Each item was attempted up to three times. A 4-point ordinal scale was developed for each skill based on the level of performance and Calcitriol clinical trial functional independence. When there was uncertainty as to which score to assign, the lower of the two possible scores was chosen. The scale has been demonstrated to be reliable and valid (Tirosh et al., 2008). The following measures are calculated: mental adaptation (WMA), skills balance control movement (WSBM) and total score (WTOT). Procedures The participants were enrolled in an intensive swimming program for 6 weeks (55-minutes session, 2 sessions/week) in the swimming pool of the Sports Centre ��?air�� in Ni?, Serbia (water temperature 27.7��C, water depth 70 cm for a 10 m x 10 m area and 180 cm for a 20 m x 10 m area).

The main objective of the swimming program was to improve safety and functional independence in the water. Each participant was taught by one instructor. The main investigator performed the aquatic therapy with the assistance of 3 additional instructors. The aquatic therapy consisted of 10 minutes of light warm-up in the water (forward and backward walking, jumping, and other such exercises), 40 minutes of exercise swimming techniques (prone and back gliding from the wall; prone and back floating; blowing bubbles; breast-stroke, backstroke or freestyle techniques; diving to the pool bottom) and 5 minutes of play (ball games, chasing games, etc.) The therapy was focused and performed individually. To minimise the drop-out rate, the intervention was customised to maximise enjoyment by each individual child.

Depending on the spontaneous swimming technique demonstrated by each child and related functional ability, the respective child performed more breaststroke than crawl stroke or vice versa. In addition, some interventions focused more on arm movements than on leg movements and vice versa. A diary was kept to record each swimming lesson for each child separately. Thus, the goals and progression of each child could be followed intensively and individually, and every instructor was able to easily continue onto the next lesson with each child. Analysis Statistical processing of all parameters was performed by calculating the mean values and standard deviation, while statistical significance (p < 0.05) was determined by Student��s t-tests. Statistical analysis was performed with SAS version 9.1.

3. All measurement were repeated at the beginning and end of intervention and after 3 weeks of follow-up after cessation of intervention. Results The descriptive participant data (whole sample, EG and CG) are presented in table 1. The EG consisted of 14 children (10 boys and 4 girls), and the CG was comprised of 13 children (7 boys and 6 girls). Table 1 Descriptive data of study participants (whole sample, experimental group and control group) There was no statistically significant differences between EG and CG in age (EG: 9.21 years �� 2.45, CG: 9.92 years �� Anacetrapib 2.