O eggbeater (EB) é uma habilidade fundamental utilizada no polo aquático e no nado sincronizado com a finalidade de sustentação e deslocamentos. Sabe-se como o EB deve ser executado para ser mais eficiente, mas não é encontrada metodologia de ensino para o mesmo. O objetivo deste estudo foi verificar os efeitos de uma intervenção de ensino sobre parâmetros de desempenho de EB. Participaram 15 crianças de ambos os sexos (idade: 8,13 ± 1,68 anos) adaptadas ao meio aquático. O período de intervenção foi composto por 12 aulas com sequências de exercícios específicos para o ensino do EB. Na avaliação pré-intervenção foi realizada antropometria e um teste de impulsão vertical em terra para estimar a potência dos membros inferiores (PotMI). Os testes na água foram aplicados antes e após o período de intervenção. Foram realizados dois testes na água: o teste de EB de suporte, sob máxima intensidade, com duração de 10 s, para obter as variáveis distância média mantida entre os joelhos (DJs), variação vertical do quadril (Vvq) e sobreposição das fases de in-kick (SEB); e o teste de alçada (impulsão vertical na água), em três tentativas, para obter as variáveis altura absoluta da alçada (Hegg) e altura relativa da alçada (HRegg). Em ambos os testes, foram obtidas e posteriormente analisadas imagens de vídeo gravadas no plano frontal em relação ao executante. Adotou-se para a análise do teste de EB de suporte os seis primeiros ciclos completos de EB. Resultados: DJs e Vvq não apresentaram diferença entre os momentos pré e pós-período de intervenção. Foi encontrada diferença estatisticamente significativa para SEB, sendo, respectivamente, as médias pré e pós de 43,5 ± 29% e 20,1 ± 9%. Hegg e HRegg não apresentaram diferenças entre os momentos pré e pós-período de intervenção. De maneira geral, os resultados indicaram que as crianças que participaram do presente estudo melhoraram a técnica de execução do eggbeater a partir da análise da sobreposição. / The eggbeater kick (EB) is a fundamental skill used in water polo and synchronized swimming in order to support and to displace. It is known how the EB must be performed to be more efficient, but non teaching methodology is found for the same. The aim of this study was to investigate the effects of a teaching intervention on EB performance parameters. Fifteen children of both genders (age: 8.13 ± 1.68 years) adapted to the aquatic environment, participated in this study. The intervention period was composed by 12 lessons with specific sequences of exercise for EB teaching. In the pre-intervention period, anthropometric data were obtained and vertical jump test was carried out on land to estimate the power of the lower limbs (PotMI). Two tests in water were performed on the water, both applied before and after the intervention period: the EB support test under maximum intensity, lasting 10 s, for the variables mean distance maintained between the knees (DJs), vertical variation of the hip (Vvq) and overlapping in-kick phases (SEB); and the vertical jump test in water to get the variables absolute height (Hegg) and the relative height (HRegg). In both tests video images were obtained and analyzed from the frontal plane in relation to the performer. Six complete cycles of EB were analyzed in the EB support test. Results: DJs and Vvq showed no difference between pre-and post-intervention period. Statistically significant difference was found for SEB, being, respectively, pre-and post, 29% ± 43.5 and 20.1 ± 9%. Hegg and HRegg showed no differences between pre-and post-intervention period. Overall, the results indicated that children who participated in this study improved the technical execution of the eggbeater from the analysis of overlapping.

A força propulsiva gerada durante o palmateio é resultado do somatório das forças de arrasto e de sustentação, sendo que a componente que atua na direção do movimento desejado é igual à força propulsiva efetiva. Essas forças podem ser estimadas a partir de equações hidrodinâmicas, porém essas equações não consideram todos os mecanismos que contribuem para a propulsão. Dessa forma, o objetivo geral do presente estudo foi comparar a força propulsiva efetiva calculada a partir das equações hidrodinâmicas e a força propulsiva efetiva medida durante o palmateio de sustentação (na posição vertical, de cabeça para cima) em cada fase do palmateio. Para isso, uma praticante de nado sincronizado realizou palmateio na posição vertical de cabeça para cima durante 15 segundos, enquanto que dados cinemáticos e cinéticos foram obtidos por viodeogrametria 3D e dinamometria respectivamente. A análise gráfica de Bland e Altman foi usada para comparar as forças propulsivas efetivas medida e calculada durante o palmateio. As forças propulsivas efetivas calculada e medida foram diferentes, sendo a medida maior que a calculada. Ainda, os resultados indicaram que o palmateio executado não foi simétrico, isto é, a orientação e a força propulsiva entre a mão direita e a esquerda foram diferentes. Portanto, o achado do presente trabalho destaca a importância de mecanismos instáveis para a propulsão durante o palmateio, já que as forças estimadas por meio das equações hidrodinâmicas apresentaram resultados inferiores, sendo isso observado ao longo de todo o palmateio. / Propulsive force generated during sculling motion results from drag and lift propulsive forces, and the component acting in the direction of motion is the effective propulsive force. These forces may be calculated using hydrodynamic equations, but these equations do not consider all mechanisms that contribute to the propulsion. Thus, the main purpose of this study was to compare the calculated effective propulsive force using the hydrodynamic equations and the measured effective propulsive force during a support sculling motion (vertical position with the head above the water‟s surface) in each phase of sculling. For this, a practitioner of synchronized swimming performed sculling motion in a vertical position with the head above the water‟s surface during 15 seconds, while kinematic and kinetic data were obtained by 3D videogrammetry and dynamometry respectively. Graphical techniques from Bland and Altman were used to compare the measured effective propulsive force and calculated effective propulsive force during sculling motion. The calculated effective propulsive force and the measured effective propulsive force were different, the measured being greater than the calculated. Moreover, the results indicated sculling motion performed was not symmetric, that is, the orientation and propulsive forces between the right and left hands were different. Therefore, the result of this study highlights the importance of the unsteady mechanisms for the propulsion during sculling motion, because the calculated forces using the hydrodynamic equations presented low values throughout the sculling motion.

O eggbeater (EB) é uma habilidade fundamental utilizada no polo aquático e no nado sincronizado com a finalidade de sustentação e deslocamentos. Sabe-se como o EB deve ser executado para ser mais eficiente, mas não é encontrada metodologia de ensino para o mesmo. O objetivo deste estudo foi verificar os efeitos de uma intervenção de ensino sobre parâmetros de desempenho de EB. Participaram 15 crianças de ambos os sexos (idade: 8,13 ± 1,68 anos) adaptadas ao meio aquático. O período de intervenção foi composto por 12 aulas com sequências de exercícios específicos para o ensino do EB. Na avaliação pré-intervenção foi realizada antropometria e um teste de impulsão vertical em terra para estimar a potência dos membros inferiores (PotMI). Os testes na água foram aplicados antes e após o período de intervenção. Foram realizados dois testes na água: o teste de EB de suporte, sob máxima intensidade, com duração de 10 s, para obter as variáveis distância média mantida entre os joelhos (DJs), variação vertical do quadril (Vvq) e sobreposição das fases de in-kick (SEB); e o teste de alçada (impulsão vertical na água), em três tentativas, para obter as variáveis altura absoluta da alçada (Hegg) e altura relativa da alçada (HRegg). Em ambos os testes, foram obtidas e posteriormente analisadas imagens de vídeo gravadas no plano frontal em relação ao executante. Adotou-se para a análise do teste de EB de suporte os seis primeiros ciclos completos de EB. Resultados: DJs e Vvq não apresentaram diferença entre os momentos pré e pós-período de intervenção. Foi encontrada diferença estatisticamente significativa para SEB, sendo, respectivamente, as médias pré e pós de 43,5 ± 29% e 20,1 ± 9%. Hegg e HRegg não apresentaram diferenças entre os momentos pré e pós-período de intervenção. De maneira geral, os resultados indicaram que as crianças que participaram do presente estudo melhoraram a técnica de execução do eggbeater a partir da análise da sobreposição. / The eggbeater kick (EB) is a fundamental skill used in water polo and synchronized swimming in order to support and to displace. It is known how the EB must be performed to be more efficient, but non teaching methodology is found for the same. The aim of this study was to investigate the effects of a teaching intervention on EB performance parameters. Fifteen children of both genders (age: 8.13 ± 1.68 years) adapted to the aquatic environment, participated in this study. The intervention period was composed by 12 lessons with specific sequences of exercise for EB teaching. In the pre-intervention period, anthropometric data were obtained and vertical jump test was carried out on land to estimate the power of the lower limbs (PotMI). Two tests in water were performed on the water, both applied before and after the intervention period: the EB support test under maximum intensity, lasting 10 s, for the variables mean distance maintained between the knees (DJs), vertical variation of the hip (Vvq) and overlapping in-kick phases (SEB); and the vertical jump test in water to get the variables absolute height (Hegg) and the relative height (HRegg). In both tests video images were obtained and analyzed from the frontal plane in relation to the performer. Six complete cycles of EB were analyzed in the EB support test. Results: DJs and Vvq showed no difference between pre-and post-intervention period. Statistically significant difference was found for SEB, being, respectively, pre-and post, 29% ± 43.5 and 20.1 ± 9%. Hegg and HRegg showed no differences between pre-and post-intervention period. Overall, the results indicated that children who participated in this study improved the technical execution of the eggbeater from the analysis of overlapping.

Title: Compensatory exercise in synchronized swimming Aims: The aim of this diploma thesis is to find out the effect of movement intervention on compensating the deviations in the posture related to muscle imbalance and to influence the feeling of muscular tension of the back muscles in the girls of synchronized swimming TJ Tábor. Methods: The diploma thesis is elaborated by the form of qualitative research with elements of quantitative research. The experiment was attended by eight probes with deviations in the posture. A physical intervention in the form of compensatory exercise was introduced to influence the muscular dysbalance in the fuselage region. The research was conducted from October 2016 to May 2017. The research methods consisted of the examination of aspects using a plumb line in the sagittal and frontal plane. Depending on the subjective sensation, probands marked the muscular tension of the back muscles on the modified VAS. Results: The obtained data were processed by the statistical method (relative analysis). The results showed a positive effect on the body's position in the sagittal and frontal plane. Interventions also positively influenced subjective feelings of muscle tension. Keywords: synchronized swimming, posture, compensatory exercise, muscle tension, VAS modification

Huit paires de jambes jaillissant de l’eau simultanément et scandant des mouvements identiques au rythme fulgurant d’une musique entraînante. Voilà ce que l’on retient généralement des ballets de natation synchronisée que proposent les retransmissions télévisées d’épreuves sportives internationales. Alors que les journalistes et les spectateurs témoignent de leur émerveillement face à ces réalisations, on pourrait légitimement s’interroger sur la teneur musicale, entre collages, arrangements et compositions inédites, de ces manifestations sportives. En s’intéressant d’un peu plus près à ce monde sportif on découvrirait qu’un compositeur, Jean-Michel Collet, collabore depuis 1996, avec l’équipe de France de natation synchronisée. Une série de questions se poserait alors : pourquoi un musicien collabore-t-il avec cette équipe ? Comment des entraîneures et un musicien arrivent-ils à travailler ensemble ? Sur la base de quels critères (musicaux et/ou sportifs) ces acteurs parviennent-ils à coordonner leurs actions pour créer une musique de ballet ? En somme, comment analyser les processus de création musicale en natation synchronisée ? Dans son enquête, l’auteure mobilise les outils de la musicologie et de la sociologie pour faire saillir les caractéristiques stylistiques de ces musiques de ballet. L’analyse des documents formant le corpus de cette thèse (transcriptions musi-chorégraphiques, entretiens, compte rendus d’observation, corpus journalistique, etc.) montre notamment que « faire la musique » en natation synchronisée relève de savoirs et de savoir-faire inscrits dans une tradition sportive, de l’utilisation et de l’appropriation de conventions, de négociations et autres compromis qui témoignent de la dimension éminemment collective des processus de création artistique. / Eight pairs of legs simultaneously arising from the water, and with identical movements marking the lightning rhythm of a lively music. This is the vision one usually holds from a broadcasted synchronized swimming international competition. Sportscasters and viewers giving rave reviews on skills and figures, it seems rightful to question the value of the music heard with these routines, be it a mix, an arrangement, or an original composition.Investigations conducted within the synchronized swimming world reveal that a composer, Jean-Michel Collet, is a long-time associate to the French national team. Questions arise: why does a musician commit to working in such an environment? How do different partners, i.e. coaches, one musician, manage to work hand-in-hand? What are the criteria, musical and/or athletic, that both parties need to meet, in order to make water ballet music happen? In short, how can the creative processes in music, concerning synchronized swimming, be addressed and analyzed?Analytical methods used in musicology and sociology are called upon by the inquiring author, in order to point out the stylistic characteristics of water ballet music. At the core of this research work, analysis of multiple documents, e.g. transcribed sheet music using ballet marks, records of interviews, on-site personal collections of data, news articles, shows that “music making” in synchronized swimming falls under the law of a tradition in sports, with its own rules and know-how. Actors in both fields need to grasp and take advantage of conventions. Negotiations and other kinds of settlements establish the fact that interaction and teamwork are major components found in the creative processes.

Title: Rating postural stability in synchronized swimming Objectives: The aim of the diploma thesis is to detect, with a use of the system Gaitview ® AFA - 50 systém (Foot Scanner), if synchronized swimming has effect on postural stability of synchronized swimmers. Methods: Therotical part of diploma thesis is about synchronized swimming, influence of the aquatic environment, postural stability, stabilization and balance. A sample of 113 female athletes aged 6-35, who were long term synchronized swimmers at competition level, was chosen for this survey. Postural stability of athletes was tested while standing still with open and closed eyes by Gaitview ® AFA-50 system (Foot Scanner). Measured data were processed through Gaitview software, Microsoft Excel 2010 and anaylzed by statistical methods (average percentage, ratio, linear trend). Results: Results confirmed the effect of synchronized swimming on athletes postural stability. The longer are athletes dedicated to synchronized swimming the better is postural stability. From the age of 15 years and after 9 years of experience in synchronized swimming postural stability was shown to be better without access to visual information than with it. In the youngest category there is the biggest difference in postural stability while standing still with...