"Which stroke next? All strokes next!": Part two: Strokes for intermediate and advanced swimmers
Stallman, Robert Keig; Horneman, Ebbe L.; Vikander, Nils Olof; Mwaipasi, Alexander; Laakso, Bente W. H.; Nysted, Haakon-Paavo L.; Ongala, Toni
Peer reviewed, Journal article
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2023Metadata
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Original version
International Journal of Aquatic Research and Education. 2023, 14(1), Artikkel 10. 10.25035/ijare.14.01.10Abstract
The primary goal of this two-part project is to answer the rhetorical question of which strokes should be taught first, and which later (Langendorfer, 2013, Stallman, 2014a). As you have seen in Part One, we emphasize (as have many others) the need for a firm foundation before any stroke is introduced. When the learner is ready for propulsive motor competencies, there is no stroke which suits all as their first. In Part One we explored the “beginning strokes” all of which are candidates for any given learner’s first stroke. We also argued that after mastering their very first stroke the learner should learn the other, “first strokes.” This also broadens the base for the learning of other strokes as the learner advances to intermediate and advanced levels. Here in Part Two, we explore additional strokes, chosen as essential because of some unique quality which makes them the best solution in some specific, potential risk situation. They should, therefore, be included in any comprehensive, proactive aquatic educational program.
Journal
International Journal of Aquatic Research and EducationCopyright
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Revisiting the metaphorical concept of “No Strokes First - All Strokes First”: Part one: Beginning strokes
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