (approx. 10 degrees) The greatest shortcoming which we recorded in groups of both male and female students during the input assessment was improper breathing technique. Since our research groups are formed by the freshers, the high percentage of breathing difficulties indicates that during previous swimming lessons, more attention should have been paid to one of the most important and basic swimming skills - proper breathing technique. Holding the head above the water, the front breathing and insufficient submerging of the head are the main shortcomings in the phase of water adaptation during pre swimming lessons. We have also recorded a high amount of arm movement errors resulting from incorrectly acquired technique. Male and female students make similar amount of errors in the arm movement (and breathing). The percentage of errors is comparable to the three out of four sample statistics concerning arm movement. In our opinion, this situation is caused by the way swimming lessons were taught at primary schools. Breaststroke is traditionally the first swimming technique followed by front crawl stroke which considerably decreases the possibility of mastering this technique. If the front crawl swimming technique is not improved in the short-term after the swimming lessons, these errors only become more difficult to eliminate, especially at older age. Correction of technique requires a lot of time, good physical condition and patience to produce desired results. The moment when the arm enters the water, i.e. the submerging phase and the moment when the swimmer prepares for the next stroke influence the swimmer's glide in the water and to some extent, the length of the stroke. In both groups of students we have recorded a lot of cases of arm entry into the water not parallel to the central line of the swimmer's body, crossing over the central line. This mistake occurs because the trunk crosses over the central line during breathing and the arm is not sufficiently extended at the elbow when entering the water. The crossover increases the profile drag and wobbling of the body horizontally. The arm enters the water bent in the elbow, which naturally shortens the length of the stroke. It should be noted that this mistake did not have negative impact on the pull with a high elbow. In accordance with our expectations, the amplitude of the stroke was shorter not only in the preparation phase, but also in the second phase so-called "a push phase" % of male students and 43.47% of female students finish the stroke too soon, at the pelvis. This technique resembles "digging". If the strokes are short, the swimmer needs to execute more of them to swim the distance in the same period of time, but it is possible to swim the same distance in the same period of time doing fewer strokes. Negative impact of short strokes is the increased energy expenditure at the expense of the distance the students swam and the clocked time. The optimum movement of the arm during recovery with a high elbow was recorded mainly among female students. The most common phenomenon observed in the group of male 31

6 students (39.74%) was the sideway recovery. According to Jursík (1990), it results in a large torque because the distance between the hand and the shoulder joint with the arm almost straight (functioning as a lever) is too large. Entry test did not record any significant shortcomings in leg movement. The above mentioned connection between errors related to breathing and arm movement is what influences the body position during swimming. Despite the fact that incorrect arm movement referred to before was recorded especially in the group of female students, the incorrect position of the trunk was more common among male students (21.79%). Horizontal position of the trunk closely related to the shape, weight and composition of the body represents the main difference between male and female students. Generally speaking, male students create more turbulent water flow around their bodies during swimming because of their position in the water. Our research sample was formed by active athletes who did various individual and collective sports. At their age the sport activities they had chosen already reflect upon the anatomy and physiology of their bodies. To some extent, it has either positive or negative impact on their movement and consequently on the qualitative aspect of their swimming movements in the water. Dis-coordination of arm movement, breathing and leg kick in both male and female students was at a proportionate hence acceptable level. Table 2 Most common errors of the front crawl swimming technique occurring during the output level assessment of both male and female students' in the academic year 2011/2012. Sample statistics Arm recovery Arm entry into the water Underwater arm-stroke (pull) Underwater arm-stroke (push) Lower limb movement (thigh) Lower limb movement (knee) Lower limb movement (ankle) Breathing Coordination Body position Execution Arms bent in the elbows, forearm relaxed Arm almost fully extended, fingers entering the water before the arm Pull with a high elbow (elbow is not pulled first) Arms bent in elbows (90 at mid stroke) direct stroke ending at the thigh Alternating movement initiated at the hips Downward movement, knee slightly bent Ankle extended beneath the surface, toes together Regular exhalation, inhalation during rotation of the head to the side without lifting Good coordination without a pause, in temporal succession Almost horizontal (approx. 10 degrees) male students female students % %

7 The output evaluation showed positive development in the level of acquired and improved front crawl swimming technique. Although errors recorded in individual statistics were not eliminated, there was a lower frequency of their occurrence in groups of both male and female students, see Fig. 3 and 4. The most significant improvement was recorded in the breathing technique. Male students improved their breathing technique almost by 36%, female students approx. by 26%. Exercises aimed at the correction of over rotation of the head with a backward tilt were efficacious. Backward tilt during inhalation, which led to the head lifting above the surface, was almost completely eliminated thanks to swimming exercises. However, the over rotation of the head persisted. Such errors are quite difficult to eliminate because the incorrect habit has already been ingrained. A higher frequency of corrective lessons is necessary to improve breathing, arm movement and their coordination , ,74 41, ,35 25,64 32,05 19,23 23,07 12,82 19,23 16,6 21,79 input output ,9 8,9 10,23 12,82 3,84 3, Fig. 3 Comparison of the input and output level assessment of the acquired front crawl swimming technique in the group of male students When we compared the statistics, we discovered that the incorrectly acquired arm movement was corrected as well. Male students improved their recovery and arm entry into water approx. by 15.39%. Female students also improved the type of arm movements mentioned above, see Fig. 4. Remarkable changes regarding the stroke technique under the surface was recorded in the push phase. At the time of assessment, this error occurred in 43.47% of female students. The comparison of input and output results showed the corrective progress of 30.43%. The incorrect finish of the push phase was also recorded in the group of male students but it was not that significant. In our opinion, the disparities are present due to the sport orientation of male students; in comparison to female students, they are less flexible and their joints are not as mobile. Moreover, we noticed differences in both male and female students' movements during the assessment of the swimming technique. A higher stroke frequency was typical for male students who also put more force into the stroke, which resulted in finishing their push too soon, moving on to recovery at the hips. It also influenced the efficiency of the stroke because it affected the body move through the water the gliding. Female students rarely used this technique. Thanks to their joint mobility and not so prominent power capabilities, female students profit more significantly from the particularities of the aquatic 33

8 environment, which leads to better finishing off the push phase and a more effective glide. We detected an appropriate correction of the incorrectly acquired position of body in the group of male students by 11.6% ,78 47,82 43,47 52, ,08 26,08 input ,39 17,39 17,39 17,39 13,04 4,34 4,34 4, output Fig. 4 The comparison of the input and output level assessment of the acquired front crawl swimming technique in the group of female students The comparison of the input and output scaling of the body position in the water proved that both male and female students improved their body position. We did not record any significant changes in leg movement. Lower limb movement was performed the best of all movements, without any significant differences. The quality of lower limb movement had positive impact on the correct body position during swimming. CONCLUSION Swimming performance is determined by a complex system of factors. The product of their influence defines the quality of performance. Scientific studies on swimming (Macejková, Y. Hlavatý, R Hlavatý, 2003; Mandzák et al., 2010) point out that apart from somatic, motor, physiological and psychological factors, the swimming technique is an important factor as well. It can, to some extent, be influenced by exercise and training. Improvement of the swimming technique is linked to the acquisition of the so-called "feel for the water" swimmer's ability to master the arm movement (to generate "propulsive force") and to propel the body forward with minimum drag. This is what our study on students of Physical Education and Coaching was based on. The preparation for their future occupation (teachers of Physical Education or coaches of a particular sport) also includes teaching swimming. The main goal of swimming courses during their university studies is to individually help students achieve optimum level of swimming technique. The content of the courses is aimed exclusively at learning and improvement of all swimming strokes. In the hypothesis, we presumed that the integration of the proposed corrective swimming programme into the courses "Swimming 1" and "Swimming Exercises" and the system of its application will demonstrably lower the percentage of technical errors during the output testing in comparison to the input testing at the beginning of the research. 34

9 During the input testing male and female students made the same errors. However, during the output testing the results were slightly different. The most prominent shortcomings in the input testing were recorded in the technique and in breathing rhythm. The front crawl breathing technique is a common problem as we described in our previous publications Mandzák (2010) and Tonhauserová Mandzák (2010). The inability to integrate breathing into individual cycles of arm movement was not determined by the incorrect coordination of arm movement and breathing. In our opinion, students have not sufficiently mastered the skills such as submerging and maintaining correct gliding position. Without these skills, learning to breathe and to coordinate one's breathing with other movements does not have any impact. These skills should have been acquired during swimming lessons at primary and secondary level of education. In the first and the last phases of the stroke errors were observed in both groups of students, but more noticeable in the group of female students. On the other hand, male students made more errors during arm recovery and did not maintain optimum body position during swimming. Based on the results of output testing, we claim that the level of acquired swimming technique increased. Despite the errors, which were not removed completely, there was a percentage decrease in the number of errors in both groups. Systematic application of our corrective programme led to an important improvement in breathing technique. Nevertheless, some students still tilt their head backwards, despite having taken lessons aimed at the correction of such error. We also registered positive changes in the pull phase. Errors were minimised in both groups. Male students have lower joint mobility than female students and cannot correct some of their errors to such extent as the female students. Their arms are more rigid during the recovery phase and the push phase is not finished because of the rotation of the whole trunk. As for the position of the trunk and the leg kick, positive changes without distinct anomalies in the technique were recorded. Drawing on these facts, we confirmed the hypothesis about the efficiency of the corrective programme, which has been integrated into the swimming courses to correct errors in the front crawl swimming technique. The results mentioned above confirm the theory about the importance of swimmer's correct swimming technique in relation to their swimming performance. It has become increasingly important mainly for top-level performers. Nowadays there are unlimited possibilities to improve one's technique of various swimming strokes. Every swimming teacher should know and be able to apply them sufficiently. To conclude, we would like to give several notes on application of corrective methods and exercises relevant to the swimming practice and teaching at universities. Freshers come to universities with previously acquired incorrect swimming techniques. Firstly, it is necessary to diagnose them and subsequently proceed to the correction. The corrective process must be preceded by thorough learning and improvement of one's basic swimming skills. Analytic approach is the most suitable one for students of this age. It is also necessary to use dry land corrective methods (outside the pool) as well as detailed descriptions of movements. While doing corrective exercises, it is necessary to proceed from simple elementary exercises to more advanced coordination exercises. A lesson should consist of three exercises at the most. Individual exercises should be repeated until students learn the technique completely. Quality is the main criterion. 35

10 Each corrective exercise should be applied at least at the 150m distance in the course of one lesson. We should bear in mind that the correction of student's swimming technique depends on their anatomy. BIBLOGRAPHY 1. BENCE, M. MANDZÁKOVÁ, M Vplyv talentových skúšok z plávania na plaveckú výkonnosť študentov telesnej výchovy v Banskej Bystrici. In: Zborník Pohyb, Šport a zdravie III. Banská Bystrica : FHV UMB KTVŠ, Slov. Ved. Spol. pre TV a Šport, s ISBN CIEŚLICKA, M. - ALEKSANDRA, K. NAPIERAŁA, M. MUSZKIETA, R Wytrzymałość pływacka studentów UKW w Bydgoszczy z kierunku wychowania fizycznego z wykorzystaniem zmodyfikowanego testu Coopera. In Społeczne i ekonomiczne aspekty turystyki i rekreacji. Poznań : WWSTiZ, WSG. ORSE, pp HLAVATÝ, R Závislosť plaveckého výkonu od vybraných kinematických charakteristík kraulového záberu. In Telesná výchova & Šport. ISSN , 2003 Vol. XIII, No. 4, pp JURSÍK, D. et al Plávanie. Bratislava : Šport, slovenské telovýchovné vydavateľstvo, p. ISBN MACEJKOVÁ, Y. HLAVATÝ, R Biomechanika a technika plaveckých spôsobov. Bratislava : PEEM, p. ISBN X. 6. MACEJKOVÁ, Y. BENČURIKOVÁ, Ľ Úroveň plávania na vysokých školách s telovýchovným zameraním. In Problematika plaváni a plaveckých sportů, 3. Prague : Charles University, ISBN , pp MANDZÁKOVÁ, M Vplyv vybraných technických cvičení na zmeny v úrovni plaveckých zručností študentov KTVŚ FHV UMB. In Od výskumu k praxi : 17. ročni k medzinárodnej vedeckej konferencie o športe: Telesná výchova, šport, výskum na univerzitách. Bratislava : Slovak University of Technology, Faculty of Mechanical Engineering, ISBN , pp MANDZÁK, P Úroveň techniky plaveckého spôsobu kraul a jej vplyv na úroveň plaveckej spôsobilosti žiakov. In Exercitatio Corpolis - Motus - Salus, Slovak journal of sports sciences : slovenský časopis o vedách o športe. Banská Bystrica : Matej Bel University, Faculty of Humanities, Department of Physical Education and Sports. ISSN , 2010, Vol. 2, No. 2, p MANDZÁK, P. et al Qualitative appraisal of freestyle technique of physical education students at department of physical education and sport in Banská Bystrica. In Analysis of sports for children and youth. Ljubljana : Faculty of Sports University of Ljubljana, ISBN , pp MANDZÁKOVÁ, M. - MANDZÁK, P Porovnanie úrovne plaveckej spôsobilosti študentov odboru Šport v rokoch In Exercitatio corporis - motus - salus: slovenský časopis o vedách o športe. ISSN , 2013, Vol. 5, No. 1, pp SVOZIL, Z.- GAJDA, V Posuzovací škály v didaktickém procesu tělesné výchovy. In Tomajko, D Didaktický proces v současném pojetí tělesné výchovy. Univerzita Palackého Olomouc. s TONHAUSEROVÁ, Z. MANDZÁK, P, Z Analýza chýb v technike študentov UMB FHV v Banskej Bystrici v plaveckých spôsoboch prsia a kraul. In Štúdium motoriky človeka vo vodnom prostredi. Scientific anthology of research results of the VEGA project no. 1/0674/08/13. Bratislava : Faculty of Physical Education and Sports, Commenius University, ISBN , pp

11 Appendix 1 An experimental factor for the correction of a swimming stroke crawl. EXPERIMENTAL FACTOR The system of swimming excercises is concetrated on the correction of faults at technicality and a crawl (swimming stroke )improvement which is implemented within the lessons of compulsory subject Swimmimg 1 and optional subject Swimming Excercises. The system for including the leg excercises and a rotation of a trunk into the teaching lessons: Optimal distance metres per one excercise Application of maximum 2 excercises to learn and strengthen movement skills. Using of the excercises at mutual combination after mastering them ( legs, trunk, arms, coordination ) LEG EXCERCISES 1. Flowing position on breasts, arms are stretched up and put on a swimming board, alternating kick 100 metres, optimal scale of the leg movement is approximately 50 centimetres. Alternating excercises: 50 metres the scale of the leg kicking is bigger than 50 centimetres = lower frequency of the movement. 50 metres the scale of the leg kicking is smaller than 50 centimetres = higher frequency of the movement. 2. Flowing position on breasts, crawl kick, arms are at the lower position next to the body, a head is below a water level, breath during the rotation sideward after the series of 10 kicks. 3. Flowing position on breasts, arms are stretched up and put on a swimming board, a crawl kick is done with flippers worn on the feet. 4. Crawl kicking at the breaststroke position, pushing a swimming board ( flat ) in front of the body resistance is raised. 5. Flowing position on the side of the body, an upper arm is lower to the body, a lower arm is held upward, a face is turned to the bottom, a sideward kick of the legs,a sideward breath to the lower arm is done after the series of 8 kicks, go back to the start position, change both the arm and side position after 50 metres of swimming. BODY ROTATION 37

12 1. Flowing position, arms are stretched upward, crawl kick,rotation of the body through an angel of 90 for every position of the body. 2. Flowing position on breasts, crawl kick, arms are stretched up but bent a little with an elbow clutch, a head is below the water level, directed downward to the bottom and it keeps the same position all the time, regular rotation of the body sideward through an angel of Underwater swimming flowing position on breasts, arms are stretched up, crawl kick, rotation of the whole body after the sieries of 10 kickcs through an angel of 360 ARMS STROKE PHASE Application of the excercises for the training to improve the arm movement: 1st length 2nd length 3rd length 4th length 5th length 100 metres training of the excercise 75 metres excercise + 25 metres coordination 50 metres excercise + 50 metres coordination 25 metres excercise + 75 metres coordination 100 metres coordination ( transmit the excercise into coordination) Description of the excercises: Flowing position on breasts, crawl kick, one arm is stretched up and put on a board, the other arm makes the whole stroke cycle: stretched up arm catching of a stroke stroke ( + rotation ) arm lowered to the body breath sideward return of the arm to the start position, alternating of the arms after a 50 meters distance. Flowing position on breasts, crawl kick, one arm is stretched up, the other arm makes the movement: stretched up arm catching of a stroke stroke ( + rotation ) lowered arm to the body return to the start position under water catching of a stroke stroke lowered arm to the body changing of the arms position during its movement under water like at a coordination breath sideward and go on the same movement. Flowing position on breasts, crawl kick with flippers, one arm is stretched up, the other arm is lowered to the body, the movement of arms is simultaneous ( do stroke with one arm, transfer the other arm ). The arms exchange their position and they stay at it for 2 seconds. Then, the whole cycle is repeated. Flowing position on brests, coordination of the arms and legs (kick on 4 times stroke ), the transfer of the arms under water, breathing with help of a snorkel. Flowing position on breasts, crawl kick, stretched up arms, one arm makes a stroke, the other arm is stretched up. After the stroke the arms meet at stretched up position and it is followed by 6 kicks. Then the position of the arms is changed. 38