Underwater Performance Evaluation - Term Paper Example

Underwater Performance Evaluation 1. Introduction Handstand, forward, and backward roll underwater techniques are some of the most difficult techniques in learning swimming[Dav04]. Learning these techniques, require proper attention and dedication. All the individuals that are involved in the training process should put all their effort[Cla04]. This paper measure the ability of a beginner to learn handstand, forward, and backward roll underwater. The paper will evaluate the effect a five sessions of training will have on the trainee. It is expected that the trainee will display better performance after each session of training. Once a swimmer acquires the basic skills in handstands, forward and backward roll underwater like breathing control and floating in the water, it becomes very easy to master fully the techniques [Ric04]. The two major principles to effective swimming are a reduction in water resistance an increase in propelling force [Nic11]. With these skills, it is very easy for one to learn any swimming technique. However, to acquire these skills, a swimmer has to dedicate quality time and effort. These skills cannot be acquired in a short time [Shy05]. 2. Method a. Participants The participant for the research was a volunteer youth from a community college aged 18. The participant for the research had to be a young adult who had the ability to learn and acquire new skills. b. Equipments The equipment that were used for the research included a video recorders and questionnaires. The video recorder acted as a very important tool in imparting information on a skill. The video recorder presented an avenue through which the participant could observe and learn from the performance[Jim09]. c. Protocols The participant for the research participated in five swimming training lessons. The first swimming lesson trained on handstand underwater and the second and third lesson trained on a forward roll and backward roll respectively. After each training lessons, the participants were given a four-hour period to practice before their performance could be evaluated. The fourth and fifth lessons were used in evaluating the performance of the participant. d. Data: Performance variable The effectiveness of the training was determined by participant self-evaluation at the end of each session and performance evaluation by the trainer at the end of the fourth and fifth training sessions. The self-evaluation process enabled the trainee to give their view of the training process. The participant was presented with evaluation questionnaires that were filled after a given session. The survey questions focused on the ability of the participant to acquire new skills. The trainer also performed a performance evaluation at the end of the fourth and fifth session. The trainer observed the participant and evaluated the acquired skills. The performance of the participant was then compared with the expectations of the training session. If a participant meets the target goals of the training session, then the performance was good. However, if the participants did not meet the session goals, then the performance was bad. The video recorded during the training was also effective in performance evaluation. A swimming self-evaluation scale was created to measure the performance of the skills gained by the participant. The performance checklist in the form of a questionnaire that was presented to the participants at the end of each swimming lessons was evaluated against the swimming self-evaluation scale. The checklist tested on a wide range of individual items that were related to the three training techniques. The same scale was also used for the trainer’s performance evaluation. The self-evaluation scale was a five value scale that indicated the level of performance. The number five represented an excellent performance, four a great performance, three a good performance, two moderate performance and one poor performance. The values were added to give the overall performance level of a participant. An additional evaluation was involved in testing the technique of handstand underwater. The time that the participant stayed under water was also a recorder. The variable of time was used in evaluating the ability of the participant to remain under water on handstand. The longer the participant stayed under the water, the better the performance. 3. Results Two trainers that had relevant skills in the handstand, forward and backward roll underwater, did the final evaluation of the participant. Two trainers were used to ensure a fair and consistent performance. The correlation of the two trainers was 0.86. Therefore, the overall result was an average of the two judges because the results of the two judges were highly correlated. The total performance value for the participant ranged from 0 to 100. The accumulated value for all the performance evaluation points added up to 100. The first, second, and third self-evaluation checklist were not used in the final evaluation. The trainer used these evaluations in determining the point of need of the participants. They were very important in the preparation and personal training of the participant. However, these results were used in comparing the performance between the adjacent sessions. Through the training sessions, the participant displayed an increase in the accumulated performance. The fourth and the fifth training self-evaluation checklists were used in the overall performance evaluation. The participant of the research was proofed to be very truthful. The conclusion was based on the fact that the correlation coefficient of the participant self-evaluation and that of the trainers was highly correlated. Because of the high correlation coefficient of 0.82, only the trainers’ performance was used for the final evaluation. The participant evaluation could disregard without causing any significant effect on the final results. The mean and standard deviation was calculated for the performance of the participant in the fourth and fifth training session. The ANOVA was then used in evaluating the difference in performance between the two training sessions. The test indicated that there is a significance difference between fourth and the fifth training session. The mean indicated that the participant displayed better performance for the fifth session than the fourth training session. When doing the handstand, the participant stayed underwater for the handstand for 4-second while for the fifth training session the participant stayed underwater for the duration of 6 seconds. The results also showed that it was more difficult to learn the backward roll that the forward roll for all the participants. 4. Discussion From the results, it is evident that the participant displayed better performance for the fifth training session than the fourth training session. Time was the determining factor [Mir05]. As the participant dedicated more time and effort in learning handstand, forward and backward roll underwater, the higher the performance. It was important first for the participant to acquire basic skills in a handstand, forward and backward roll underwater. Before the participant could master these techniques, they had to learn how to breathe and hold their breath underwater. It was very important to learn on how to inhale with their mouths close to the water surface or how to exhale through the nose. There was a need for the participant to be in a relaxed mood while swimming. This can only be achieved through proper body position, breathing and stroke mechanics that make relaxation easier. In addition, the participant had to coordinate their arm motion. Underwater all strokes are similar and, therefore, proper strokes will prevent injuries that may be caused by the incorrect movements [Fra04]. Proper dressing also helps in performing well in swimming. It was noted that the participant was not properly dressed for the fourth training session. The clothing the participant had on was a hindrance to their motion in the water. It was important for a swimmer select clothing that allows them to move freely in water it is an added advantage to doing a handstand, forward and backward roll under water. In the fourth training session, the participant tended to ignore the effect the cloth selection will have to their performance. However, in the fifth training session, the participant corrected this mistake. The goal of the handstand swimming techniques was not to test the participant ability to do perfect handstands but on the duration of time for which one could manage the handstand. From the results, the participant stayed under water for a longer time in the fifth session than the fourth session. The reason for the difference in time is on the fact by the fifth session the participants had acquired all the basic skills that are required in performing a handstand underwater. Some people are not born perfect swimmer. Swimming skills are gained through constant practice and hard work. With a lot of practice and effort, one can easily become an expert swimmer[Rog11]. The limited training period can make it difficult to perform difficult techniques like a handstand. One of the reasons that the participant gave for the short time that she could stay underwater is that she could not hold her breath any longer. The participant acknowledged that she had to take massive breaths before she could go underwater. The amount of time that such a person can stay under water is three to five seconds[Wen09]. Beyond three second most such people cannot hold the breath any longer. People that are asleep often hold their breath for a much longer time without their knowledge than most swimmers[Luc12]. Swimmers that are training in a new technique often panicked when they were underwater. However, with practice and training, the trainee acquires the basic skills, and they get less scared[Nic09]. The confidence gained enabled one to stay underwater for a much longer time and move faster and swiftly. From an evaluation of the personal checklists, the reasons that the participant gave for the panic was water entering their nose. The first flip for the beginner participants ended up in the same way[Cli09]. The swimmer getting their fist flip came out of the water coughing and some their noses filled with water. This was observed for the participant in the fourth training session than in the fifth training session. Nevertheless, with a little bit of more practice, these instances are eliminated. Time and effort enabled the participant to perfect her skills, and she could easily do a forward and backward roll elegantly. However, initially the biggest mistake the participant made was doing both the forward and the backward roll on one motion. Making both the backward and the forward roll at one motion will cause water to flow into the nose[Pau08]. It is important for a swimmer to blow out air from their nose before going underwater[Cli09]. Getting rid of the air in the nose will prevent the swimmer from chocking of in the pool of water. The steady streams of air bubbles that will be coming out of the nose will prevent water from moving up into the nose to chock the person. Some people advocate for nose plugs, but they are not very important, all that is needed is a little more practice in controlling breathing[Fra04]. It was also observed that at first the participant made irrational decisions. Some of these decisions caused injuries. When a swimmer is underwater, their ability to make and take a quality decision is hindered especially in learning new techniques[Pau10]. Therefore, it is important for the swimmers to make a quality decision before they get into the water. The forward roll was easier to learn for the participant than the backward roll. Even though both the techniques involve the same skills, it is often difficult to learn the backward roll that the forward roll[Pau12]. Often walking forward is much easier than walking backward, this is the same principle that is employed. In the backward roll, the swimmer should develop kinesthetic awareness and strength in their entire body[Tom07]. The limitation of the protocols that were used is their inability to evaluate the pretest condition to the training performance. The performance evaluation used in the research did not evaluate the underlying circumstances affecting the participant’s performance. In addition, the participant’s self-evaluation checklist results are not that effective. The major reasons why these results are not effective is because they are affected by the subjective judgment of the participant. The participant might not present correct information. There is a likely hood that what they think about themselves is not entirely the reality. 5. Conclusion Skills like handstand, forward and backward roll under water are swimming skills that require a lot of dedication in terms of time and effort. Acquiring the basic skills in performing these swimming techniques is not that easy. Acquiring great swimming performance is greatly dependent on swimmers techniques. Therefore, it is important for swimmers to dedicate a great portion of their time in acquiring these skills. Swimmers that are interested in improving their performance need to devote the adequate amount of time to improving their movement. In addition, these skills cannot be attained within a limited period. New swimmers need to work diligently in building their basic swimming skills in performing a handstand, backward and forward roll. The ability of a trainee to learning handstand, forward and backward roll is related to basic skills like ability to stay underwater, breath control and body balance. Therefore, once the swimmers develop these basic skills, they are likely to display better performance. 6. References Dav04: , (Wright & Copland, 2004), Cla04: , (Sherrill, 2004), Ric04: , (Misrach, 2004), Nic11: , (Newell, 2011), Shy05: , (Allamanen, Ranganathan, K, & Agarwal, 2005), Jim09: , (Noble & Cregeen, 2009), Mir05: , (McFarlane & Bissell, 2005), Fra04: , (Ingjer, Stallman, & Stray-Gundersen, 2004), Rog11: , (Guttridge, 2011), Wen09: , (Boglioli, 2009), Luc12: , (Blythe, 2012), Nic09: , (Keegan, 2009), Cli09: , (Gifford, 2009), Pau08: , (Huddle, Roch, & Babbitt, 2008), Fra04: , (Ingjer, Stallman, & Stray-Gundersen, 2004), Pau10: , (Mason, 2010), Pau12: , (Hoblin, 2012), Tom07: , (Wright & VanHecke, 2007), Read More