O método halliwick no desenvolvimento de habilidades aquáticas em uma criança com paralisia cerebral

Abstract

Introduction: Cerebral Palsy (CP) is a non-progressive neurological condition that compromises motor and postural functions and is also associated with sensory and communication alterations. Given its high prevalence in low- and middle-income countries and the challenges it poses to autonomy and social participation, adapted aquatic activities have emerged as an effective strategy in therapeutic and sports contexts, especially for children with CP. From this perspective, the Halliwick Method proposes a structured Ten-Point Program that fosters aquatic competencies, functional independence, and social inclusion. Objective: To evaluate the development of a child with cerebral palsy in learning aquatic skills through instruction based on the Halliwick Method. Methods: This was a single-case study with a mixed-methods approach, conducted within the Program of Motor Activities for Persons with Disabilities at the Federal University of Amazonas (PROAMDE/UFAM). The participant was a five-year-old female child with spastic hemiparetic cerebral palsy. Data collection instruments included the Winnick Aquatic Skills Assessment Scale (2010) and the Halliwick Ten-Point Program. An aquatic activity intervention program based on the Halliwick Method was used, including 12 interventions of 45 minutes each, carried out over a period of 10 weeks. In addition, pre-intervention and post-intervention assessments were conducted. Sessions were video-recorded; footage was tabulated and coded. Data analysis combined descriptive statistics and qualitative triangulation of sources. Results: The participant demonstrated overall improvement in aquatic skills, with notable progress in Water Orientation (85.7% of tasks improved) and Breaststroke (85.7%), which showed the highest progression rates, followed by Lateral Propulsion (83.3%) and Frontal Propulsion (77.8%). Consistent advances were also observed in Back Propulsion (71.4%), although challenges persisted in dorsal floating, one of the most complex tasks in the aquatic repertoire. These results reflect meaningful gains in motor coordination, breath control, and axial stability, and consolidate an expanded functional motor repertoire. In light of the literature, these findings represent relevant indicators of pedagogical progression and suggest potential for the participant’s future inclusion in adapted swimming initiation programs—once the appropriate developmental stage for sport initiation is reached. Conclusion: The Halliwick Method proved effective in developing aquatic skills in a child with CP, promoting gains in coordination, breath control, balance, and axial stability. The findings show that axial stability can progress even without full mastery of floating, confirming the stepwise nature of the Halliwick Ten-Point Program and underscoring functional achievements that enhance autonomy and confidence in the aquatic environment. The results also indicate the method’s potential as a preparatory strategy for swimming initiation, by providing the motor and functional foundations needed for safe and progressive participation. The study thus highlights the pedagogical and therapeutic value of the Halliwick Method and its relevance across educational, clinical, sports, and inclusion contexts for persons with disabilities.