B8981 - ATTIVITÀ TECNICO PRATICHE DI ESERCIZIO ACQUATICO

Learning outcomes

The course aims to provide students with appropriate scientific and practical knowledge to understand, design, and deliver physical activity in aquatic environments, both in typical populations and in individuals with specific motor, cognitive, and motivational need.

Course contents

The course is structured according to an experiential, practice- and laboratory-based learning approach, organized into modules that guide students through all phases of the scientific process applied to Aquatic Exercise: experimental design, data acquisition, quantitative analysis, interpretation of results, preparation of technical reports, and group presentations. In-person attendance represents a fundamental component of the learning process, as the required competencies are strongly linked to direct experience, experimentation, and collaborative work.

An initial part of the program provides methodological and operational competencies for the design, implementation, and analysis of experimental protocols applied to aquatic motor activity. Students learn how to apply the scientific method to the study of aquatic movement, from problem definition to hypothesis formulation. The course addresses experimental design, sample selection, and the use of biomechanical and physiological instrumentation for data collection. Practical skills include observation of motor patterns and objective measurement of movement through monitoring devices and tools. Statistical analysis of results, their critical interpretation, and the preparation of a scientific report aimed at transferring evidence into motor and sport practice conclude this initial training phase.

The program then continues with three main modules focused on specific thematic areas, each supported by scientific evidence and aimed at developing advanced skills through laboratory activities and group-based project design. The three modules focus on:

Water Running

The first module is dedicated to the analysis of physiological and energetic responses to high-intensity aerobic water running. Through controlled experimental trials, students assess parameters such as VO₂max, blood lactate concentration, and rating of perceived exertion. The literature indicates that deep-water running provides an effective cardiovascular stimulus, with oxygen consumption and metabolic activation comparable to land-based running, while imposing reduced joint loading. The module integrates water-running testing protocols performed by students, data acquisition and analysis, and discussion of the results.

Water-Based Recovery

The second module examines the role of the aquatic environment in post-exercise recovery processes. Physiological responses under different immersion conditions are analyzed, including heart rate, heart rate variability, blood pressure, and ventilation. Laboratory activities allow comparison of post-exercise recovery in water under varying conditions such as temperature or body posture, highlighting how different immersion modalities may facilitate faster cardiovascular normalization and improved functional rebalancing. This module develops competencies in physiological signal interpretation and in the design of evidence-based recovery strategies, particularly relevant in sport and rehabilitation contexts. The module involves students performing water-based exercise followed by recovery protocols; through data collection and processing, it culminates in a phase of result comparison and interpretation.

Aquatic Exercise (Aquafitness)

The third module focuses on the study of physiological and kinematic responses to Aquafitness exercises. Students analyze heart rate, perceived exertion, and movement parameters across different motor patterns performed at varying movement cadences. Scientific evidence indicates that Aquafitness provides an effective cardiorespiratory and neuromuscular stimulus, while reducing joint impact and increasing muscle engagement. Particular emphasis is placed on movement analysis and on the relationship between perceived intensity, cardiovascular response, and movement frequency. The module includes student-led Aquafitness exercise protocols at different cadences, together with data collection and analysis, followed by a phase of comparison and interpretation of findings.

Overall, the course aims to integrate theoretical and applied knowledge, training professionals capable of designing, monitoring, and evaluating Aquatic Exercise interventions based on objective data and a solid scientific rationale.

Readings/Bibliography

The slides used during the lectures will be provided and made available within the course materials on the dedicated online platform, together with the scientific articles supporting the rationale of each module.

Students may also contact the Professor for specific clarifications and recommendations on appropriate reference texts.

Teaching methods

Classroom-based lectures and technical–practical activities in the swimming pool are scheduled.

Given the nature of the activities and the teaching methods adopted, participation in this training program requires all students to complete Modules 1 and 2 via e-learning and to attend Module 3, which consists of specific training on health and safety in study environments. Information regarding dates and attendance procedures for Module 3 is available in the dedicated section of the degree program website.

Assessment methods

Student learning outcomes will be assessed through:

i) a written examination focused on scientific rationale and laboratory methodology, consisting of 15 multiple-choice questions (four options, one correct answer), with a duration of 20 minutes, administered via the EOL platform using the student’s personal laptop;

ii) an evaluation of the Technical–Practical Activity, based on the phases of laboratory design, data acquisition, and preparation of the final report. This assessment, initially conducted at the group level and subsequently individualized, may result in a variation of ±5 points relative to the score obtained in the written examination.

Artificial Intelligence may be used as a supportive tool for individual study, including activities such as content clarification, summarization, and self-assessment pathways. With regard to learning assessment, limited, declared, and non-substantial use of AI is permitted for support activities (e.g., summaries and reformulations). Substantial use of AI for completing parts of the assessment is not permitted.

Teaching tools

To promote student engagement in the learning process, phases of active learning and competency-based teaching will be incorporated.

Office hours

See the website of Matteo Cortesi