The relationship between handgrip isometric strength and swimming performance was assessed in the four competitive swimming strokes in swimmers of different age groups and of both sexes. 78 national-level Portuguese swimmers (39 males, 39 females) were selected for this study. Grip strength, previously used as a marker of overall strength to predict future swimming performance, was measured using a hand dynamometer. The best competitive time at 100 and 200 m in all four swimming strokes were converted into 2010 FINA points. Non-parametric tests were used to evaluate differences between groups. Pearson product-moment correlations were computed to verify the association between variables. Handgrip maximum isometric strength was significantly correlated with swimming performance, particularly among female swimmers. Among female age group swimmers, the relationship between handgrip and 100-m freestyle was significant. Handgrip isometric strength seems to be related to swimming performance, especially to 100- m freestyle and in female swimmers. For all other distances and strokes, technique and training probably are more influential than semi-hereditary strength markers such as grip strength.

Monitoring the training process represents an important task during sports preparation. However, not always the applied protocols help to address the coaches’ concerns, namely regarding its complexity and difficulty to be used in large samples. Therefore, the aim of this study was to apply a simple protocol to control the training process in a group of male age-group swimmers

The aim of this study was to identify the dry land strength and power tests that can better relate with sprint swimming performance in young competitive swimmers. Twenty-eight (16 boys and 12 girls) young competitive swimmers of national level (12.01 ± 0.56 years-old, Tanner stage 1-2) volunteered to participate in this study. Swimming performance (25 m and 50 m freestyle sprint tests), muscle strength (bench press and leg extension) and muscle power (throwing medicine ball and countermovement jump) performances were tested. Spearman ranking correlation coefficient were computed to verify the association between strength and power variables with sprint swimming performance. Regarding strength tests, the bench press and leg extension exercises were moderate but significantly associated with 25 m and 50 m tests (-0.69 ≤ ρ ≤ -0.58). The sprint tests were only associated with throwing power tests (-0.74 ≤ ρ ≤ -0.54) and not with vertical jump height. The main results suggested that, simple dry land strength and power tests although moderate are significantly associated with sprint swimming performance in young competitive swimmers.

The aim of this study was to explore which key somatic features are common to four swim strokes and medley, and specifically to identify which characteristics benefit only specific strokes. Methods: The sample was composed of 130 swimmers (95 males aged 19.5 ± 2.9 years and 35 females aged 18.4 ± 2.8 years). A set of anthropometric variables was used to predict swimming speed in the four swimming strokes and medley. Results: A multiplicative model with allometric body size components was used to identify the demographic and anthropometric predictors of swimming speed. Trunk height and waist circumference were the only variables significantly different among swimming strokes (p < 0.05). Associations between swimming speed and arm length were similar in breaststroke and medley, and in freestyle, backstroke and butterfly (R2 = 60.9%). The model retained as swimming speed predictors the age2, upper body circumference, hand breadth, waist circumference, and subscapular skinfold thickness (these last two had negative associations). Conclusion: All these predictors were common to all four swim strokes and medley. Arm length was also retained as a significant predictor, but this one varied significantly between the four different swim strokes and medley. These findings highlight the importance of having a “V-shape” trunk, longer upper limbs, and large hands as predictors of swimming performance

One of the key factors in the swimming teaching-learning process seems to be the variation of water’s depth. However, there are almost no studies about this topic and the existing ones usually follow a basic approach and with no control of the educational program used. It was our purpose to determine the effect of deep versus shallow water differences on developing pre-schoolers’ aquatic skills after 6 months of practice. Twenty-one Portuguese school-aged children of both genders (4.70 ± 0.51 yrs.), inexperienced in aquatic programs, participated in this study. The children were divided into two groups performing a similar aquatic program but in a different water depth: shallow water (n=10) and deep water (n=11). Each participant was evaluated twice for their aquatic readiness using an observation check list of 17 aquatic motor skills: during the first session (T0) and after six months of practice (two sessions per week with a total of 48 sessions) (T1). The aquatic proficiency on each skill was compared between the groups and a stepwise discriminant analysis was conducted to predict the conditions with higher or lower aquatic competence. Results suggested that swimming practice contributed positively to improvements on several basic aquatic skills, in both groups. The results showed that shallow water group managed to acquire a higher degree of aquatic competence particularly in five basic aquatic skills (p< .05): breath control combined with face immersion and eye opening; horizontal buoyancy; body position at ventral gliding; body position at dorsal gliding; leg kick with breath control at ventral body position, without any flutter device. The discriminant function revealed a significant association between both groups and four included factors (aquatic skills) (p< .001), accounting for 88% between group variability. The body position at ventral gliding was the main relevant predictor (r=0.535). Shallow water swimming lessons generated greater aquatic competence in preschool children after a period of 6 months of practice.