As practitioners of the Halliwick concept, we are all familiar and "immersed" in the properties of water and the effects it exerts upon objects and individuals that experience this special, if "alien" environment. Similarly, we are also aware that it is the first point of the Ten Point Programme (mental adjustment), that forms the foundation for development and acquisition of water skills.

It is this subject of mental adjustment and the "quality" of relationships within the water that I wish to address: the relationship of swimmer to water, of swimmer to helper and the peer relationships within the group. It is, I believe, the quality of theses relationships and interactions that will have a significant effect upon the swimmers "learning" and skill acquisition.

Together with the work developed by "Mac" that has such an influence upon our practice at Vranch House, I would like to explore other schools of thought, particularly those of Veronica Sherbourne (Developmental Movement) and that of Professor Peto (conductive education) in an endeavour to demonstrate how the water and the environment of a swimming pool can achieve and facilitate some of their goals and objectives and provide an effective learning environment.

Developmental movement - broadly falls into five categories: body awareness, spatial awareness, confidence, relationships and creative movements. Particular attention will be given to relationship movements and the development of "trust".

Conductive education - movement, language and function influence one another and develop together. Peto made the conceptual leap of regarding motor disorder as a learning difficulty rather than a condition to be treated. "Conductive education is not about programming - it is a philosophy about believing the child's ability to learn" (Jernqvist; 1980).

As a therapist working not only with children with significant physical difficulties (cerebral palsy, spina bifida, muscular dystrophy) but also with many children with minor motor impairment (dyspraxia) I have come to recognise the important role of a swimming-pool can play in many children's development, learning and well-being. The aim of this presentation will be to share these thoughts and observations and encourage practitioners to perceive the swimming pool in perhaps a new and exciting light.

If you were not in London, and want to know more, contact:

Beryl Kelsey
Tel: +44 (0) 1482 353547
kelsey@halliwickbk.karoo.co.uk

We thank Johan and Penny for their permission in reproducing this article.