HUMPHRIES' ASSESSMENT OF AQUATIC READINESS (HAAR) A ...

that must be accomplished before the student is able to progress to Phase 2 of the
Halliwick Method. This phase was based on Level 2 criteria in the LSSA (Apache, Hisey,
& Blanchard, 2005).
Due to the nature of the Halliwick Method, development of an assessment was a
natural progression of the instructional method. The assessment is a hybrid between the
structural components (e.g., the lay out of the assessment tool) of traditional assessments
and the ideals of the alternative assessments. Since both methods haven shown to provide
benefits to the assessment procedure, aspects from both were used aid in the development
of the assessment. Due to the assessment’s roots in the scientific principles of
biomechanics and hydrodynamics of the Halliwick Method, the assessment falls into the
“innovative practices” (Sherrill & Silliman-French, 2004) concepts that have been
integrated into assessments in adapted physical education. The assessment also focuses
on concepts of aquatic readiness and competencies versus the learn-to-swim model. This
aligns the assessment with the principles of the alternative approach to assessments
developed by Langendorfer and Bruya (1994).
The Halliwick Method shows the natural progression of the human body in the
water, thus making it developmental and requiring that certain components be
accomplished before advancement to another component can be achieved. This is a
characteristic of the traditional approach to teaching. The Halliwick Method centers
theses components around the biomechanical and hydrodynamic principles thus ensuring
that no matter the student’s disability, the student will be able to perform the skills in a
manner that is in align with their skill level. This ensures that the student will be able to
achieve the components of aquatic safety and readiness. If he/she is unable to do so at the
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