B8612 - SPORT ACQUATICI

Learning outcomes

At the end of the course, the student will be able to understand the specific training methodology of various sports performed in the aquatic environment, to design, plan, and monitor training sessions aimed at improving performance in aquatic settings, and to understand and apply sport science research to aquatic activities.

Course contents

The theoretical course provides a scientific foundation for understanding and applying training principles in aquatic sports, integrating physiological, biomechanical, and methodological knowledge. The course is structured around three main areas that explore the key determinants of performance, the development of sport-specific physical conditioning, and the planning of training programs in relation to the characteristics of both the athlete and the discipline.

Physiological, biomechanical, and technical elements of performance in water

This area introduces the analysis of the primary determinants of performance in aquatic activities. It delves into the physiological, biomechanical, and environmental components that influence the effectiveness of aquatic movement. Central to this section is the study of the technical model of the high-level swimmer, with a focus on the biomechanical and kinematic parameters that define efficiency in aquatic sports.

Key concepts addressed include oxygen consumption and energy cost in aquatic locomotion, with reference to movement economy and metabolic analysis for performance assessment, in comparison to terrestrial forms of locomotion. The training of energy systems is examined with regard to the aerobic, anaerobic alactic, and anaerobic lactic pathways, aiming to provide a theoretical and practical basis for training design in these disciplines.

The section also introduces the analysis of specific training methods, their classification according to physiological objectives, and the main strategies for monitoring and functionally evaluating athletes in water through the use of standardized testing protocols.

Physical development and conditioning in aquatic sport athletes

This section focuses on strength and power as essential components of performance. The strength requirements of swimmers are defined in relation to event distance and stroke style. Methods for developing strength are examined both in general terms (dryland training, muscular strengthening) and in sport-specific contexts (in-water training using hydrodynamic resistance or technical devices).

The aquatic environment is also explored as a medium for the development of aerobic endurance, taking advantage of water resistance to enhance the relevant energy systems. Additionally, the use of water-based settings for improving joint mobility is discussed, highlighting protocols aimed at increasing range of motion and preventing injury.

The module concludes with the application of these principles not only to swimming but also to other aquatic disciplines such as rowing and kayaking.

Training planning and specificity by age, gender, and discipline in aquatic sports

This area addresses the construction of the functional profile of aquatic sport athletes, with particular attention to swimming, in relation to specialization, distinguishing between sprinters, middle-distance swimmers, and distance swimmers. The implications for technique and training load are analyzed in depth. Training planning and evaluation are discussed based on race distance and seasonal objectives, including periodization models, load distribution, and technique management.

Special attention is given to the specific needs of youth swimming and gender-based differences, with considerations regarding biological development, load sensitivity, and neuromuscular adaptation. The analysis and distribution of swim competitions are included to support effective preparation cycles and peak performance planning. This entire section provides tools for designing training programs according to the specific discipline and competitive context.

Readings/Bibliography

The lecture slides will be made available to students through the course's online teaching materials platform.

Students may also use the following textbooks to consolidate or further explore the topics covered in the course:

Counsilman, J.E., Consilman, B.E. (2004). La nuova scienza del nuoto. Zanichelli.

Di Prampero, P. E. (2015). La locomozione umana su terra, in acqua, in aria: fatti e teorie. II Edizione. Edi. Ermes.

Riewald, S. A., & Rodeo, S. A. (2015). Science of swimming faster. Human Kinetics.

Thomas, J.R., Nelson, J.K., Silverman, S.J. (2012). Metodologia della ricerca per le scienze motorie e sportive. Calzetti Mariucci

Teaching methods

Teaching will be delivered through classroom lectures. During the course, experts in the field will give seminars on specific topics included in the syllabus.

Given the nature of the learning activities and teaching methods adopted, all students are required to complete Modules 1 and 2 of the University's health and safety training in e-learning mode (https://www.unibo.it/en/services-and-opportunities/health-and-assistance/health-and-safety/health-and-safety-in-study-and-internship-environments ) and to attend Module 3, which provides specific training on health and safety in study environments.

Information on the dates and attendance arrangements for Module 3 is available in the dedicated section of the degree programme website.

Assessment methods

The level of knowledge and skills acquired by each student will be assessed through an individual oral examination. The oral examination will be integrated with the presentation of a laboratory project or practical assignment carried out in groups. The project will serve as the starting point for an in-depth discussion of the topics covered in the course.

The final assessment will take into account not only the student's knowledge of the theoretical content, but also the practical and methodological competencies demonstrated during the development of the project. In particular, the evaluation will consider the student's ability to design a coherent and comprehensive activity; to define clear objectives and appropriate operational methods; to organize a data collection session; to process and analyse the collected data correctly using appropriate statistical methods; and to present and discuss the results in a structured and scientifically sound manner.

Artificial intelligence (AI) may be used as a support tool for individual learning, including for further study, content summarization, and self-assessment activities. With regard to the assessment of learning, only limited and non-substantive use of AI is permitted for support purposes (e.g., summarization and text rephrasing). Substantive use of AI in completing the assessment is not permitted.

Teaching tools

To promote students' engagement in the learning process, active learning and competency-based teaching approaches will be incorporated, together with instructional strategies focused on self-assessment.

Office hours

See the website of Matteo Cortesi

See the website of Giorgio Gatta