Article
The purpose of the research: to identify the main features of swimming training for people with epilepsy in a deep pool that does not accompany serious disorders of the musculoskeletal system and other complex comorbidities.
Methods and organization of research. The study was conducted by the teaching staff, students, undergraduates and postgraduates of the Departments of Theory and Methodology of Hydro-rehabilitation, the Institute of Adaptive Physical Culture and the Department of Theory and Methodology of Swimming on the basis of the swimming pool of the P.F. Lesgaft National University, St. Petersburg in the period from 1996 to 2019. The following research methods were used in the study: analysis of surface and underwater photo and video recording of practical classes between a trainer and a student in a deep pool; generalization of the author's long-term experience in the field of hydro-rehabilitation of children with disabilities (including students with epilepsy); pedagogical observations using heart rate recording on POLAR ELECTRO ACCUREX PLUS and POLAR S610T, POLAR S810TM monitors (more than 250 classes) with continuous recording of R-R intervals (23 classes); pedagogical experiment.
The research results and their discussion. The results of the study made it possible to determine the features of the process of initial swimming training for people with epilepsy in a deep pool; to identify the precursors of the onset of an epileptic seizure in a student in an aquatic environment; to analyze the possible causes of an epileptic seizure during a class; to theoretically develop and experimentally substantiate an algorithm for the sequence of actions of a coach during an epileptic seizure in a student, aimed at preventing possible drowning.
Conclusion. The coach's professional knowledge about the specifics of the initial swimming training process for people with epilepsy can prevent the development of an epileptic seizure and drowning of a student in a deep swimming pool, as well as safely and effectively organize the learning process itself.
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