B8613 - ATTIVITÀ TECNICO PRATICHE DI SPORT ACQUATICI

Learning outcomes

Through technical-practical activities, the student will acquire specific practical and applied skills related to swimming and other aquatic sports.

Course contents

The technical-practical activity aims to provide students with methodological and operational skills for the design, implementation, and analysis of experimental projects applied to aquatic motor activity. The approach integrates scientific knowledge with practical tools for the observation and measurement of exercises performed in water. Activities are conducted in a controlled environment using specific instrumentation for biomechanical and physiological analysis. The structure is articulated in the following phases:

Methodological Structure of the Experimental Project in the Aquatic Environment

The first axis of the program focuses on the logical and scientific construction of an experimental project applied to the aquatic context. The didactic activity is centered on the use of the scientific method to analyze real-world problems related to motor performance in water, such as swimming, water running, aquatic walking, exercise, and active or passive recovery. Topics covered include problem definition, literature review, hypothesis formulation, and methodological planning of the intervention, with particular attention to the transfer of results into motor practice. Projects are structured according to an applied experimental design involving observations and measurements in a controlled aquatic environment. Technological tools such as inertial sensors, underwater cameras, pressure sensors, and metronomes are used to objectively and reliably capture motor actions and movement biomechanics.

Experimental Design, Instrumentation, and Data Acquisition

This second area develops technical competencies for setting up the project and properly collecting data. Each activity will be based on specific experimental protocols related to aquatic tasks or performances, such as stroke tests in swimming, postural exercises, submerged walking trials, or evaluations of responses to acute exertion. Students will learn how to define and classify experimental variables, select a sample according to inclusion/exclusion criteria, choose appropriate equipment, and implement standardized measurement procedures. Work will involve biomechanical monitoring devices (inertial sensors, cameras, load cells) and tools for assessing physiological responses to exertion (heart rate monitors, lactate analyzers, pulse oximeters, blood pressure monitors), directly applied to aquatic exercise. Particular attention will be paid to the validity and reliability of the instruments, the objectivity of data collection, and the standardization of testing conditions.

Data Analysis, Interpretation, and Communication of Results

The third macro-area addresses the final stage of the experimental project, focused on statistical processing, critical interpretation, and communication of results. Analyses will be based exclusively on the results obtained from the students’ own experimental projects. Descriptive and inferential statistical methods will be used to assess trends, variability, and differences in the collected data. Findings will be interpreted in light of the current scientific literature and translated into practical recommendations for sport and performance contexts. The final presentation, consisting of a group report composed of individual student contributions, will follow the standard structure of a scientific report (introduction, materials and methods, results, discussion, conclusion), and will include both oral presentation and production of slides, individually and as a group.

Readings/Bibliography

The slides used during the lessons will be provided and made available within the teaching materials on the dedicated online platform.

Students may also refer to the following books to consolidate or further explore the topics covered:

• 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

Practical sessions in the swimming pool will be scheduled to develop technical skills, observational abilities, and critical thinking. These hands-on activities will be carried out through group-based exercises, in which students will be divided into small teams and work independently on structured tasks involving data collection, shared reflection, and presentation of results.

Considering the teaching methods and activities, it is mandatory for all students to attend Module 1 and 2 [https://www.unibo.it/en/services-and-opportunities/health-and-assistance/health-and-safety/online-course-on-health-and-safety-in-study-and-internship-areas] online and Module 3 on occupational health and safety. Information Information about Module 3 attendance schedule is available on the degree programme website.

Assessment methods

Integrated with the theoretical module of the course, the level of preparation acquired by the student will be assessed through an individual oral examination. This oral exam must be connected to the presentation of the laboratory project or group-based practical exercise. The project will serve as the starting point for in-depth discussion and evaluation of the topics covered in the course syllabus.

The final evaluation will take into account not only the student’s knowledge of theoretical content but also the practical and methodological competencies demonstrated during the development of the project. Specifically, assessment will focus on the ability to coherently and thoroughly plan the proposed activity, clearly define objectives and operational methods, organize a data collection session, correctly and statistically analyze the collected data, and present and discuss the results in a structured and scientifically sound manner.

Teaching tools

Active learning phases and competency-based teaching strategies will be incorporated, along with self-assessment strategies to support student participation in the learning process

Office hours

See the website of Matteo Cortesi

See the website of Giorgio Gatta