第1回 私と泳ぐこと  その12  2021/1/18

   2003年第206ページに掲載、寄稿者:前会長の橋本氏

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私と泳ぐこと  その12

会長  橋本 功

 

 とりとめのないことを書き綴った「私と泳ぐこと」も12回を数え、そろそろ種も尽きそうになったので、この号でペンを納めることにした。そこで長い間の水泳指導で私が経験した二つの事例を、水泳を指導する方々の参考になればと、いささか釈迦に説法的と思うが述べてみることにする。

 ひとつは、中学一年の男子S君。体育の時間の水泳指導では、仕度はしてくるが絶対に水に入ろうとしない。無理に入れようとすると歯をぐっと噛みしめ、全身に力を入れて抵抗する始末。他の生徒の前では恥ずかしさもあるのかと思い個人指導を試みたがやはり駄目。そこでその生徒の母親にそのことを話し、水に対する恐怖心の原因を尋ねてみた。ところがその話によるとこの子がまだ乳児の頃入浴中うっかり手を滑らせ湯舟に沈めてしまったことがあるとのこと。この生徒の水に対する恐怖心はこのでき事で芽生え、それが先天的なものになってしまったのではないだろうか。結局その生徒に対する指導は出来ないまゝ私は転任してしまったのである。

 もうひとつの例は小学校6年の男子m君。両親とも水泳は堪能で、一家で海浜公園プールに来ており、その児童ひとり水泳教室に参加していたが、もちろん他の児童たちと一緒に指導を受けることはできない。なせなら水に入ることを極端に嫌うからである。幸い期間中フリーな立場でプールに詰めていた私がその児童の指導に当ることになったのである。先ず両親に協力してもらい、やっとの思いで、プールに入れ、先ず25mプールを歩くことから始めた。水に入ることをかたくなに拒んでいたm君も一度水に入ると私の言うことを素直に聞いてくれた。プールの壁に沿ってひたすら歩く。私もm君と並ぶようにして。馴れた頃を見はからって、「そこで首までつかってみよう」、「そこから10mばかり膝を曲げて首までつかって歩いてみよう」、「立ち止まって頭までしずんでみようか」など5日間繰り返したわけである。その母斐あってかプールに入ることを拒むことはなくなった。m君は幼稚園の頃、プールで遊んでいて友達からしたたか水を溶びせられ、以来水を恐がるようになったと両親からうかがった。因みに五日間の期間中は、とても泳ぐまでにはいかなかったが、中学に進学したm君は以前のことは忘れてしまったように何の抵抗もなく水泳指導をうけていたそうである。5日間の水中歩行が決して無駄ではなかったようである。

 水に抵抗を感じる子供達には、何かしら水に対する潜在意識があるようなので先ず自信を持たせること。私はよく「顔を洗うだろう?」「お風呂に入るだろう?」問いかけると同時に初心者には指導者に対して絶対の信頼感を持たせることだと思う。例えば蹴伸びのできない子供(子供でなくても)をプールの壁に立たせ、私は両手を差し延べて「さ、この手にとびついてごらん」から始める。最初はなかなか乗ってこず、躊躇する場合が多く、またとびついてきても片足を前に出し床についてしまうことがなかなかなおらないが根気良く繰り替えすうちに両足が床を離れるようになったら少しずつ距離を延ばすようにしている、

 この際、どのようなとびつき方をしても、しっかり抱き留めてやり、ほめることを忘れてはならない。技術の伝達はこの次、先ず心の指導、教える者と教えられる者のこころがひとつに通いあったとき、そこに進歩・上達がみられるのではないだろうか。『碧巌録』に言う「啐琢同時*」とはまさにこのことであろう。

*ベストタイミング。直接の意味は、卵が孵化するとき、雛は殻を中からつついて音を出し、親鳥はすかさず外からつついて割る。

 

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禅宗の知識が盛り込まれていることに今回初めて気付きました。前会長とは数回お会いしただけですが、博学多読な方で驚いています。

 

Newsletters Flashback

 

    KSA has been issuing newsletters for years. This website extracts the articles printed on these newsletters and posts them again as they were.

Jan. 18th, The responsibility of wording and content is born by Furui.

 

Episode 1            Swimming and I  No. 12

    Printed on page 6 of Newsletter No. 20 issued in 2003, contributed by the former chairman, Hashimoto

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Swimming and I  No. 12

Hashimoto Isao, chairman

 

    I rambled on about swimming and contributed essays to the newsletter 12 times as a series of article titled "Swimming and I." I have almost run out of ideas, so this time I have determined closing this series. I know the proverb, "Don't teach your grandmother to suck eggs." Nonetheless, I disclose two cases I experienced from teaching swimming for years as a reference for swimming teachers.

    One case is about boy S in his first year of junior high school. For the swimming lesson of the PE class, S got ready for swimming but never made attempt to go in water. When I tried to make him go in water forcibly, he kept his teeth clenched and resisted by straining muscles throughout his body. He seemed to be ashamed of himself in front of other students, so I tried tutoring, but it was not successful as well. Then, I talked to the students' mother about it and asked why he was afraid of water so much. According to her reply, when he was a baby, he once incidentally slipped down from her hands and sank into the hot water during bathing. I guess that this incident caused his fear of water and he felt this fear as if innate. As a result, I transferred to some other school without a chance to teach him swimming.

    The other case is about boy M in his sixth year of elementary school. Both of his parents were very good at swimming, and he came to the Seaside Park Pool with his family and joined the summertime swimming course by himself. However, teachers could not teach him together with the other students because he extremely hated going in water. I fortunately stood by at the pool without any assigned tasks during the period, assigned to teaching swimming toward boy M. I struggled to make him go in water in cooperation with his parents. When he entered water at last, I started off by making him walk in the 25 m pool. Although he stiffly denied going in water at first, he straightforwardly what I told him after he entered water once. He and I walked and walked side by side along the pool's sidewall. When I felt that he was already familiar with walking, I repeatedly told him for five days like, "Let's soak in water down to the neck," "Let's walk around 10 m in water from there with your knees bent soaking down to the neck," or "Stop walking and soak in water down to the top of the head." As a result, he became no longer denying entering the pool. His parents said that when he was in kindergarten, he was so barraged by water by his friends while playing around in the pool that he became warrying about water after that. Although he was far from beginning swimming until the end of the five-day course, he reportedly received swimming lessons without any sense of resistance after he went on to middle high school as if he forgot how he had been in the past. Walking in the pool repeatedly for five days seems to have never ended up in vain.

    Children who feel a sense of resistance about water seem to have a negative subconscious about water. So, make them feel confident first. I often feel it was important for beginners not only to ask, "Do you wash your face, don't you?" or "Do you take a bath, don't you?" but also to have them a feeling of implicit trust on the teacher. For example, when a child (or even an adult) cannot make streamline by kicking the inner wall of the pool, I begin with having him/her stand against the inner wall, holding out my hands toward him/her, and saying, "Now try to jump at my hands." The student does not get started quickly but hesitates to do so in many cases. In addition, even if he/she start trying to jump at my hands, it is difficult to avoid stretching one leg and standing up at the floor of the pool. As repeating this patiently, when the legs start floating in the water, I begin to extend the reach little by little.

    Now, keep it in mind any time to firmly hug the student and praise him/her no matter how he/she jumps at. Leading of the student's mind is prior to teaching swimming skills. When a teacher and a student become emotionally accessible each other, there will be progress and improvement. I think an idea of "Sottaku-Doji*" mentioned in the "Hekiganroku" Buddhism text just means this.

*The best timing. The direct meaning of this word is that when an egg is just hatched, the chick makes a sound by pecking the eggshell from inside and immediately the chicken breaks the eggshell by pecking it from outside.

 

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I noticed first this time that the knowledge of zen is included in the article. I met the former chairman only a couple of times, but he was a person of so extensive reading that I am surprised by his knowledge.