When the children in the shallow end are asked to make bubbles under the water by releasing air through the mouth and the nose…
Blows without their face touching the water.
Blows putting their mouth at the level of the water.
Doesn’t blow in the water, but puts their face completely in the water.
Blows through mouth and nose putting face completely in the water.
Is able to coordinate breathing (taking in air and releasing it) continuously several times.
|2. Dorsal balance.|
When the children are asked to float in star shape in dorsal position…
Cries so doesn’t have to perform dorsal flotation.
Performs dorsal flotation holding onto or supported by somebody.
Performs dorsal flotation, supported by a flotation aid.
Performs dorsal flotation without help (from either a human or a flotation aid).
Plays, performing both dorsal and ventral flotations.
When children are asked to pick up different objects in the deep end and take them to the edge of the pool…
Is unable to pick up the different sized objects and take them to the edge of the pool, not even with the help of a floatation aid.
Is able to pick up different sized objects and take them to the edge of the pool, with the help of an adult.
Is able to pick up different sized objects and place them on the edge of the pool with the help of a floatation aid.
Is able to pick up different materials without any help and autonomously, supported only by a tubular float.
Is able to pick up different sized objects and place them on the edge of the pool without any help from any auxiliary aid and autonomously.
|4. Ventral movement.|
When the children are asked to move ventrally, using their hands and legs to move and look for toys that are at different distances without immersion…
Refuses to move alone in the pool.
Moves a short distance with the help of an adult.
Moves alone with the help of a flotation aid, moving arms and feet.
Moves without the help of any auxiliary aid, moving arms and feet, without combining this with breathing.
Moves a minimum distance, without any help, moving arms and feet, combining this with breathing.
When the children are asked to do a somersault (transversal axis) without pushing off from the floor…
Refuses to do the activity, doesn’t try.
Does it with somebody’s help.
Does it with the help of an aid.
Does it, but only either forwards or backwards.
Does it completely autonomously, showing ability to do it forwards and backwards.
|6. Dorsal movement.|
When indicated the child has to move in dorsal position…
Does not manage to move, does not achieve dorsal position and/or does not manage to move.
Moves moving only legs alternately, with an adult’s help.
Moves moving legs alternately with the help of a flotation aid.
Moves moving legs and arms alternately, using a flotation aid
Moves moving legs and arms alternately, without any help.
When a child is asked to go through the hoops placed at different depths…
Refuses to perform the task.
Tries it, but is unable to get face or respiratory tracts wet.
Tries it, but has difficulties passing through the hoops, needs somebody’s help.
Is able to submerge in water, but only manages to pass through the hoop at little depth.
Is able to pass through various hoops, regardless of the depth the hoop is placed at.
|8. Body schema.|
The particpants are told that they are going to play “catch”. The teacher will indicate the part of the body that they have to touch to be considered caught, and the part of their body to touch with …
Is unable to perform any action.
Gets confused with the names of the parts of the body.
Is only able to identify the parts of their own body.
Is able to identify the parts of their own body and those of the classmates.
Shows confidence and initiative when performing the activity and knows the parts of their body and those of the classmates.
We are going to play with drums, we have to make music, beating the board with our hands. The teacher will indicate when they have to beat harder or softer, to mark a fast or slow rhythm.
Doesn’t know how to carry out the instructions.
Is able to perform some of the activity, but with the help of an adult.
Is able to perform some of the activity without anybody’s help.
Is able to do the activities alone, but makes a mistake in the sequence of instructions given by the teacher.
Is able to carry out the instructions and respects the temporality of the teacher’s instructions.
Whe the class was over the boys/girls had to put on their bathrobe pr towel and sandals to go to the changing room…
Shows no autonomy when getting dressed, has a passive attitude, and sits and waits for someone to do it for them.
Always needs an adult help to perform these tasks.
Is unable to get dressed alone, but tries to do it,
Is able to get dressed alone, but still needs a little help from an adult.
Is able to get dressed alone and does it autonomously.
When a child is asked to pick up the puzzle pieces and take the to the edge to make a mat…
The child doesn’t want to participate in the activity.
The child cannot differentiate between the colors placing a piece of a certain color where it doesn’t correspond.
The child does what they see the others do, does not show initiative to do it without copying the others.
The child does it, but is not confident about what they are doing.
The child shows confidence and initiative when doing the activity and is able to join up the pieces where they correspond without any help.
|12. Oral language.|
We’re going to tell a story, the teacher begins, and each child should indicate the next action in the story…
Is unable to formulate phrases of more than three words.
Makes some short phrase and pronounces them, but copies from the rest.
Communicates through short phrases and doesn’t pronounce them very fluently
Makes some long phrases and pronounces them fluently.
Is able to make complex phrases and pronounce them correctly and fluently.
In two heterogeneous groups, the teacher encourages the children to build a castle or tower with material available in the pool, carrying it from one side to the other in the shallow end of the pool. As the activity develops, the children are asked: How do you feel about working with your team?...
The child rejects the activity, and does it alone without any help from the others, and without communicating with them.
The child doesn’t relate to the other classmates, they do the activity together, but he/she doesn’t communicate with the other classmates to express opinion.
The child communicates and expresses themselves, but only to the teacher.
The child communicates with classmates, expresses opinion, but doesn’t know how to listen to the others.
Knows how to keep quiet, but not only this, listens actively (knows how to listen and answer at a suitable moment).
|14. Solving conflicts (ability to interpret a conflict and find alternative solutions).|
When the child goes into the changing room, the beach area …
Refuses to go into the pool area, cries, has tantrums.
Cries because doesn’t want to go in.
Goes in alone, but afraid and insecure.
Needs an adult’s help to go in.
Goes in alone with enthusiasm.
|15. Self-control (ability to interpret own beliefs and feelings and control impulses)|
When the child goes into the water …
Refuses to go into the pool.
Needs an adult’s help and/or an aid to go in.
Goes in after having sat on the edge of the pool.
Goes in down the steps, going up and down, without any help.
Jumps into the water, adapts going into the water to the situation proposed by teacher or the exercise.
|16. Self-control (ability to interpret own beliefs and feelings and control impulses)|
Playing hide-and-seek, the children have to hide their face in the water, the child reacts…
Avoids wetting their face.
Only wets their face, with an adult’s support.
Submerges holding onto the overflow.
Submerges holding on to a float.
Completely submerges without any type of help.
|17. Self-control (ability to interpret own beliefs and feelings and control impulses)|
When it is proposed that the child jumps into the water…
Refuses to jump in.
Expresses refusal after crying.
Does the activity, but with the teacher’s or an adult’s help.
Is able to jump in form a standing position without the teacher’s help.
Is able to jump in from various heights and in various ways.