Inspiratory muscle fatigue at the swimming tumble turns: its occurrence and effects on kinematic parameters of the turns.

The present study had two objectives: 1) to investigate the effects of tumble turns on the development of inspiratory muscle fatigue (IMF) and compare this to whole swimming, and 2) to evaluate the effects of pre-induced IMF on the kinematic parameters of tumble turns. Fourteen young club-level swimmers (13 ± 2 years of ages) completed three swim trials. The first trial was used to determine the 400-m front crawl swim time at maximal effort (400FC).

More on the Use of Goggles and Snorkel in Learning-to-Swim: New Results for Children Fear of Water.

In recent research, we found that the use of goggles and snorkel benefited non-swimmers with fear of water in a learn-to-swim program. Our purpose in study was to examine the effects of using goggles and snorkel during a learn-to-swim program on the aquatic skills of young non-swimmers fear of water. We modelled this research on our prior study.

Effects of Moderate Altitude Training Combined with Moderate or High-altitude Residence.

We aimed to identify potential physiological and performance differences of trained cross-country skiers (V˙o=60±4 ml ∙ kg ∙ min) following two, 3-week long altitude modalities: 1) training at moderate altitudes (600-1700 m) and living at 1500 m (LMTM;N=8); and 2) training at moderate altitudes (600-1700 m) and living at 1500 m with additional nocturnal normobaric hypoxic exposures (FiO =0.17;LHTM; N=8). All participants conducted the same training throughout the altitude training phase and underwent maximal roller ski trials and submaximal cyclo-ergometery before, during and one week after the training camps.

The Effect of Using Goggles and Snorkel for Aquatic Skills Acquisition in Youth Learn-to-Swim Programs.

Our purpose in this study was to examine the effects of using goggles and snorkel during a learn-to-swim program on the aquatic skills of young non-swimmers with fear of water. 40 children volunteered to participate in the study and were randomly divided into two groups: one that used goggles and snorkel (GS) and one that did not (NGS). After four weeks (five sessions per week) of learn-to-swim interventions, both groups improved aquatic skills, but improvements in water entry, back gliding, and prone swimming were greater for the GS than for the NGS group.