Day 2.pptx
Course Tutor: Abbey Ratchford
STA Award in Teaching Swimming
Items in this lesson
Course Tutor: Abbey Ratchford
STA Award in Teaching Swimming
How can an assistant help you in a lesson?
By working with individuals or small groups
By being responsible for the children's safety
By planning the lesson for you
By assessing the swimmers progress
Fill in the blanks
Appropriate teaching methods include shallow water teaching, deep water teaching, and whole-part-whole.
Lessons should be progressive so the swimmers gradually improve.
It is not acceptable to teach using the sink or swim method.
'Kicking with a noodle' is a...
Teaching practice
Teaching point
'Long legs, floppy ankles' is a...
Teaching practice
Teaching point
What are the 6 essential swimming skills?
Advantages
Disadvantages
List some advantages and disadvantages of using equipment
Fill in the blanks
Assessing a swimmers ability at the beginning of a lesson or term is initial assessment.
Assessing a swimmers ability throughout each lesson is ongoing assessment.
Assessing a swimmers ability at the end of a term, for example 'badge week' is summative assessment.
Keeping track of awards a swimmer has passed is recording acheivements.
Put these in the correct order
Back Paddle
At what levels do you think we teach back paddle?
Non-swimmers
Beginners
Improvers
Back Paddle
Swum in a supine horizontal position
The legs work in an alternating action
Arms by the side of the body or out to the side to help balance a participant
Breathing relaxed and regular
Adults may prefer to swim back paddle due to limited shoulder mobility
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Safety:
When teaching back paddle, swimming teachers must be aware of participants banging heads or banging into a wall. Swimming teachers must ensure the safety of their participants.
Setting participants off in small groups and ensuring space between participants will help as well as a swimming teacher verbally informing the participants, such as saying stop, heads. Hand signals may be used for STOP and also to indicate approaching participants.
Teaching Back Paddle
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Teaching Back Paddle
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Back Crawl
At what levels do you think we teach back crawl?
Non-swimmer
Beginner
Improver
Back Crawl
Body supine and flat and streamlined
Eyes look upwards, ears partially submerged
Alternating leg kick, up and down action similar to back paddle
Provides balance and propulsion, kick from the hip
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Back Crawl
Hand enters the water, little finger first
Hand pulls water down the body, pushing towards the toes
Thumb comes out as arm recovers over the water
Breathing should be regular
Participant should flow through the water
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Activity:
In groups, write down teaching practices and teaching points for teaching back crawl:
Group 1: Breathing and timing
Group 2: Body position
Group 3: Leg action
Group 4: Arm action
Positive Behaviour Management
Positive behaviour management is reinforcing good practice including the behaviour of participants and how it is managed by the teacher
Teachers should lead by example
Using appropriate language and body language
Dividing attention between all participants
Using positive reinforcement
Rewarding good behaviour
Ensuring all participants are aware of health, safety and ground rules
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Ground Rules
Ground rules are boundaries, rules and conditions that provide participants with an environment they can safely learn in
During a swimming lesson it is important that ground rules are established, communicated and implemented
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Activity:
In groups, how can a swimming teacher deal with unwanted / challenging behaviour:
Planning
Planning
Planning is essential to deliver high quality swimming lessons
In order to deliver a good swimming lesson, there should be a balance of instruction, facilitation and demonstration
Planning is easier if the words Assess, Plan, Implement and Evaluate are used.
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What information do we need before we can plan a lesson?
Planning
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Assess
Assess:
What is to be achieved?
What equipment and facilities are available?
The length of the lesson
The age, ability, number and size of the participants
Any available help
Planning
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Plan
Plan:
Content – what to do and how it will be done
Equipment needed
Introduction (or warm up)
Main theme
Contrasting activity (cool down)
Planning
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Implement
Implement:
Carry out the plan
Adapt the plan where necessary
Ensure participants needs are met
Planning
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Evaluate
Evaluate:
Did the lesson go well?
How could it improve?
Could any changes be made for future planning?
Planning
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Planning Considerations
When preparing a plan, swimming teachers need to consider:
Length of course and length of each lesson
Pool dimensions
Number of participants
Age of participants
Ability of participants
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Planning Considerations
Any available assistants
Any disabilities or medical conditions
Available equipment at the facility
Learning outcomes that need to be achieved
Participant capabilities
Space available
Water depth
Equipment / European standards
Medical conditions
Lifesaving provision
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Considerations for Participants With Additional Needs
Swimming teachers will need to obtain the following information to ensure inclusion within swimming lessons to meet the individual participant’s needs:
Medical conditions/nature of any disability
Type and extent of assistance if required
Level of support required for entry and exit
Any additional support required
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Planning for the Unexpected
Teachers should know what to do in the event of an unplanned emergency, and have an understanding of polices in place should a situation arise
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Planning Structure
Teachers will be involved in planning at three levels:
Long term planning
Scheme of work
Individual lesson plan
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Long Term Planning
Usually over a year
Takes into account holiday periods
Length of each block
Realistic aims for each block of lessons
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Scheme of Work
Usually covers a school term, 6 - 12 weeks, a group of lessons run by a swim school or an intensive course run over a few days
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Scheme of Work
Start with aims and objectives of the term
List all the strokes and skills relevant to the ability and objectives
Write progressive main themes
Add contrasting activities for each week
Add an active warm up for each week
Remember a safe entry and safe exit on every week
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Individual Lesson Plan
Usually made up of three parts:
Introduction (warm up)
Main theme
Contrasting activity (cool down)
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Introduction (Warm Up)
Register
Can include a game or action song
Warm participants up and prepare them for lesson
Initial assessment
Reinforce ground rules
Recap previous learning
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Benefits of a Warm Up
Warm up the muscles in preparation for exercise
Increase body temperature
Increase in heart and respiratory rate
Capillaries open to increase blood supply to the muscles
Psychological preparation for exercise
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Main Theme
The principle part of the lesson
Includes teaching practices and teaching points
Relevant demonstrations
Must be progressive
Provide opportunity for correct practice
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Contrasting Activity (Cool Down)
Summarise learning – implements new skills/knowledge
Opportunity to introduce new topic
Insight into next lesson content
Cool and calm participants so they leave pool safely
Feedback is important
Ensure all participants are escorted to their parent / guardian
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Use the Right Verb
Introduce
Improve
Develop
Master
NAOMIE
When planning an individual lesson plan the elements can be represented by the following mnemonic:
Needs
Aims
Objectives (or learning outcomes)
Methods
Implementation
Evaluation
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SMART
Used when setting objectives for lesson planning:
Specific – Are they clear and defined?
Measurable – Can progress be tracked?
Achievable – Are they reasonable and possible?
Realistic – Are they relevant and within the boundaries of the learners’ capabilities?
Time-bound – Can the target times/dates be achieved?
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Evaluation
The evaluation process initially starts with swimming teachers reviewing their own feelings about the lesson, identifying areas that can be developed
‘Self reflection is the key to becoming a better swimming teacher’
Swimming teachers should be constantly evaluating their work in order to improve and develop their future lessons and teaching
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Evaluation
Reflective journals
Lesson evaluation forms
Lesson objectives
Participant progress
Personal action planning
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Order the 4 stages of the planning cycle:
Butterfly
Butterfly
Body is in the prone position with the legs and arms moving simultaneously and continuously
The body should be flat and streamlined, undulation will take place due to the nature of the stroke
The body must remain on the breast throughout with the shoulders kept in line
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Dolphin Leg Action
Dolphin leg action is the kick for butterfly
Teachers can introduce the natural undulating movement within beginner lessons
Dolphin-like action provides balance and propulsion
Both legs move together in an up and down movement, feet together, toes pointed
Dolphin leg action will only work with a good body position and undulation being created by the head moving up and down
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Arm Action
The arm action provides most of the propulsion
The arm action must be simultaneous
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Breathing
Breathing happens when the head is out of the water at the end of the propulsive phase
The chin remains close to the water and is extended forward rather than lifting
The head returns to the water after breathing in advance of the arms
The head should leave the water prior to the hands and drop into the water prior to the entry of the hands
Some swimmers will breathe every cycle some will breathe every other cycle
Some will breathe to the side
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Timing
Two kicks occur every arm cycle the first being the stronger
The first occurs during the arm entry
The second at the end of the propulsive phase
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Teaching Butterfly
In groups, write down teaching practices and teaching points for teaching Butterfly:
Group 1: Body position and leg action
Group 2: Arm action
Group 3: Breathing and timing
Sculling
There are three basic sculling movements while in the supine position:
The flat scull
Head first scull
Feet first scull
Sculling is incorporated into all of the recognised swimming strokes
Improver Skills
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Treading Water
Treading water is a skill that can be used for the following:
Controlled safe way of staying afloat in deep water with head clear
Avoiding collisions whilst swimming
Lifesaving and survival skills
Synchronised swimming
Water polo
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Treading Water
Body position – upright as possible
Leg action – cycling, breaststroke, scissor kick, crawl kick, egg beater
Arm action – flat scull, figure of eight action, breaststroke arm action
Breathing – should be regular, head may be titled slightly backwards to achieve a more comfortable breathing position
Timing - not important, breathing should be slow and relaxed
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Treading Water
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Activity:
In groups, write down teaching practices and teaching points and present to the other group:
Group 1: Sculling
Group 2: Treading water
Jumping into the Pool
Jumping into the Pool
Jumping should only be taught by someone with an appropriate qualification and experience.
The recommendation of STA relating to the teaching of jumping into the water is:
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Jumping into the Pool
The instruction and safety requirements need to be explained fully to all participants to reduce the risk of injury
Participants should jump in one at a time
This will allow for correct teaching points to be delivered to each participant
Jumping in one at a time will also reduce the risk of injury to another participants
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Jumping into the Pool
Step-In Entry
Pencil
Star Jump
Jumping in and being able to return to the side is a vital survival skill
If a participant should ever jump / fall into deep water, they must know how to turn round and return to the side
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What is the minimum depth for jumping in?
0.8m
1.2m
1m
1.5m
Water Safety
Activity:
In groups, how can water safety be incorporated into a:
Group 1: Non-swimmer lesson
Group 2: Beginner lesson
Group 3: Improver lesson
Childhood Development
Child Development
The five strands of child development are:
Physical – the body increasing in skill and performance
Intellectual – learning the skills of understanding, memory and concentration
Language – learning to communicate with friends, family and all others
Social – the skills needed to live alongside others
Emotional – recognising and controlling emotion and having self-confidence
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Child Development
Three stages of child development are:
Pre-puberty
Puberty
Post puberty
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Child Development
Things which could have an adverse effect on child development:
Biological risks
Psychosocial
Poverty
Nutrition
Genetic disorders
Learning difficulties
Physical difficulties
Speech disorders
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Under 5 Years
Under 5yrs:
Very attached to parents
Reluctant to go to a stranger (a swimming teacher!)
Learning gross and fine motor skills
Big imagination
Need lots of empathy
Lots of patience
Characteristics of Different Age Groups Which Influence Learning
5-8 Years
5-8 Years:
Eager to learn
Balance and good hand & eye coordination
Repetition of skills essential
Attention kept by motivation
Will join in group activities
Respond to praise
Characteristics of Different Age Groups Which Influence Learning
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9 – 12 Years
Girls develop more rapidly than boys
Girls may be stronger and taller than boys of the same age
Body shape can drastically alter in both boys and girls
There is often emotional instability
Sessions can be vigorous and prolonged
Activities can be challenging and complex
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The Teenager, Twelve and Upwards
The growth spurt for boys takes place
They are now stronger and faster than girls
Friendships begin to develop
They may be self-conscious
Need to provide an atmosphere that encourages the acquisition of excellence
Fat accumulation changes after puberty
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Adults
May come to improve their skills
May have had a bad experience
Appreciate an informal atmosphere
Lacking in confidence
Determined to succeed
May have mobility, flexibility or co-ordination problems
Ask questions, giving frequent and truthful feedback
Adult lessons may benefit from 1:1 delivery to avoid any embarrassment they may feel from observers
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Swimmer Development Pathway
Five stage swimmer development pathway:
Fundamentals
Swim Skills
Training to Train
Training to Compete
Training to Win
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