Plete Swimming Guide To Primary Swimming

This page intentionally left blank.
PRIMARY
SWIMMING
John Lawton
Human Kinetics
Complete Guide to
Library of Congress Cataloging-in-Publication Data
Lawton, John, 1952-
Complete guide to primary swimming / John Lawton.
p. cm. -- (Complete guides.)
1. Swimming--Training. I. Title.
GV837.7.L97 2013
797.21--dc23
2012044935
ISBN-10: 1-4504-0153-8 (print)
ISBN-13: 978-1-4504-0153-1 (print)
Copyright 2013 by John Lawton
This book is copyrighted under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism, or review, as permitted
under the Copyright, Designs, and Patents Act 1988, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
electrical, chemical, mechanical, optical, photocopying, recording, or otherwise, without prior written permission of the publisher.
Notice: Permission to reproduce the following material is granted to instructors and agencies who have purchased Complete Guide to Primary Swimming: pp. 18 and 28. The reproduction
of other parts of this book is expressly forbidden by the above copyright notice. Persons or agencies who have not purchased Complete Guide to Primary Swimming may not reproduce
any material.
The web addresses cited in this text were current as of November 28, 2012, unless otherwise noted.
Acquisitions Editors: John Dickinson and Scott Wikgren; Developmental Editor: Ray Vallese; Assistant Editor: Derek Campbell; Copyeditor: Joanna Hatzopoulos Portman;
Permissions Manager: Dalene Reeder; Graphic Designer: Nancy Rasmus; Graphic Artist: Denise Lowry; Cover Designer: Keith Blomberg; Photograph (cover): Human Kinetics;
Photographs (interior): Human Kinetics, unless otherwise noted; chapter-opening photo Photodisc/Getty Images; photo on p. 16 Eyewire; Photo Asset Manager: Laura Fitch;
Visual Production Assistant: Joyce Brumfield; Photo Production Manager: Jason Allen; Art Manager: Kelly Hendren; Associate Art Manager: Alan L. Wilborn; Illustrations:
Human Kinetics; Printer: United Graphics
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1
The paper in this book is certified under a sustainable forestry program.
Australia: Human Kinetics, 57A Price Avenue, Lower Mitcham, South Australia 5062
08 8372 0999
e-mail: info@hkaustralia.com
New Zealand: Human Kinetics, P.O. Box 80, Torrens Park, South Australia 5062
0800 222 062
e-mail: info@hknewzealand.com
Human Kinetics
Website: www.HumanKinetics.com
United States: Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076
800-747-4457
e-mail: humank@hkusa.com
Canada: Human Kinetics, 475 Devonshire Road Unit 100, Windsor, ON N8Y 2L5
800-465-7301 (in Canada only)
e-mail: info@hkcanada.com
Europe: Human Kinetics, 107 Bradford Road, Stanningley, Leeds LS28 6AT, United
Kingdom
+44 (0) 113 255 5665
e-mail: hk@hkeurope.com E5289
iii
Contents
How to Use This Book vii
UNIT 1 Planning 1
Outcome 1
Developing a Whole-School Approach 2
Organisation and Delivery 2
Health and Safety 3
Who Can Teach Swimming? 6
Additional Adult Support 7
Teaching From the Poolside or in the Water 7
Working Effectively With a Group 8
Evaluating Your Programme and Planning for the Future 9
Looking Beyond the School Day 9
Where to Start: A Few Guiding Thoughts 9
Developing Your Whole-School Swimming Guidance
Document 11
UNIT 2 Preparation and Familiarisation 13
Outcomes 13
Linking to the National Curriculum Requirements 14
Outcome 2.1 15
Be aware of the processes and procedures related to
attending a swimming lesson and have the opportunity
to clarify any concerns.
Outcome 2.2 15
Be introduced to the pool environment and the teaching
staff.
Outcome 2.3 16
Complete a land-based evacuation procedure.
Preswimming Checklist 17
Worksheet 1: Lets Think About Swimming 18
Contents
iv
UNIT 3 Starting to Move 19
Outcomes 19
Outcome 3.1 21
Know and be able to explain the safety requirements
of the pool as appropriate to the lesson.
Outcome 3.2 22
a. Be able to enter and exit the water safely; be able to
move around the pool with feet on the bottom and with
confidence.
b. Be able to carry out evacuation procedures safely and
within an appropriate length of time.
Outcome 3.3 25
Be comfortable participating in various games and fun
activities related to early movement.
Unit 3 Checklist 27
Worksheet 2: Pool Safety 28
UNIT 4 Face in the Water 29
Outcomes 29
Outcome 4.1 31
Be comfortable putting the face in the water.
Outcome 4.2 33
a. Be introduced to the initial stage of aquatic breathing
and be comfortable with water in the mouth.
b. Be introduced to the benefits of exercise.
Outcome 4.3 36
Be introduced to aspects related to water safety away
from the pool environment.
Unit 4 Checklist 37
UNIT 5 Learning to Float 39
Outcomes 39
Outcome 5.1 41
Be comfortable floating on the front and back, and be
able to regain the standing position.
Outcome 5.2 44
Be able to combine floating on the front and back
showing rotation and balance, and be able to develop
floating sequences.
Unit 5 Checklist 46
Contents
v
UNIT 6 Submersion and Aquatic Breathing 47
Outcome 47
Outcome 6.1 48
Be comfortable going under the water and be able to
show controlled inhalation and exhalation over a
period of time.
Unit 6 Checklist 51
UNIT 7 Gliding and Developing the Body Position 53
Outcomes 53
Outcome 7.1 55
Be able to glide on the front with the face in the water
and the arms at the sides and extended, and be able to
float on the back with the arms at the sides.
Outcome 7.2 58
Be able to glide on the front and the back combined
with kicking and rotation.
Outcome 7.3 59
Be able to glide on the back combined with kicking
and with sculling action.
Unit 7 Checklist 61
UNIT 8 Developing Backstroke and Front Crawl 63
Outcomes 63
Outcome 8.1 65
Be able to swim on the back with the legs kicking up
and down and the arms performing an alternating
over-the-water recovery.
Outcome 8.2 68
Be able to swim on the front with the legs kicking up
and down and the arms performing an alternating
Outcome 8.3 74
Be able to perform a number of additional aquatic skills
appropriate to this stage of development.
Outcome 8.4 76
Describe each stroke covered in this unit, and suggest
ways to bring about improvement.
Unit 8 Checklist 76
Contents
vi
UNIT 9 Developing Breaststroke and Butterfly 77
Outcomes 77
Outcome 9.1 79
Perform a basic breaststroke with control.
Outcome 9.2 85
Perform a basic butterfly with control.
Outcome 9.3 90
Be able to perform a number of additional aquatic skills
appropriate to this stage of development.
Unit 9 Checklist 94
UNIT 10 Further Development of the Four Major Strokes and Aquatic Skills 95
Outcomes 95
Outcome 10.1a 97
Swim backstroke over longer distances showing good
control.
Outcome 10.1b 100
Swim front crawl over longer distances showing good
control.
Outcome 10.1c 102
Swim breaststroke over longer distances showing good
control.
Outcome 10.1d 103
Swim butterfly over longer distances showing good
control.
Outcome 10.2 105
Be able to combine strokes and skills to perform aquatic
circuits.
Unit 10 Checklist 106
Further Development 106
Appendix 107
About the Author 110
vii
C
omplete Guide to Primary Swimming is designed to support the
teaching of swimming in schools. The model for teaching swimming
in UK schools varies considerably. Some schools use external quali-
fied swimming teachers, some use a combination of external qualified
swimming teachers and schoolteachers and some use schoolteachers
only. Although this book is targeted towards schoolteachers with limited
knowledge and experience in the teaching of swimming, experienced
swimming teachers in schools and recreational settings can benefit
from the easy-to-follow structure that this book provides and that is
sometimes missing from learn-to-swim programmes.
The importance of learning to swim is widely recognised through-
out society. Most parents and schools consider swimming to be an
essential life skill. However, the teaching of swimming is often viewed
as a complicated process, and many schoolteachers question their
ability to deliver an effective swimming programme. Complete Guide
to Primary Swimming aims to demystify this process and to provide a
clearly defined series of steps that, if followed, will enable teachers to
teach effectively and learners to develop a range of skills in a safe and
fun environment. Underpinning this goal is a belief that schoolteachers
already have a range of skills and an expertise that can be transferred
to the pool environment with great success.
Developmental Units
Designed as a practical guide, this book is made up of developmental
units. Unit 1 deals with planning. It provides clear guidance on important
considerations before a swimming programme is introduced, which is
especially helpful for schools introducing swimming into the curriculum
for the first time. A guidance checklist provides an easy mechanism to
ensure that all the major aspects have been considered.
Each subsequent unit contains easy-to-follow, sequential activities
supported by teaching tips. Each unit has a number of clearly identi-
fied outcomes and a checklist to ensure that all the key skills have been
achieved before moving to the next unit. Because the activities build on
skills developed in previous units, your swimming programme should
follow the units in the order listed. This logical and progressive struc-
ture ensures that swimmers develop a range of skills that underpin and
complement the learning of the four major swimming strokes. A mix-
and-match approach may lead to omitting some key skills, which may
have a direct effect on skills developed later in the programme.
Note that each developmental unit does not correspond to one lesson.
You can develop specific lesson plans only after considering the needs
of the learners and the teaching environment. It is likely that each unit
will cover a number of lessons; the exact number will vary according
to many factors, such as the ability of the learners, the length of the
sessions and the effectiveness of the teaching. However, it is not always
necessary to start at unit 2, particularly if swimmers have had some
previous experience. Use your own professional judgement along with
the checklist that appears at the end of each unit. For example, if the
swimmers are considered good enough to start at unit 4, use the unit
3 checklist to ensure that they can complete the full range of skills
required by that point. If they cannot complete the required skills, spend
time revising and ensuring that all the skills have been learned before
moving to unit 4.
How to Use This Book
viii
Appendix
The appendix provides sources of additional information for further
guidance and support, including the following:
Pupil-to-teacher ratios
Incentive awards
Equipment and teaching aids
Useful contacts
Links to the National Curriculum
Throughout each unit, links are made to the National Curriculum for
Physical Education (NCPE) for England, key stages (KS) 1 and 2. (The
NCPE Handbook is available to purchase from the Department for Educa-
tion, Publications Department, Castle View House, East Lane, Runcorn,
Cheshire WA7 2GJ, or it can be downloaded from www.education.gov.
uk.) Although the NCPE is the main focus for these links, additional links
to personal, social and health education (PSHE) are made. Teachers
should also look for links that can be made with other curriculum areas.
The NCPE identifies four aspects of teaching and learning that are
necessary during each key stage of learning:
Key Stage 1
1. Acquiring and developing skills
a. Exploring basic skills, actions and ideas with increasing
understanding
b. Remembering and repeating simple skills and actions with
increasing control and coordination
2. Selecting and applying skills, tactics and compositional ideas
a. Exploring how to choose and apply skills and actions in
sequence and in combination
b. Varying the way they perform skills by using simple tactics
and movement phrases
c. Applying rules and conventions for different activities
3. Evaluating and improving performance
a. Describing what they have done
b. Observing, describing and copying what others have done
c. Using what they have learnt to improve the quality and control
of their work
4. Knowledge and understanding of fitness and health
a. Recognising the importance of being active
b. Recognising and describing how their bodies feel during dif-
ferent activities
Key Stage 2
1. Acquiring and developing skills
a. Consolidating their existing skills and gaining new ones
b. Performing actions and skills with more consistent control
and quality
2. Selecting and applying skills, tactics and compositional ideas
a. Planning, using and adapting strategies, tactics and composi-
tional ideas for individual, pair, small-group and small-team
activities
b. Developing and using their knowledge of the principles behind
the strategies, tactics and ideas to improve their effectiveness
c. Applying rules and conventions for different activities
3. Evaluating and improving performance
a. Identifying what makes a performance effective
b. Suggesting improvements based on this information
4. Knowledge and understanding of fitness and health
a. Knowing how exercise affects the body in the short term
b. Warming up and preparing appropriately for different activi-
ties
c. Knowing why physical activity is good for their health and
well-being
d. Knowing why wearing appropriate clothing and being hygienic
is good for their health and safety
Reprinted from Department of Education, 2011, National curriculum for physical education (Ottawa,
Canada: Crown Copyright).
ix
The National Curriculum (NC) is a minimum entitlement, but this
book aims to take swimmers beyond the minimum to ensure that they
are able to complete the four recognised strokes and a range of skills
with confidence whilst also being comfortable in and around water.
The NC is developed by and is the responsibility of the Department
for Education. The information provided in the previous text is taken
from the revised NC dated September 2000.
National Curriculum Review
At the time of this writing, the Department for Education has embarked
upon a review of the NC, and changes are anticipated for September
2014. A revised curriculum will not affect the relevance and validity
of the progressions and activities contained within Complete Guide to
Primary Swimming, although specific links between the activities and
the requirements of the NCPE may need to be reviewed.
Time to Get Going
Complete Guide to Primary Swimming is a practical book that you should
take to and use on the poolside. Time for the planning of swimming les-
sons can be limited; therefore you can use this publication as a constant
source of reference.
The ability to swim is a gift that all children should be given; this life
skill will open up endless opportunities to enhance each childs quality
of life. This guide will assist all those involved in the teaching of swim-
ming to provide a safe and stimulating programme that will provide
the platform for ongoing future development.
Programme of Study
Within the context of swimming activities and water safety, the pro-
gramme of study can be delivered at KS1 (normally 57 years) and/or
KS2 (811 years). However, a best practice would be to have a swimming
programme that covers both key stages.
The programme of study for swimming activities and water safety as
described in the NCPE is as follows:
1. At KS1, swimmers should be taught to
a. move in water; for example, jump, walk, hop and spin, using
swimming aids and support.
b. float and move with and without swimming aids.
c. feel the buoyancy and support of water and swimming aids.
d. propel themselves in water using different swimming aids,
arm and leg actions and basic strokes.
2. At KS2, swimmers should be taught to
a. pace themselves in floating and swimming challenges related
to speed, distance and personal survival.
b. swim unaided for a sustained period of time over a distance
of at least 25 metres.
c. use recognised arm and leg actions whilst lying on the front
and the back.
d. use a range of recognised strokes and personal survival skills
such as front crawl, backstroke, breaststroke, sculling, float-
ing and surface diving.
Reprinted from Department of Education, 2011, National curriculum for physical education (Ottawa,
Canada: Crown Copyright).
UNI T
1
Planning
1
OUTCOME
At the end of this unit, you should be able to meet the following outcome:
1.1: Develop a whole-school approach to teaching swimming.
2
E
ffective planning contributes significantly to the quality of your
programme. Whilst classroom teachers are familiar with the key
aspects of planning, swimming presents its own unique challenges. For
example, swimming often takes place off site in a facility that is owned
or managed by a third party. In such cases, close collaboration with the
management is essential to ensure that appropriate provisions are made
and that any potentially conflicting demands, such as shared school and
community use, can be effectively managed. Even when a school has a
swimming pool on site or is able to access a pool in another school, you
must consider many factors unique to swimming. They are identified
in the next section.
Schools, communities and local facilities share many common
aspects, and they also have their own particular requirements. There-
fore, it is not possible to identify all aspects that should be considered
in the planning stage. The considerations discussed in the next section
provide you with a basis for whole-school planning and help to ensure
that the swimming programme can be delivered in a safe and effective
learning environment.
Developing a Whole-School Approach
In this context, a whole-school approach refers to the way in which
the whole school have involvement in the planning of the swimming
programme to ensure that learning opportunities are maximised not
only within the context of swimming but also in relation to the wider
curriculum. In addition, a whole-school approach should develop a clear
understanding of the intended outcomes of the swimming programme
and the steps required to achieve the outcomes.
The National Curriculum (NC) is in a period of potential change.
However, it is currently nonprescriptive in terms of which year groups
should attend swimming, and it states merely that a swimming pro-
gramme should exist at key stages 1 and/or 2. Whilst it is difficult to
speculate on any changes that may be made in the future, this aspect
is anticipated to remain. When considering which year groups to take
swimming, you should take local circumstances into account. For
example, some areas may have many children whose parents have taken
them swimming from a very early age, whilst other areas may have
children who are about to experience swimming for the first time at
school. Both of these scenarios can have a significant influence on the
type of swimming programme offered and the age at which a swimming
programme may best be delivered. Some schools are in the fortunate
position where children may swim every year throughout the primary
school, but others have to be more selective because they must effectively
use a finite amount of time across all curriculum areas.
In general terms, the nature, content, and duration of a school swim-
ming programme is influenced by a number of factors, including access
to a pool, travel distance and travel time, priority placed on swimming
in the school, expertise and commitment of the teaching staff and size
of the budget allocated to swimming. A school with a pool on site is
likely to have more opportunities to develop a comprehensive swimming
programme than one that has a considerable distance to travel, although
good organisation and good links to other facilities and swimming
providers can often make up for difficulties in accessing and travelling
to a swimming facility. When planning a school programme, you must
also look beyond the school day and explore opportunities that may be
available for all learners to continue aquatic activity as part of a local
community programme. This will help to enhance the swimming provi-
sion available to them.
Organisation and Delivery
Swimming teachers have discussed the ideal age to introduce young
people to a swimming programme at great length without reaching any
consensus. A persuasive argument exists for beginning as early as pos-
sible as a means of reducing the fear factor, but an alternative argument
states that beginning a programme when children already have better
developed coordination and a degree of independence has benefits. The
characteristics of the local community make a difference, too. If the
culture is one where swimming is an integral part of family activity, the
need to take young people from a very early age may not be so great.
However, if swimming is not an integral part of the culture of the local
community, taking children from an earlier age may have benefits. In
addition, the facility may be a factor to consider because taking very
small children to a swimming pool with limited shallow water is more
demanding in terms of the number of support staff required.
Number of Lessons
What is a reasonable number of lessons to have up to the end of key
stage 2? No magic figure exists that indicates how many lessons a
Planning
3
non-swimmer requires to achieve the level of being safe, confident and
competent in and around water. However, it is often the case that young
novice swimmers will progress more quickly if the programme offered
provides regular and frequent opportunities. It is important to recognise
that how children learn should take priority over organisational conve-
nience. For example, some evidence suggests that nonswimmers improve
more quickly when participating in intensive lessons (for example, three
lessons per week over 4 or 5 weeks rather than the traditional weekly les-
sons). However, for those children who can already swim, a programme
spaced over a longer period of time may result in less susceptibility to
problems of regression. It is clear that an effective swimming programme
includes regular lessons delivered over a significant period of time
repeated at different points throughout key stages 1 and 2. For example,
it is unlikely that a half-term block delivered once throughout the two
key stages will have a significant impact on swimming abilities unless
it is part of a comprehensive programme linked to the extended school
day or a local community programme. A programme that is planned to
meet only the minimum statutory requirements in respect to ensuring
that the learners have access to swimming rather than one that meets
their specific needs is unsatisfactory for swimmer development and
indefensible in terms of the effective use of school time.
Duration of Lessons
Is the 30-minute lesson, often reduced to 20 to 25 minutes after chang-
ing time is factored in, the most appropriate time period for effective
learning? For very young people being introduced to swimming and who
may find the water and pool environment cold, 20 to 25 minutes may
be ideal. However, for older learners who may be competent swimmers,
20 to 25 minutes may not provide the opportunity for a programme
that is challenging and meets their particular needs. Subject to the
logistics, a school may have different time allocations based on age
and ability. For example, it may be that children in years 1 to 3 attend
swimming on a weekly basis for periods of around 30 minutes whilst
those in years 4 to 6 attend every second week but for 45 to 60 minutes.
An additional consideration is travelling time. Depending on where
the pool is, a 25-minute lesson could take upwards of 1 1/2 hours. In
such circumstances, consider whether it would be a better use of time
to have a much longer lesson, perhaps delivered every 2 weeks rather
than every week.
Skills and Expertise for Delivery
Do those involved in the planning and delivery of the swimming pro-
gramme have the skills and expertise to motivate and improve the
childrens aquatic ability, or is additional training required? Teaching
assistants, parents and secondary students involved in courses such
as Sports Leaders may have skills and expertise to complement those
available on the school staff and may have some time available to help
your swimming programme. In addition, some of them may have spe-
cific swimming teaching or coaching qualifications and may be happy
to volunteer to assist with the delivery of the school programme, both
in and out of school.
In addition, consider the number of staff required to ensure that the
size of groups is appropriate to the developmental stage of the learn-
ers. Clear evidence exists (Lawton, J. 2007. Department for Education
National Top Up Scheme Review; published by ASA and Department for
Educationsee the contacts list in the appendix) that small group size
was probably the most important factor in bringing about significant
improvement in those previously considered to be reluctant swimmers.
Finally, consider the possibilities of establishing links with other learn-
to-swim providers in the community who have trained and qualified
swimming teachers. You might use these teachers to support the school
swimming programme delivered as part of the school curriculum or as
part of the extended day.
Health and Safety
Schools and other organisations that teach swimming have a duty to
consider the health and safety of children. One element of this duty of
care is to minimise risk to learners and teachers. Teachers are constantly
managing risk in the classroom and the playground; the swimming pool
is no different. In simple terms, to minimise risk you are required to
do the following:
Identify possible areas of risk.
Take steps to reduce the level of risk.
Every swimming pool is required to have pool safety operating proce-
dures (PSOPs) in place that are reviewed on a regular basis. This normally
consists of the normal operating procedure (NOP) and the emergency
action plan (EAP) for the pool, changing facilities and associated plant
Complete Guide to Primary Swimming
4
and equipment. The NOP should set out the way a pool operates on a
daily basis. It should include details of the layout, equipment, manner of
use, user group characteristics and any hazards or activity-related risks.
The EAP should give specific instructions on the action to be taken in
the event of an emergency. All staff involved in the organisation or
teaching of swimming should be familiar with the relevant sections
of the PSOPs and they should practise the EAP on a regular basis and
record details.
If you deliver a swimming programme at a local leisure centre or
similar, you can be almost guaranteed that the PSOP will be in place,
although it is appropriate to ask for a copy. Certain aspects will be of
little interest (for example, the operation of the plant) whereas other
aspects, such as the evacuation procedures, will be relevant. You should
identify those aspects that affect you most and ensure that all those
involved in the delivery of the programme have all the information
that they need. In addition, you should practise some aspects, such
as the pool evacuation procedures, to ensure that all staff and learn-
ers are aware of what to do in an emergency. When you rehearse the
evacuation procedures, you should document this to provide evidence
should it be needed.
Other safety-related factors to consider include lifeguards, pool
design, water depth, water quality, pool organisation, staffing and
pupil-to-teacher ratios.
Lifeguards
A lifeguard must be available whenever a school swimming lesson is
taking place. Ideally the lifeguard is a designated person with an appro-
priate nationally recognised lifeguard qualification. The publication
Managing Health and Safety in Swimming Pools (Health and Safety
Executive 2003; available in PDF format at www.hse.gov.uk/pubns/books/
hsg179.htm) states that in certain circumstances, a swimming teacher
may fulfil a dual role of swimming teacher and lifeguard, but this role
is subject to being trained to carry out a rescue and provide basic life
support. This only applies to programmed swimming, which is defined
as having a formal structure, disciplined, supervised and continuously
monitored from the poolside.
Generally, although not always, if the swimming programme is deliv-
ered in a local authority pool or a similar facility, it is a requirement of
hire to have one or more qualified lifeguards from the facility in atten-
dance to cover for emergencies. Many teachers prefer this arrangement
because it allows them to focus on the teaching without this additional
responsibility. However, some pools require all those working on the
poolside to have also undertaken some form of safety training in order
to provide additional support to the lifeguard. It is essential that you
know and implement the exact requirements related to lifeguarding at
the facility. Irrespective of the requirements that are in place related to
safe supervision, best practice would dictate that all those working on
the poolside have some basic training in safety. Prompt and appropri-
ate intervention can often prevent a minor safety issue from developing
into something much more serious. If required, most facility providers
will be delighted to organise and deliver appropriate safety training to
help ensure that the swimming programme is delivered in the safest
possible environment.
Pool Design
Consider the suitability of the general design of the pool area for teach-
ing. Some leisure-type pools (not normally found on school sites but
could be in a joint use facility), particularly those with features such as
flumes, fountains and wave machines, are not ideal for teaching swim-
ming and, where they are used, may require additional supervision.
Water Depth
Consider the importance of water depth in relation to the ability and
height of the learners. Pools with a large expanse of shallow water have
considerable benefits in terms of teaching novice swimmers. Where
limited shallow water exists, youll need to consider how to designate
shallow and deep water and take steps to ensure that nonswimmers
cannot inadvertently drift into deep water.
Water Quality
Consider the effects of temperature and water clarity. When teaching
young people to swim, it is important to provide an inviting pool envi-
ronment and warm water. Aim for a water temperature in the region
of 28 degrees Celsius. A well-maintained pool will have clear, sparkling
water where, even in the deepest parts of the pool, the floor is clearly
visible. However, from time to time, the water may become cloudy. If
Planning
5
this occurs to such an extent that you cannot see the pool floor, you
should postpone lessons until the matter is rectified.
Pool Organisation
In many instances, schools have exclusive use of the swimming pool
when delivering lessons. However, this is not always the case, particularly
where a local authority pool is used. In these instances, the areas to be
used by the school and the public must be clearly designated through
the use of pool dividers such as lane ropes or portable booms. When
working in a shared use situation, some schools have found it helpful to
require swimmers to wear particular coloured swimming caps to ensure
that they can be quickly and easily identified. In shared use pools, it is
also essential to clarify with the management of the facility the exact
provision for lifeguard cover and who is responsible for what.
Staffing
As with all curriculum areas, having a skilled and knowledgeable work-
force is essential in terms of the quality of the programme delivered,
and it is the head teachers responsibility to ensure that teachers are
competent to carry out their roles safely and effectively. In cases where a
combination of external swimming teachers and classroom teachers give
lessons, it is important to allocate time to ensure that both parties can
contribute to all aspects related to planning and delivery. Combining the
skills and knowledge of the schoolteacher with the specialist knowledge
of a fully qualified swimming teacher provides the best basis for a suc-
cessful programme. In some instances, the time given for schoolteachers
and swimming teachers to meet is restricted to the 5 or 10 minutes before
or after a lesson; this is clearly insufficient. For a successful programme,
you must allocate appropriate time to ensure that all aspects of planning
and delivery can be fully addressed. See Duty of Care and Working With
the Swimming Teacher for additional guidance on working with your
swimming teacher.
Pupil-to-Teacher Ratios
Guidelines related to the recommended number of learners for each
teacher are often provided by the Local Education Authority (LEA)
and by national organisations such as the Amateur Swimming Asso-
ciation (ASA), which is the governing body for swimming throughout
England. Such guidelines are usually based on the number of learners
considered reasonable for a teacher to manage safely. When determining
the number of learners allocated to each member of staff, you should
consider factors such as age, ability, size in relation to the pool depth,
the expertise and experience of the teacher, the environment in which
the teaching will take place and whether there are any specific learning
or behavioural difficulties.
Whilst these guidelines are useful when planning and organising the
teaching of swimming, they cannot take into account the particular
circumstances in which the teacher operates, and actual numbers need
to be based on local conditions. Examples of circumstances that might
dictate that the ratios be lower than those stated include the following:
A wide variation in swimming ability
Language, learning, physical or behavioural difficulties
While guidelines exist for pupil-to-teacher ratios, the actual numbers need to fit local
conditions.
6
A large water area
Deep water areas into which swimmers with poor ability could
stray
Glare or reflection causing lack of visibility beneath the water
surface
Availability of assistance in the water
For specific details on pupil-to-teacher ratios, see the appendix.
Note that the NC requires all schoolchildren to learn about health and
safety and identifying risks and hazards. Helping learners to identify
and control risk is an important aspect of this requirement.
Who Can Teach Swimming?
In schools with a pool on site, it is likely that most if not all of the
classroom teachers and many classroom assistants will be involved
in the delivery of the swimming programme. Many teaching skills are
generic; strategies used in the classroom for areas such as managing
behaviour, differentiating tasks, working with different ability groups
and planning a learning programme can be transferred to the pool
environment with great effect. Other aspects, such as the organisation
of a swimming lesson or positioning for effective communication, have
some pool-specific applications. However, in many instances the missing
ingredient is often not how to teach but what to teach.
The issue of who can teach swimming is related to competence and
may be defined as having the skills, knowledge, understanding and
expertise necessary to plan, deliver and evaluate the programme (Whit-
lam, J. 2012. Safe Practice in Physical Education and Sport. Association
for Physical Education). Teachers have a responsibility to be able to
teach swimming in a safe environment with a sound understanding of
the needs and stages of development of all the learners in their care.
Therefore, some teachers may have to engage in swimming-specific
professional development.
Duty of Care
Teachers have overall responsibility for learners regardless of who may be
actually engaged in teaching them. This responsibility includes lesson con-
tent. It equally applies if a school employs an external swimming teacher
either to work largely independently or to work alongside the classroom
teacher. In this situation, however, you should maximise the expertise and
experience of the qualified swimming teacher, and regular planning meet-
ings will help to ensure that the most appropriate programme is delivered
to the learners. The qualified swimming teacher may have considerable
experience and expertise in the teaching of swimming but have limited
knowledge and understanding of the requirements of the NC.
It is common practice for schools using a local authority pool to buy
in the services of one or more swimming teachers provided by the pool.
Even in this case, the school must ensure that each swimming teacher
is appropriately qualified and is also Criminal Record Bureau (CRB)
checked at the enhanced disclosure level. In most instances where an
external swimming teacher is used, a level 2 certificate is the minimum
teaching qualification required for assuming responsibility for a group
of swimmers. Swimming teachers with a level 1 certificate are only
qualified to work under the supervision of a level 2 (or above) teacher.
Working With the Swimming Teacher
In many respects, your external swimming teacher will be your most
valuable resource, and therefore it is important that the resource is used
to the maximum benefit of the learners and the school. The most effective
model for the delivery of swimming in schools is for a qualified swim-
ming teacher to work alongside a qualified schoolteacher or qualified
teaching assistant who has also undertaken some training in teaching
swimming. This model combines the swimming-specific technical skills
and knowledge of the swimming teacher with the generic teaching skills
and knowledge of the schoolteacher or teaching assistant in a way that
can enhance the teaching and learning process. In addition, a school-
teacher knows most learners by name, has a more detailed knowledge
of the learners in general, knows learners particular needs and is fully
aware of the expectations in terms of behaviour. Those schools that take
learners swimming, hand them over to the qualified swimming teach-
ers and sit back and just observe should consider carefully whether the
expertise and experience available is being used to the best effect. The
development of an effective schoolteacherswimming teacher relation-
ship does not occur by chance; time is required to establish and nurture
the relationship to achieve maximum benefits.
Whilst the schoolteacher has overall responsibility for the teaching
and learning and for the programme to be followed, it is clearly sensible
Planning
7
to utilise the technical expertise of the swimming teacher to help guide
this process. To ensure that the skills, knowledge and expertise of both
parties are used to their best effect, you must allocate some time to
planning that is over and above a brief exchange of words at the begin-
ning or end of a swimming lesson. All those involved in the delivery of
the programme need to be clear about their responsibilities, who they
will be teaching and their stage of development, the content that will
be taught, how it will be delivered and the expected outcomes of the
group that they are teaching.
If you are a schoolteacher who is new to teaching swimming, it may
be helpful to initially work in a supporting role alongside a more expe-
rienced teacher who can serve as a mentor whilst you gain confidence
in the how and what. As your confidence grows, you can gradually
increase your responsibilities in planning and delivery.
Additional Adult Support
The section titled Organisation and Delivery referred to the use of exter-
nal adult support such as parents. Many schools have a strong tradition
in encouraging this type of external help and support, largely through
the use of unqualified volunteers. Support of this nature is often used
in two ways: to act as an observer and provide an additional pair of
eyes or to assist with the teaching process. Regardless of the role you
plan for the additional support to play, you should ensure the following:
They fully understand the role that you wish them to carry out;
it is usually in a supporting capacity.
They have the skills and knowledge required to carry out the role,
and appropriate training has been provided if it is necessary.
You have discussed expectations in areas such as content, behav-
iour and discipline.
The supervising teacher has the skills and knowledge to effectively
manage and direct additional adult support.
If support materials are required, these have been provided in
advance of the lesson to guide the adult support in the areas to
be covered.
Whilst many volunteers will not have recognised swimming-related
qualifications, they can still bring value to the school swimming pro-
gramme. Some volunteers may have transferable skills, knowledge
and expertise from other areas or may have experience assisting with
swimming outside of the school environment. Alternatively, the school
may encourage volunteers to engage in swimming-specific professional
development opportunities or provide on-the-job training.
Teaching From the Poolside
or in the Water
In most circumstances the recommended teaching position is from
the side of the pool, because it provides the best position to oversee the
whole group in terms of safety and to provide appropriate feedback on
the performance of each learner in the group.
However, opinions vary with regard to the teaching of nonswimmers
and in certain circumstances, subject to carrying out a risk assess-
ment, learning might be enhanced through the provision of support
Teaching in the water can be helpful for providing additional support.
8
in the water. When working with children who have severe or multiple
physical disabilities, in-water support is essential. However, in a more
mainstream setting, you need to make the decision based on the envi-
ronment and circumstances where the teaching is taking place. If you
decide to provide in-water support, it should be considered additional
support and should not replace having a teacher on the poolside. The
only exception to this rule would be when working on a one-to-one or
one-to-two basis.
Working Effectively With a Group
All swimming lessons should aim to develop knowledge, skills and
understanding whilst also being sufficiently active to contribute towards
the overall fitness levels of the learners. In addition, improvements in
skills are brought about by a number of factors to which the opportunity
to practise is central. Lessons in which learners in a group are asked
to perform predominantly one at a time can deprive learners of the
opportunity to practise and as a result can have an adverse effect on
skill development and fitness. Therefore, the way in which a group is
organised can contribute significantly towards activity levels. You can
adopt a number of strategies to make the best use of the time and space
available. Examples of appropriate strategies follow.
Random Spacing
This strategy is often used for beginners in shallow water where learn-
ers are working largely independently on tasks or activities set by the
teacher. The overall structure is informal, and learners make the best
use of the space available.
One Group
This strategy is often used when the group is small and working on the
same activity or task. All learners are required to complete a set distance
and then stop before being given additional instructions. This strategy
can often work if the group is small, but with a large group it is difficult
for the teacher to observe all learners. In addition, those who complete
the task first often have too much rest, and those who take longer to
complete the task tend to have insufficient rest.
Pairs
In this strategy, a group works in pairs; one swimmer completes the
task, then the partner follows. For example, swimmer 1 swims one
width, then on the teachers instruction, swimmer 2 does the same.
This strategy can be effective for a large group because it halves the
number of swimmers that the teacher is required to observe. (The level
of effectiveness is in terms of teaching, not safety.) This method also
ensures that swimmers receive a rest (also important for skill develop-
ment) but does not address the issue of some receiving too much rest
and others too little rest. In addition, the focus of the teacher can be on
starting and stopping swimmers rather than on their performance and
the identification of areas for improvement.
Pairs With Repetitions
In this strategy, the group works in pairs, but this time the teacher
specifies the number of widths and repetitions. For example, swimmer
1 completes two widths, followed by swimmer 2; this is repeated three
times. Depending on the ability of the pairs, the teacher may vary the
number of repetitions so that some pairs complete three repetitions
whilst other pairs might complete only two. This method helps to
overcome the problem of some swimmers having too much rest whilst
others receive too little. A slight variation on this is where the number
of repetitions is not specified and pairs are asked to continue until asked
to stop. This allows for even greater differentiation whilst also keeping
learners active, and it allows the teacher the freedom to move around
the group and provide feedback on an individual basis as required.
Two Subgroups
In this strategy, the group is divided into two subgroups; each group
works independently. Whilst this is initially quite demanding for the
teacher, once the method is established it is very effective in terms of
allowing the teacher to differentiate, taking into consideration the needs
of each of the subgroups. In some instances this strategy may incorpo-
rate a group working from a prepared schedule that is positioned on
the poolside for swimmers to view.
Note that within any group structure, further differentiation may be
required to fully meet the needs of all learners.
Planning
9
Evaluating Your Programme and Planning
for the Future
As in all curriculum areas, knowledge of where you are and where you
want to be is the first stage in working out how you intend to bridge
the gap between them. In terms of swimming, a number of tools are
available to assist in monitoring performance and recognising achieve-
ment, including the checklists provided at the end of each of the units
in this book. In addition, many local authorities have award schemes
specifically designed for school swimming, and national organisations
such as the ASA and the Swimming Teachers Association (STA) have
comprehensive award schemes that can be used to monitor progress and
recognise achievements. The appendix contains additional information
about incentive award schemes.
How schools monitor and record learners progress in the area of
swimming is a matter for internal discussion and consideration. How-
ever, this cannot be left to chance; having a clear understanding of learn-
ers achievements will provide the basis for planning for the future. As
a minimum, all schools should be clear in terms of how many children
can and cannot swim, how many can meet the minimum requirement of
completing 25 metres without undue stress, which children may be cat-
egorised as lacking water confidence or having a pool phobia and which
children may be categorised as moving towards gifted and talented.
Looking Beyond the School Day
When planning a school programme, look beyond the school day and
explore opportunities that may be available to enhance and extend the
school swimming programme. Engaging young people in activity in
and beyond the school day is an important aspect of government poli-
cies to encourage healthy lifestyle and reduce obesity. School provides
a wonderful opportunity to influence the participation habits of all
young people.
For many people, barriers to joining a swim club or exercise club exist,
but you can take steps to break down those barriers. For example, many
clubs are delighted to be invited into schools to talk to children and even
to offer taster sessions. Some clubs have qualified coaches available who
may be prepared to assist with curriculum activities, which provides
the opportunity to build positive relationships and helps to break down
social barriers sometimes associated with club activity. However, you
should ensure that any external organisation invited into schools to assist
with curriculum or out-of-school activities goes through the appropriate
vetting procedures and that a close liaison exists between the school
and the external organisation in respect of the activities taught and the
style of the delivery. In addition, schools that help to direct children to
community clubs must ensure that the clubs are child friendly and have
the appropriate level of expertise to deal sensitively with young people;
they should offer programmes appropriate to their age, maturation
and ability. For many sports, club accreditation processes are in place.
Schools have a responsibility to ascertain this information and, where
possible, to direct pupils to clubs that have met the standards required.
In respect of swimming, the ASA swim21 accreditation will identify
clubs that have shown that they have structures and personnel in place
to provide programmes appropriate to young people in a supportive
and friendly environment.
Where to Start: A Few Guiding Thoughts
As you begin your swimming programme, it is useful to establish a few
principles that help you to formulate your ideas on how to approach
the task in hand. The thoughts detailed in this section were developed
as a result of many years of experience of teaching swimming to a wide
variety of participants. Use them as a starting point to help develop your
own personal guiding principles. As you gain experience and your teach-
ing approach evolves, you can adjust your principles to evolve with you.
Doing the Ground Work
Many teachers of swimming attempt to teach people to swim before they
are ready. Often learners are pressured to quickly perform something
that resembles the recognised strokes. Pressure can come from many
places, such as from parents or from the limited time available. Every-
body involved in the teaching of swimming has a similar aspiration,
but the route taken to achieve it can vary considerably. Introducing the
formal teaching of strokes too early often has the effect of developing
aspects of technique that prevent the learner from swimming effectively
10
and efficiently. Just think about how many times you observe people
swimming front crawl with the head out of the water, often moving
from side to side as they try desperately to take in oxygen that the body
needs. This occurs as a direct result of the swimmer not having fully
developed some key underpinning skills.
Floating Is the Key
The very essence of swimming is to float and then to move the arms
and the legs. Once a learner can float on the back and the front (with
face in the water) without support, the ability to move through the
water is relatively simple. Different strokes require different movement
patterns, but they will be easy to develop once floating has been
achieved.
Being at Ease in the Water
Being at ease in the water is a necessary prerequisite to teaching people
to swim. The 10-unit programme outlined in this book has at its heart
the development of confidence in, on and under the water. Only when
learners have developed the feeling of being at home in the water will
they move to the development of effective swimming strokes.
Swimming on the Back
Most learners swim more easily on their backs than on their fronts. For
a variety of reasons, some learners require longer to learn the swimming
strokes than others. One frequently observed difficulty relates to putting
the face in the water and being able to breathe. The 10-unit programme
aims to overcome this difficulty, but it takes longer with some learners
than with others. Swimming on the back has the advantage of allowing
the face to be clear of the water, so breathing can occur almost naturally.
Once a learner can float on the back, it is a very short step to developing
early movement through the water and a simple progression to swim-
ming backstroke.
Transfer of Skill
Backstroke and front crawl should be taught before breaststroke and
butterfly. This is often an area of great debate. Many teachers advocate
a multistroke approach, where the learner is introduced to a wide vari-
ety of movements of the arms and the legs with the aim of discovering
which suits the individual. Then these movements are transferred to
the most appropriate strokes. Whilst this approach can be effective, it
fails to take full account of the positive transfer of skill from one move-
ment to another. For example, much transfer of skill exists between
backstroke and front crawl, but little exists between either of these
strokes to breaststroke. In addition, breaststroke is the most technically
complex of all of the strokes, requiring a level of coordination that is
not required for front crawl or backstroke. Butterfly is technically less
complex than breaststroke, but it requires a high degree of coordination
and water confidence to be performed effectively.
Swimming Aids
Swimming aids are often used as a comfort blanket for the teacher
rather than an aid for the learner. A wide range of swimming aids are
available, and they can make significant contributions to a swimming
programme at all stages. Aids such as brightly coloured fish, sinkers,
hoops and balls can help to motivate learners and make lessons fun.
However, difficulties can occur when flotation aids are used, including
traditional floats, arm bands, and woggles (long, cylindrical floats that
are sometimes referred to as noodles). Sometimes, the facility dictates
that these aids be used in the early stages. For example, if the learners
cannot stand up in the pool and no in-the-water support staff are avail-
able, armbands may be a necessity for safety reasons whilst learners
develop independence. However, this aid is quite different from being
an aid to learning to swim. In those circumstances where a shallow
water teaching pool or a well-marked shallow section of a main pool is
available, this type of aid may not be required.
For example, armbands can result in the learner being vertical in the
water, but each of the four recognised strokes requires the learner to
be horizontal or close to horizontal. Traditional rectangular floats are
often used to help the learner travel across the pool whilst kicking the
legs up and down and with the head out of the water. However, front
crawl, which this activity is trying to develop, requires the face to be in
the water, and as a result the learners activity will reinforce one of the
key actions you are trying to avoid. Front crawl kicking with a float is
probably better suited to those who are already competent swimmers
but who need to strengthen the leg action.
Planning
11
Key Skills
The ability to swim is based on a number of key skills. These skills
include the following:
Buoyancy and the ability to float
Balance and the ability to move the body into various positions
Submersion and breath control
Relaxation and a feeling of being at home in the water
Developing Your Whole-School
Swimming Guidance Document
Having considered the issues raised in this unit along with other issues
that may be specific to your school and community, aim to develop a
guidance document that sets out the way in which swimming should
be delivered as part of your school curriculum. This document need not
be lengthy, but it should provide the basis on which the programme
should be organised and delivered. Aspects to consider include the
following:
Programme Overview
Overall aim of the programme
How much time can realistically be allocated to achieve the aim
In which years swimming will be offered
How success will be measured
How the programme will link with other aquatic opportunities
that may be available in the local community
Health and Safety
Managing travel to and from the pool (if appropriate)
Requirements for lifeguarding
Qualifications, experience and competence of those involved in
teaching
Available staffing and how it relates to the number of learners
and the guidance on pupil-to-teacher ratios
Emergency procedures
Process for identifying medical issues
Dealing with teacher absence
Supervision of changing areas
Teaching Methodology (see also Where to Start)
The framework in which each teacher operates
Teaching from the poolside or in the water
Including those with additional needs
Use of manual support in the water
Use of armbands and other flotation devices
Use of incentive schemes
Process for monitoring and reviewing teaching methodology
Programme Delivery
How the pool will be organised and how the learners will be
grouped
How groups will be managed to ensure opportunities to practise
are maximised
Who can work most effectively with the different-ability groups
(For example, the qualified swimming teacher might work with the
more able swimmers or with nonswimmers or reluctant swimmers.)
How to use games and fun activities
How to manage and utilise teaching assistants and other helpers
How to deal with reluctant swimmers
How to record progress and achievement
When completing your Whole-School Swimming Guidance docu-
ment, you may also wish to consider some of the issues raised in unit
2 of this book. The first step in developing your document is to focus
on the planning considerations rather than the swimming-specific con-
tent of your programme. However, once the planning process has been
completed you will need to use the swimming-specific units to help
provide the content that will be delivered. In many ways this publica-
tion completes that part for you, but once this programme has been
delivered you must consider whether it needs to be adapted to meet the
specific requirements of your learners. When finalising this section of
your document, consider the following:
12
Is there an overall programme to which all teachers work?
Is the programme appropriate for the age, previous experience
and ability of the class?
Do you have clearly identified outcomes?
Does the programme focus on key underpinning skills such as
flotation, submersion and aquatic breathing?
Does the programme develop high reliability in key underpin-
ning skills?
Does the programme challenge the more able as well as the less
able?
Does the programme include other aquatic activities such as water
polo, synchronised swimming, personal survival and lifesaving?
Do you have a strategy to deal with those who continue to have
difficulty in this area or continue to be reluctant swimmers?
Is the programme reviewed on a regular basis, and are changes
implemented as a result of the review?
UNI T
13
Preparation
and Familiarisation
2
OUTCOMES
At the end of this unit, learners should have met the following outcomes:
2.1: Be aware of the processes and procedures related to attend-
ing a swimming lesson and have the opportunity to clarify any
concerns.
2.2: Be introduced to the pool environment and the teaching staff.
2.3: Complete a land-based evacuation procedure.
2.4: Complete the preswimming checklist.
14
H
aving completed the planning aspects of your Whole-School Swim-
ming Guidance document, you must now consider the types of
activities that you can do with the learners before taking them to the
swimming pool. This is an important part of the familiarisation process.
For some young children the swimming pool can be a daunting environ-
ment, but some preparatory work can help to alleviate fears. This unit
includes information on considerations for the school and what might
be done in that all-important first visit.
The steps identified in the next section may be considered exemplary;
not all schools will be able to implement all of them.
Linking to the National Curriculum
Requirements
Subsequent units in this book include a direct link with the NCPE. This
unit is related to the preparation for swimming, so those types of links
are not included. However, because safety education is always a prior-
ity, particularly at key stages 1 and 2, the land-based evacuation and
worksheet 1 are relevant in this respect.
Familiarising learners with the swimming pool environment is helpful for alleviating any fears they may have.
Preparation and Familiarisation
15
OUTCOME 2.1
Be aware of the processes and procedures related to attending a swimming lesson
and have the opportunity to clarify any concerns.
Equipment and Resources
Worksheet 1: Lets Think About Swimming
Activity Description Teaching tips
Classroom discussion or activity:
Getting ready for swimming
1. Approximately one week before the first swimming
lesson, discuss why being able to swim is important and
how it provides access to so many other water-based
activities.
2. Discuss days and times when swimming will take place.
3. Explain travel arrangements (if appropriate).
4. Ask learners to identify what they will need to take
when going swimming.
5. Ask learners to identify any concerns that they may
have.
6. Try to identify learners who have been swimming before
and those who may be reluctant swimmers.
Ask learners to draw a picture of people having fun in a
swimming pool.
Complete worksheet 1: Lets Think About Swimming.
If possible, a staff member should complete a prelimi-
nary visit to check out the facilities and the arrange-
ments for meeting and greeting the learners. An initial
discussion with the swimming teaching staff is also
helpful. The preliminary visit will help to inform this
classroom activity. The visit may be combined with out-
come 2.2.
OUTCOME 2.2
Be introduced to the pool environment and the teaching staff.
Preswimming pool visit 1. If possible, arrange for a visit to the pool so that learners
can meet the teaching staff and become familiar with the
pool environment.
2. If a visit to the pool is not possible, consider asking the
teaching staff to visit the school and to meet the learners.
Aim to adopt the same routine that will be applied when
the learners will actually be going swimming so that they
will be familiar with what will happen on that day.
Familiarise learners with the changing facilities, access to
the poolside and what to do once on the poolside.
If possible, walk the learners around the pool showing deep
and shallow ends.
Consider using the swimming teachers to help the learners
complete worksheet 1: Lets Think About Swimming.
16
OUTCOME 2.3
Complete a land-based evacuation procedure.
Emergency evacuation procedure 1. Use the school hall or similar space.
2. Designate some areas as water and other areas as the
sides of the pool.
3. Familiarise learners with the emergency signal.
4. Explain and rehearse the emergency procedure.
Aim to adopt the same procedure that will be applied
when the learners go swimming.
To prepare learners for swimming, discuss with them why it is important and how it will enable them to partici-
pate in many water-based activities.
Preparation and Familiarisation
17
Preswimming Checklist
Use the following checklist to ensure that the planning process has
identified all key areas for consideration. Schools and facilities vary
considerably, so this list should not be considered as exhaustive; you
may need to add aspects specific to your school or the facility being
used. Similarly, for those schools with a pool on site, some of the aspects
listed will not apply.
Things to check before going to the pool
The pool has been booked.
Learners have completed worksheet 1: Lets Think About Swimming.
Travel arrangements have been confirmed.
Any activities that might be used during the journey to the pool
have been planned and are available. For example, if you are travel-
ling a long way to the swimming pool, you might efficiently use the
time to cover aspects related to water safety.
A first aid kit for travelling is available.
Staff involved in teaching are competent to carry out their roles
effectively and safely.
Sufficient staff and other adults are available to meet national or
local guidance on pupil-to-teacher ratios.
All staff are aware of which group they have been allocated and the
particular needs of the learners within the group.
Arrangements to support those with additional needs are in place.
Assistants and other helpers have been deployed appropriately.
Insurance for voluntary helpers has been checked and is in place.
Contingency plans are in place to cover the absence of a member of
staff.
Roles and responsibilities for all those involved in the swimming
lesson have been clarified.
Procedure for the supervision of changing areas is clear to staff and
learners.
Appropriate lifeguard provision will be available.
Staff have been familiarised with the emergency action plan.
Staff are familiar with any specific medical requirements of the
learners, and arrangements are in place to ensure that any required
medication will be readily available.
Arrangements for the initial assessment of learners abilities have
been clarified.
Resources and equipment required to support the teaching and
learning, including the availability of pool dividers to mark shallow
and deep water, will be available at the pool.
W
O
R
K
S
H
E
E
T

1
:

L
e
t
s

T
h
i
n
k

A
b
o
u
t

S
w
i
m
m
i
n
g
T
h
i
s

w
o
r
k
s
h
e
e
t

s
h
o
u
l
d

b
e

c
o
m
p
l
e
t
e
d

i
n

c
o
n
j
u
n
c
t
i
o
n

w
i
t
h

u
n
i
t

2
.

C
i
r
c
l
e

t
h
e

c
o
r
r
e
c
t

a
n
s
w
e
r
s
.
W
h
e
n

g
o
i
n
g

s
w
i
m
m
i
n
g
,

y
o
u

s
h
o
u
l
d

t
a
k
e

w
h
i
c
h

o
f

t
h
e

f
o
l
l
o
w
i
n
g

w
i
t
h

y
o
u
?

s
w
i
m
m
i
n
g

t
r
u
n
k
s

o
r

c
o
s
t
u
m
e

t
o
w
e
l

b
a
g

t
o

c
a
r
r
y

s
w
i
m
m
i
n
g

t
h
i
n
g
s

h
a
i
r

b
o
b
b
l
e

f
o
o
t
b
a
l
l

b
o
o
t
s
O
n

w
h
i
c
h

d
a
y

w
i
l
l

y
o
u

g
o

s
w
i
m
m
i
n
g

w
i
t
h

t
h
e

s
c
h
o
o
l
?

M
o
n
d
a
y

T
u
e
s
d
a
y

W
e
d
n
e
s
d
a
y

T
h
u
r
s
d
a
y

F
r
i
d
a
y
W
h
a
t

s
h
o
u
l
d

y
o
u

a
l
w
a
y
s

d
o

b
e
f
o
r
e

e
n
t
e
r
i
n
g

a

s
w
i
m
m
i
n
g

p
o
o
l
?

T
a
k
e

a

s
h
o
w
e
r
.

G
o

t
o

t
h
e

t
o
i
l
e
t
.

P
u
t

o
n

a

s
w
i
m
m
i
n
g

c
a
p
.

E
a
t

l
o
t
s

o
f

f
o
o
d

a
n
d

s
w
e
e
t
s
.

C
h
a
s
e

a
r
o
u
n
d

t
h
e

c
h
a
n
g
i
n
g

r
o
o
m
s
.
W
h
a
t

s
h
o
u
l
d

y
o
u

d
o

w
h
e
n

y
o
u

a
r
e

o
n

t
h
e

p
o
o
l
s
i
d
e
?

W
a
l
k

s
e
n
s
i
b
l
y
.

S
i
t

q
u
i
e
t
l
y

o
n

t
h
e

p
o
o
l
s
i
d
e
.

L
i
s
t
e
n

t
o

t
h
e

s
w
i
m
m
i
n
g

t
e
a
c
h
e
r
.

R
u
n

a
l
o
n
g

t
h
e

p
o
o
l
s
i
d
e
.

P
u
s
h

s
o
m
e
b
o
d
y

i
n

t
h
e

w
a
t
e
r
.
F
r
o
m

J
.

L
a
w
t
o
n
,

2
0
1
3
,
C
o
m
p
l
e
t
e
g
u
i
d
e
t
o
p
r
i
m
a
r
y
s
w
i
m
m
i
n
g

(
C
h
a
m
p
a
i
g
n
,

I
L
:

H
u
m
a
n

K
i
n
e
t
i
c
s
)
.
UNI T
19
Starting to Move
3
OUTCOMES
3.1: Know and be able to explain the safety requirements of the pool
as appropriate to the lesson.
3.2a: Be able to enter and exit the water safely; be able to move
around the pool with feet on the bottom and with confidence.
3.2b: Be able to carry out evacuation procedures safely and within
an appropriate length of time.
3.3: Be comfortable participating in various games and fun activities
related to early movement.
20
O
nce you have completed units 1 and 2, you should be ready to
begin the process of introducing novice swimmers to the water
and to early movement skills. Some learners may still be apprehensive
whilst others will be raring to go. You should aim to make this initial
experience fun and enjoyable using carefully selected activities that
are progressive in terms of difficulty. These initial activities cannot be
rushed; learners will develop at their own pace. Adopting a confident,
reassuring and encouraging approach helps learners to overcome any
fears and apprehensions that they may have. The teachers confidence
often transfers to the learners.
Children learn through play and fun activities, particularly during
the early stages of the learning process. Games can be used as a means
of distracting concerned and worried learners by getting them to focus
on the requirements of a fun and enjoyable activity. Although specific
skills are identified and examples of fun activities are provided, you can
use your imagination to create your own activities. Keep in mind that
many activities covered in other areas of physical education, as well as
many songs and nursery rhymes, transfer well to the pool environment.
At this point you should ensure that all learners are familiar with the
evacuation procedures. If the lesson is taking place in a public pool,
you should discuss and agree on the procedures with those responsible
for managing the facility. If the lesson is taking place in a school pool,
the procedure will need to be developed, recorded and circulated to all
those who will be involved in the swimming programme. This docu-
ment should be referred to as the Emergency Evacuation Procedures
(EAP) and should be reviewed annually. Each review should be dated
to show that it has been looked at and changed if required. The EAP
should give specific instructions on the action to be taken by staff
and learners in the event of an emergency, and both staff and learners
should be trained to work in accordance with the guidance provided
within the EAP.
NC reference
PE knowledge, skills and understanding at KS1
Exploring basic skills, actions and ideas with increasing
understanding
1a
Remembering and repeating simple skills and actions
with increasing control and coordination
1b
Exploring how to choose and apply skills and actions in
2a
Varying the way they perform skills by using simple tactics
2b
Describing what they have done 3a
Observing, describing and copy what others have done 3b
Personal, social and health education (PSHE) knowledge,
skills and understanding at KS1
Knowing how to make simple choices and improve their
health and well-being
3a
Knowing rules for keeping safe, including basic road safety,
and rules about people who can help them to stay safe
3g
Listening to other people, and playing and working coop-
eratively
4b
Requirements
During this unit the learners are introduced to the following aspects of
the National Curriculum (NC). The NC references are detailed in How
to Use This Book.
Starting to Move
21
OUTCOME 3.1
Know and be able to explain the safety requirements of the pool as appropriate to the lesson.
Worksheet 2: Pool Safety, for classroom activity (worksheet may require modification to meet your particular requirements)
Activity Description Teaching tips NC reference
Safety awareness 1. Remind learners of land-based evacuation pro-
cedure completed as part of unit 2. Walk learners
around the pool and identify safety features and
risks.
2. Identify shallow and deep end and pool safety
markers; verbally repeat evacuation procedures;
establish meeting place for each group on pool-
side.
Establish behavioural expectations and pool rules.
Explain and demonstrate safety signals such as
whistle and alarm.
Clarify expectations related to safety signals such as
stop, look and listen or evacuate the pool.
If possible, involve pool staff in explanation of
safety procedures.
KS1 PSHE 3a/g
Pool safety classroom
activity
1. Complete worksheet 2.
2. Repeat land-based evacuation procedure.
Classroom activity to be completed after the first
pool-based lesson (reinforcement).
Ask learners to explain safety requirements of the
pool and the lesson before completing worksheet
2.
Use the school hall or similar space to simulate the
pool evacuation procedures.
KS1 PSHE 3a/g
22
OUTCOME 3.2
a. Be able to enter and exit the water safely; be able to move around the pool with feet on the bottom
and with confidence.
b. Be able to carry out evacuation procedures safely and within an appropriate length of time.
Pool divider to prevent access to deeper water; flotation aids if required; tambour; assistant in the water if possible
Pre-entry introduction 1. Swimmers sit on poolside with their feet in the
water, then make patterns, such as small circles and
large circles, with the feet.
2. Kick up and down; move the legs slowly and then
faster; kick gently and then hard; make the water
bubble; make as much splash as possible; change
from kicking hard to kicking soft.
Observe swimmers and identify any who appear
timid.
Position timid learners closest to your main teach-
ing position.
If possible, have an assistant in the water.
KS1 PE 1a/1b
Entering using the ladder
or steps
1. If using a ladder entry, ask swimmers to enter the
pool facing the ladder, holding with both hands
and slowly taking one step at a time.
2. If using step or ramp type entry, have one swimmer
go at a time, holding the rail or edge of the pool
and taking one step at a time.
Where possible, have assistant in the water to sup-
port entries.
These methods are very controlled but time con-
suming; see progressions that follow.
KS1 PE 1a/1b
Initial movement 1. Swimmers move around the pool using different
walking, jumping, skipping and hopping move-
ments and combinations.
2. Vary height, size, direction and speed of move-
ments, including walking backwards and walking
in different geometric shapes such as circles or
squares.
3. Have swimmers move with the shoulders above
and then below the water.
4. Have swimmers keep the arms out to the sides to
aid balance; progress to using the hands and arms
to assist movement through the water.
Work individually and in pairs.
Use the beat of a tambour to control movement.
Emphasise different types of movement and shapes
to help those who may still be a little apprehensive
by giving them a specific focus.
See variations that follow for those who lack confi-
dence.
KS1 PE 1a/1b
Starting to Move
23
Emergency evacuation 1. Follow procedures established in conjunction with
the pool staff and contained within the EAP.
2. Reinforce key points and repeat if required.
3. Keep a record of when practised, and include in-
school documentation related to swimming.
Have swimmers practise at an appropriate time in
the lesson up to the point where they have evacu-
ated the water and are seated on the poolside.
Occasionally it may be considered helpful for the
learners to complete a full evacuation to include
the pool and the surrounding areas.
Recap at appropriate intervals in the coming weeks.
KS1 PSHE 3a/g
Exiting using the ladder
or steps
1. For ladder type steps, ask swimmers to face the
ladder and hold with both hands, exiting one step
at a time.
2. For a step or ramp, have one swimmer exit at a
time, holding the rail or edge of the pool and
taking one step at a time.
Where possible, have assistant in the water to sup-
port exits.
These methods are very controlled but time con-
suming; see progressions that follow.
KS1 PE 1a/1b
Progression and variations
Entering using a swivel
entry
1. Start with swimmers sitting on poolside with their
feet in the water.
2. Position both hands on poolside to one side of the
body with fingers pointing away from the pool.
3. Take the weight on the hands; rotate the body so
that swimmers are facing away from the pool and
lower the body carefully into the water.
4. Check that swimmers complete entry without
scraping the chest or stomach on poolside.
Allow all swimmers to enter the water at the same
time.
Continue to use an alternative method such as the
ladder or steps for any child who is particularly ner-
vous.
KS1 PE 1a/1b
E5289/Lawton/3.2a1/451950/JRCS/R2 E5289/Lawton/3.2a2/452279/JRCS/R2 E5289/Lawton/3.2a3/452280/JRCS/R2
(continued)
24
Initial movement for
learners who lack confi-
dence
1. Have swimmers face the side of the pool and hold
side or rail with both hands; move along the side of
the pool sliding feet along pool floor; repeat lifting
one foot at a time.
2. Have swimmers turn sideways and hold the side or
rail with one hand and repeat.
3. Close to the wall, but not holding, swimmers walk
parallel to the poolside sliding the feet and then
lifting; ask swimmers to walk forwards and back-
wards.
If possible, use an assistant to help.
Try to maintain eye contact.
Encourage and praise throughout.
Reintegrate the learners into the group as soon as
possible.
KS1 PE 1a/1b
Climbing out 1. Start with both hands on poolside.
2. Jump from pool floor and straighten arms.
3. Place knee on poolside.
4. Climb out of the water safely and with control.
Be aware of any child who may have a weight prob-
lem.
Use previous methods such as ladder or steps if
necessary.
KS1 PE 1a/1b
E5289/Lawton/3.2b1/451951/JRCS/R2 E5289/Lawton/3.2b2/452281/JRCS/R2 E5289/Lawton/3.2b3/452282/JRCS/R2
(continued)
Starting to Move
25
OUTCOME 3.3
Be comfortable participating in various games and fun activities related to early movement.
Pool divider to prevent access to deeper water; flotation aids if required; tambour; assistant in the water if possible; clock or stopwatch
Follow the leader 1. In pairs or teams, one behind the other, swimmers
follow the person in front and copy movements;
include movements with the arms in and out of the
water.
2. Experiment with different types of jumps and steps
such as jumping from 2 feet to 1 foot and back to
2 again, jumping from 2 feet to 2 feet and hopping
from one foot to land on the same foot.
3. Lets go skating, sliding the feet along the bottom.
Ensure a variety of movements.
Use the hands to pull the body through the water.
Use relays and speed challenges.
Ask learners about moving through water; is it
easier or harder than on land? Discuss reasons why.
KS1 PE
1a/1b/3b
Elephants and kangaroos 1. Swimmers move in various ways to cover a set dis-
tance.
2. Ask swimmers to move like particular animals.
3. Count the number of steps taken and aim to
reduce them.
Discuss which animals might cover the distance in the
least number of steps, then the most number of steps.
KS1 PE
1a/1b/2b
Dodgems Swimmers move freely in any direction, dodging in
and out of one another.
Gradually reduce the space available.
Stress the need to avoid bumping into one another.
KS1 PE
1a/1b/2b
Coloured corners 1. The activity starts with the teacher identifying cor-
ners of the pool as a certain colour. For example,
red corner, blue corner, and so on.
2. Swimmers start in the centre of the shallow end of
the pool moving around in a random fashion and
in time with the beat of a tambour.
3. On command, swimmers move to one of the
coloured corners designated by the teacher with
the aim of getting there as quickly as possible.
4. Once in the corner they continue to move around
until the teacher calls out a different colour and the
swimmers move accordingly.
Add variation by putting swimmers into teams with
the objective that the whole team must get to the
corner.
Encourage cooperative activity to provide help
where needed.
KS1 PE 1a/1b
KS1 PSHE 4b
(continued)
26
Crows and cranes 1. In shallow water two groups form lines facing each
other a few feet apart.
2. The teacher calls out the name of one group, who
aim to get to the side of the pool behind them
before being tagged by the other group.
Use sounds to disguise which name is to be called
outccccrrrows or ccccccccranes.
KS1 PE 1a/1b
Tag 1. The teacher identifies two swimmers as the tag-
gers.
2. Once tagged, the learner must stand still with arms
out to the sides at shoulder height.
3. Swimmers can be released by others ducking
under the arms.
When moving under the outstretched arms, swim-
mers heads should still be above water.
If any swimmer submerges when going under the
outstretched arms, pause the game to show the
submersion to the whole group.
KS1 PE 1a/1b
Team tag 1. Start with two swimmers holding hands.
2. When the pair tags a swimmer, they join onto the
line. Once four are joined together, they split into
two pairs; repeat until all swimmers are tagged.
Stress the need for everybody to be working
together and not pulling in different directions.
Always split into pairs once four swimmers are in
the line.
KS1 PE 1a/1b
KS1 PSHE 4b
Nursery rhymes and
songs
1. Use nursery rhymes to encourage up and down
movement; go as far as chin to water.
2. Try Head, Shoulders, Knees and Toes.
3. Try Simon Says.
4. Try other rhymes to suit.
Complete as group activities.
If appropriate, allow learners to lead the activity.
Having an assistant in the water can be helpful.
KS1 PE 1a/1b
Sequence Have swimmers work in pairs to put together a short
sequence of movements that show variations in
movements, height and speed.
Set the task but allow the swimmers to solve the
problem.
Show completed sequences to whole group.
KS1 PE
1a/1b/2a
(continued)
E5289/Lawton/3.3a/451957/JRCS/R2
Starting to Move
27
Funky travel time
challenge*
1. In shallow water ask the swimmers to work out the
fastest way for each individual to travel across the
pool using any combination of hopping, skipping,
jumping etc.
2. Form groups of four; working across the width
(halfway if it is a large pool), position two swimmers
on one side and two on the opposite side.
3. Complete a relay and ask the swimmers to work
out the fastest way for the team to complete four
widths (two widths if working in a large pool).
Ask swimmers to time themselves (or teacher
times) and then repeat trying to beat the time set.
Ask them to cover the same distance but touching
the bottom of the pool as few times as possible.
Repeat again, but try to beat the original score.
Show learners good examples and ask them to
describe what they see; discuss why some teams
were faster than others and why some covered the
distance with fewer touches on the pool floor.
KS1 PE
1a/1b/2b
*Reprinted from Qualification and Curriculum Development Agency, The National Archives. Available: http://www.education.gov.uk/aboutdfe/armslegthbodies/a00200461/qcda
Unit 3 Checklist
Before moving to unit 4, the learners should be able to complete the
activities in the following checklist. Unit 4 builds on the outcomes
achieved in this unit; ideally, all learners should be able to achieve these
outcomes before moving on. In circumstances where this is not the case,
you will need to consider whether it is possible to establish a number of
groups appropriate to different stages of development. This may have
implications for staffing, and where it is not possible, the teacher should
aim to differentiate subsequent tasks to ensure that they are appropriate
to the different abilities within a single group.
Explain the safety requirements of the pool as appropriate to their

lesson.
Participate safely and effectively in an evacuation procedure.
Enter the water unaided, using a sitting swivel entry.
Exit the water by climbing out unaided.
Be confident moving around the pool using a range of different
movements with the feet on the bottom.
Participate confidently in games and activities that require work-
ing in pairs or groups and as part of a team.
Link basic movements together into a short sequence.
W
O
R
K
S
H
E
E
T

2
:

P
o
o
l

S
a
f
e
t
y
T
h
i
s

w
o
r
k
s
h
e
e
t

s
h
o
u
l
d

b
e

c
o
m
p
l
e
t
e
d

i
n

c
o
n
j
u
n
c
t
i
o
n

w
i
t
h

u
n
i
t

3
.

C
i
r
c
l
e

t
h
e

c
o
r
r
e
c
t

a
n
s
w
e
r
s
.
O
n
c
e

y
o
u

h
a
v
e

c
h
a
n
g
e
d

f
o
r

s
w
i
m
m
i
n
g
,

y
o
u

s
h
o
u
l
d

r
u
s
h

i
n
t
o

t
h
e

s
w
i
m
m
i
n
g

p
o
o
l

a
s

q
u
i
c
k
l
y

a
s

p
o
s
s
i
b
l
e

a
n
d

j
u
m
p

i
n
t
o

t
h
e

w
a
t
e
r

p
l
a
y

h
i
d
e

a
n
d

s
e
e
k

w
i
t
h

y
o
u
r

f
r
i
e
n
d

w
h
i
l
s
t

y
o
u

a
r
e

w
a
i
t
i
n
g

w
a
i
t

q
u
i
e
t
l
y

f
o
r

t
h
e

t
e
a
c
h
e
r

t
o

g
i
v
e

i
n
s
t
r
u
c
t
i
o
n
s
W
h
e
n

t
h
e

t
e
a
c
h
e
r

s
a
y
s

t
h
a
t

y
o
u

c
a
n

g
o

o
n

t
h
e

p
o
o
l
s
i
d
e
,

y
o
u

s
h
o
u
l
d

r
u
n

o
n
t
o

t
h
e

p
o
o
l
s
i
d
e

a
s

q
u
i
c
k
l
y

a
s

p
o
s
s
i
b
l
e

w
a
l
k

q
u
i
e
t
l
y

t
o

t
h
e

p
l
a
c
e

w
h
e
r
e

y
o
u
r

g
r
o
u
p

w
i
l
l

b
e

s
w
i
m
m
i
n
g

w
a
i
t

a
t

y
o
u
r

m
e
e
t
i
n
g

p
l
a
c
e

u
n
t
i
l

y
o
u

a
r
e

g
i
v
e
n

f
u
r
t
h
e
r

i
n
s
t
r
u
c
t
i
o
n
s
W
h
e
n

a
n

e
m
e
r
g
e
n
c
y

o
c
c
u
r
s
,

w
h
a
t

i
s

t
h
e

s
i
g
n
a
l

u
s
e
d

i
n

y
o
u
r

p
o
o
l
?

l
o
n
g

b
l
a
s
t

o
n

t
h
e

w
h
i
s
t
l
e

t
e
a
c
h
e
r

s
h
o
u
t
i
n
g

a
s

l
o
u
d

a
s

p
o
s
s
i
b
l
e

a
n

a
l
a
r
m

o
t
h
e
r
I
f

y
o
u

h
e
a
r

t
h
e

e
m
e
r
g
e
n
c
y

a
l
a
r
m
,

y
o
u

s
h
o
u
l
d

c
a
r
r
y

o
n

s
w
i
m
m
i
n
g

u
n
t
i
l

t
h
e

a
l
a
r
m

s
t
o
p
s

s
w
i
m

u
n
d
e
r
w
a
t
e
r

s
o

t
h
a
t

y
o
u

c
a
n
n
o
t

h
e
a
r

t
h
e

a
l
a
r
m

s
t
o
p
,

l
o
o
k

a
n
d

l
i
s
t
e
n

w
h
e
n

t
o
l
d

t
o

d
o

s
o
,

m
o
v
e

t
o

t
h
e

s
i
d
e

o
f

t
h
e

p
o
o
l

a
s

q
u
i
c
k
l
y

a
s

p
o
s
s
i
b
l
e

a
n
d

c
l
i
m
b

o
u
t

o
f

t
h
e

w
a
t
e
r
F
r
o
m

J
.

L
a
w
t
o
n
,

2
0
1
3
,

C
o
m
p
l
e
t
e
g
u
i
d
e
t
o
p
r
i
m
a
r
y
s
w
i
m
m
i
n
g

(
C
h
a
m
p
a
i
g
n
,

I
L
:

H
u
m
a
n

K
i
n
e
t
i
c
s
)
.
UNI T
29
Face in the Water
4
OUTCOMES
4.1: Be comfortable putting the face in the water.
4.2a: Be introduced to the initial stage of aquatic breathing and be
comfortable with water in the mouth.
4.2b: Be introduced to the benefits of exercise.
4.3: Be introduced to aspects related to water safety away from the
pool environment.
30
H
aving completed unit 3, Starting to Move, the swimmers should
be comfortable moving in the water and participating in games
and fun activities. Throughout unit 3, it will have become clear that
some people are happy with their face in the water whilst others are
apprehensive. Unit 4 focuses on the initial stages of developing a feeling
of being at home in the water. Being comfortable with the face in the
water is the initial part of this process, but it is often passed over too
quickly with the result that progress can be impaired at a later stage.
This unit should not be confused with submersion under the water,
which is covered in unit 5.
Requirements
to Use This Book.
NC reference
PE knowledge, skills and understanding at KS1
understanding
1a
1b
2a
Varying the way they perform skills by using simple tactics
2b
Recognising the importance of being active 4a
Recognising and describing how their bodies feel during
different activities
4b
PSHE knowledge, skills and understanding at KS1
eratively
4b
Face in the Water
31
OUTCOME 4.1
Be comfortable putting the face in the water.
Pool divider to prevent access to deeper water; flotation aids if required; medium size indoor balls; sinkers; watering cans; assistant in the water if
possible
Entries Encourage swivel entry (see unit 3 for details). Allow all swimmers to enter the water at the same
time.
Check that they complete entry without scraping
the chest or stomach on poolside.
Continue to use alternative method such as the
ladder or steps for anyone who is particularly ner-
vous.
KS1 PE 1a/1b
Water on the head and
face
1. Swimmers drip water over their ears, neck and back
of the head and then wash their faces; emphasise
taking water to the face and then over the head.
2. Swimmers take various body parts (e.g. chin, ear,
nose) to the water; use watering cans to pour water
over the head.
3. Swimmers paint a picture on the surface of the
water using the nose.
4. Swimmers hold the rail or side of the pool and put
their faces in the water.
5. Swimmers put their hands together on the surface
of the water and take their faces to their hands;
repeat, but with hands just below the surface.
Observe swimmers who appear particularly ner-
vous.
Use an assistant in the water if available.
Encourage swimmers to try eyes closed and open.
KS1 PE 1a/1b
Wet and wild Swimmers scoop water in their hands and throw it in
the air. Who can make the most splashes in the water?
Encourage lots of splashing of themselves and
others.
Be cautious with those who are still timid.
KS1 PE 1a/1b
(continued)
32
Pass the ball In pairs, swimmers throw a ball back and forth. Encourage them to land the ball on the water just in
front of their partner (to splash the face).
KS1 PE 1a/1b
KS1 PSHE 4b
Tell a story: Wakey wakey 1. You tell a story, and swimmers complete the
actions.
2. Swimmers lie on poolside pretending to sleep, then
they wake up for school and enter the water using
a swivel entry.
3. You tell them to have a shower and wash their
faces, then walk to school using a variety of move-
ments and with a friend play follow the leader.
4. You tell them that suddenly there is a torrential
rainstorm (swimmers make as much splash as pos-
sible and throw water into the air).
5. You tell them to arrive at school (climb out of the
water).
Observe the reaction of each swimmer to the various
activities and note those who are still lacking confi-
dence.
KS1 PE 2a
Nursery rhymes and
songs
1. Use nursery rhymes with appropriate actions
related to wetting the face.
2. Sing Head, Shoulders, Knees and Toes.
3. Play Simon Says.
4. Use other rhymes to suit.
Encourage face wetting rather than submersion, but
praise submersion if it occurs.
KS1 PE 1a/1b
Treasure hunt 1. Throw sinkers in the pool.
2. Swimmers walk around the pool with their faces in
the water and identify what the sinkers are.
Emphasise eyes open. KS1 PE 1a/1b
(continued)
Face in the Water
33
OUTCOME 4.2
a. Be introduced to the initial stage of aquatic breathing and be comfortable with water in the mouth.
b. Be introduced to the benefits of exercise.
Pool divider to prevent access to deeper water; flotation aids if required; floating hoops; medium size indoor balls; egg flips; watering cans; assistant
in the water if possible
Blowing bubbles 1. Swimmers hold the rail or side with both hands
and put their faces in the water, blowing bubbles
through the mouth and then through the nose.
2. Using egg flips, they aim to blow them across the
pool, turning them over as many times as possible.
Encourage swimmers to make noises like a speed-
boat.
Who can make the most splash through blowing
bubbles?
When using egg flips, encourage swimmers to have
the mouth close to the water to ensure that they
flip over.
KS1 PE 1a/1b
(continued)
34
Racing cars 1. Swimmers move across the pool as quickly as pos-
sible with feet on the bottom, making a noise like a
car and pushing an object with their nose or chin.
2. Swimmers travel around objects such as floating
hoops.
3. Repeat in pairs or teams.
Encourage shoulders to be low in the water and
chin close to the surface.
Ask how many are now warm and why.
What do they need to do to keep warm?
Ask them to describe how the temperature of the
water affects their bodies and why it is important to
warm up before exercise.
Ask swimmers to feel their heartbeat before start-
ing the activity and immediately afterwards; discuss
why the heart is beating faster and why it is impor-
tant to exercise the heart.
Discuss other benefits of exercise in respect of
the lungs, muscles, bones and general well-being.
Refer to current government guidance of 30 min-
utes moderate exercise 5 days a week as being
important for general health. Explain how people
can achieve this by taking a full and active part in
PE lessons and by being active during breaks such
as lunchtime; encourage walking and cycling to
school subject to safety and weather.
KS1 PE
1a/1b/4a/4b
KS1 PSHE 4b
Simon Says Play Simon Says, incorporating the movements and
face wetting skills covered so far.
Focus on different parts of the body being
immersed in the water.
Incorporate splashing and blowing bubbles and
objects.
KS1 PE 1a/1b
Spinning tops 1. In groups of three or four, swimmers pass a ball
around the group.
2. The person who receives the ball must lower him-
self or herself in the water until the chin is on the
surface, turn through 360 degrees blowing bubbles
throughout the turn and then throw the ball to
another person.
Allow the groups to work in their own time and then
as a relay race.
KS1 PE 2a/2b
(continued)
Face in the Water
35
Water exchange 1. Swimmers hold the rail or side and bend the knees
until the chin is on the surface.
2. Swimmers take water into the mouth, hold it in the
mouth and then release it.
3. Repeat several times continuously.
4. Incorporate water exchange with walking around
the pool allowing water into the mouth, holding it
in the mouth and then releasing.
Although the thought of children taking water into
the mouth and releasing it may appear to be unhy-
gienic, this is what happens in swimming and the
water treatment systems are designed to cope with it.
Initially many people do not like water in the mouth
as it can generate a feeling that they will choke, but
controlling water in the mouth is an important skill
and a confidence builder at this stage.
KS1 PE 1a/1b
Its Raining, Its Pouring Individually or in pairs, swimmers sing the song and
pour water over themselves and then each other
using hands, watering cans or other containers.
Encourage learners to use as much water as possible;
suggest that it is raining really hard.
KS1 PE 1a/1b
E5289/Lawton/4.2b/451962/JRCS/R2
Supporting Learners Who Lack Confidence
Less confident learners may require additional encouragement to put
water on the face and the face in the water. Use the same activities just
described, but progress more slowly. Use an assistant in the water to
help if available, and gradually aim to integrate these learners into the
main group.
36
OUTCOME 4.3
Be introduced to aspects related to water safety away from the pool environment.
Water safety awareness 1. Introduce the water safety code (WSC).
2. The WSC explains four ways to make sure that
swimmers are safe near water: Spot the dangers,
take safety advice, go with a friend and learn how
to help.
3. See the next section for more details about the
WSC.
In addition to the WSC, swimmers must be aware
that swimming outside in places such rivers, lakes
and quarries is very different from swimming in a
heated swimming pool. Emphasise the following:

Immersion in cold water that results in a drop in
body core temperature can affect the heart, lungs
and brain.

As the core body temperature drops the ability to
swim properly is reduced and can lead to the person
having difficulty moving through the water.

Areas of outdoor water can be very deep and
problems with currents and tides can occur.

Outdoor open water may contain unexpected
barriers such as weeds or rubbish such as old
bikes, which can be very dangerous.
Consider asking learners to design a poster showing
the four aspects of the WSC.
The Royal Life Saving Society produces a range of
free resources to support learning about safety in
and around the home. See www.lifesavers.org.uk.
KS1 PSHE 3a
Water Safety Code
Spot the dangers is about taking extra care near water. Keep away
from the edges of canals, quarries and riverbanks, because they
might crumble and may also have steep, slimy banks that can
make climbing out difficult. Be aware that open water is often
very cold and deep and may be fast flowing. Open water may have
hidden rubbish such as shopping trolleys or broken glass, and it
may be polluted and may make you ill. It is difficult to estimate
depth, and lifeguards do not work in these areas.
Take safety advice is about swimming at a beach where there are
lifeguards on duty and always following their advice on where
it is safe to swim. Look for signs or flags stating where it is safe
and not safe to swim.
Go with a friend is about always letting somebody know where you
are going and never doing activities such as swimming, fishing
or boating alone. Always go with somebody who can go and get
help for you even if the person cannot help you directly. Young
children should always go with an adult, not by themselves; an
adult can point out dangers or help if somebody gets into trouble.
Learn how to help is about knowing what to do if somebody gets
into trouble and how to help without endangering yourself. You
may be able to help yourself and others if you know what to do
in an emergency. For example, if you see someone in difficulty,
tell somebody, preferably a lifeguard if there is one nearby. Or, go
to the nearest telephone, dial 999 and ask for the police at inland
water sites and the coastguard at the beach.
Adapted from The Royal Society for the Prevention of Accidents 2007.
Face in the Water
37
Splash water onto the face.

Pour water over the head.
Put the mouth and nose in the water and blow bubbles for a mini-
mum of 5 seconds.
Walk around the pool with the face in the water.
Move across the pool blowing an egg flip or similar object.
Take water into the mouth and release it with control.
Participate confidently in games and activities that include getting
water on the face.
Be able to describe some of the benefits of exercise.
Be able to suggest ways to ensure safety in and around water.
Unit 4 Checklist
Before moving to unit 5, learners should be able to complete the activities
in the following checklist. Unit 5 builds upon the outcomes achieved in
this unit; ideally, all learners should be able to achieve these outcomes
before moving on. In circumstances where this is not the case, you need
to consider whether it is possible to establish a number of groups appro-
priate to different stages of development. This may have implications
for staffing, and where it is not possible, you should aim to differentiate
subsequent tasks to ensure that they are appropriate to the different
abilities within a single group.
UNI T
39
Learning to Float
5
OUTCOMES
5.1: Be comfortable floating on the front and back, and be able to
regain the standing position.
5.2: Be able to combine floating on the front and back showing rota-
tion and balance, and be able to develop floating sequences.
40
H
aving completed unit 4, Face in the Water, learners should be com-
fortable moving in the water, participating in games and fun activi-
ties, having their faces in the water and having water in their mouths.
Unit 5 focuses on developing the ability to float; once mastered, floating
makes the transition to swimming both simple and speedy. In fact, in
many respects swimming can be described as floating combined with
movements of the arms and legs. Once they are able to float, learners
will be well on the way to developing the swimming strokes. During
units 1 through 4, learners have been predominantly vertical in the
water, but the swimming strokes require a horizontal body position.
Making the transition from vertical to horizontal is a significant step
in helping the learner to swim.
Requirements
to Use This Book.
NC reference
PE knowledge, skills and understanding
understanding
KS1 1a
Consolidating their existing skills and gaining new ones KS2 1a
Performing actions and skills with more consistent control
and quality
KS2 1b
Planning, using and adapting strategies, tactics and com-
positional ideas for individual, pair, small-group and small-
team activities
KS2 2a
PSHE knowledge, skills and understanding
eratively
KS1 4b
Learning to Float
41
Activity and progression Description Teaching tips NC reference
Moving to the horizontal
on the front (at and close
to the side of the pool)
1. Holding the rail with two hands, swimmers raise one
leg behind, then to the side; repeat with other leg
(see top left illustration).
2. Still holding the rail, swimmers raise both legs
behind and kick the legs up and down to achieve a
horizontal position (see top right illustration); kick
hard and then soft.
3. Swimmers step away from the side, push from the
bottom of the pool and reach for the wall; they lift
one leg to the surface and then two.
4. Gradually increase the distance from the side.
5. Gradually encourage face in the water when reach-
ing for the side.
Emphasise shoulders in the water and chin on the
water surface; aim to achieve and maintain a hori-
zontal position with little or no kicking.
Emphasise that warm muscles work better and are
less likely to suffer from pulls or strains.
Reinforce the reasons why it is important to warm
up before physical activity.
Discuss why it is important to be active for 30 min-
utes, 5 times a week.
Reinforce the WSC.
KS1 PE 1a/1b
E5289/Lawton/5.1a/452167/JRCS/R3-alw
E5289/Lawton/5.1b/452168/JRCS/R3-alw
E5289/Lawton/5.1c1/452169/JRCS/R3-alw
OUTCOME 5.1
Be comfortable floating on the front and back, and be able to regain the standing position.
Pool divider to prevent access to deeper water; floats or woggles; assistant in the water if possible
E5289/Lawton/5.1c2/452212/JRCS/R2-alw E5289/Lawton/5.1c3/452213/JRCS/R2-alw
(continued)
42
Moving to the horizontal
on the front (away from
the side of the pool)
1. Introduce floats or woggles.
2. Swimmers stand with their arms out to the side
resting on the surface of the water and hold a float
in each hand (or one woggle; if using a woggle,
place it across the chest and under the armpits).
Remaining vertical, they lift one foot off the floor.
3. Repeat with other foot.
4. Swimmers work towards being vertical but with
both feet off the floor.
5. Still with two floats (or woggle), swimmers aim to
raise one leg up to the side, front and back; then
both legs together to feel horizontal position on
front and back.
Less confident swimmers may do this whilst hold-
ing the side with two hands and then with one
hand holding the side and the other hand holding
a float.
Aim for tucked sitting position.
In horizontal position on the front, encourage
swimmers to have their face in the water.
KS1 PE 1a/1b
Floating on the front
and back with floats or
woggle
1. Holding a float in each hand (or woggle positioned
under the armpits), swimmers perform a front
floating position with the face in the water. Start
with face out of the water if appropriate.
2. Repeat on the back; focus also on regaining the
standing position.
When a floating position on the front with face in
the water has been achieved, ask swimmers to lift
the head out of the water and allow the legs to sink
in order to regain the standing position (see first
row of illustrations).
When a floating position on the back has been
achieved, ask the swimmers to sit up in the water
and again allow the legs to sink to the pool floor
(see second row of illustrations).
KS1 PE 1a/1b
(continued)
E5289/Lawton/5.1d1/452283/JRCS/R2 E5289/Lawton/5.1d2/452170/JRCS/R2 E5289/Lawton/5.1d3/452171/JRCS/R1
(continued)
Learning to Float
43
E5289/Lawton/5.1e1/452172/JRCS/R2 E5289/Lawton/5.1e2/452173/JRCS/R2 E5289/Lawton/5.1e3/452174/JRCS/R2
Floating on the front
and back with floats or
woggle (continued)
Floating on the front and
back without support
1. Have swimmers float on the front in a star shape
with the face in the water; repeat on the back.
2. Once comfortable with floating in a star shape,
experiment with different positions, like the pencil
float (stretched and streamlined shape with the
arms and legs together), the mushroom float (curl
up in a tight ball with the face in the water; see
illustration), or floating with arms held at the sides
of the body.
Emphasise very slow and gentle movement into
floating position.
Encourage swimmers to hold the breath when
floating on the front.
When floating on the back, start with shoulders in
the water; emphasise head back, eyes looking to
the ceiling and stomach pushed towards the sur-
face of the water.
Allow very gentle up-and-down leg action if
required to maintain the horizontal position.
For a mushroom float, look for part of the back
being out of the water.
KS1 PE 1a/1b
Floating tag Swimmers play a game of tag. Once tagged, they
adopt a floating position; they can be released when
others touch them.
Allow the use of floats or woggles for those who still
need support.
KS1 PE 1a/1b
E5289/Lawton/5.1f/453021/JRCS/R1
(continued)
44
Floating time challenge Who can hold a floating position for the longest time? Use floating on the back so that swimmers are not
encouraged to hold the breath beyond their capability.
KS2 PE 1b
Floating relay 1. Swimmers are grouped into teams of three or four.
This activity is like a relay but with the objective of
a team floating for the longest possible time.
2. Swimmer 1 holds a floating position.
3. Once his or her legs sink to the pool floor, swimmer
2 holds a floating position; continue with all swim-
mers in the group.
4. The winning team is the one that floats for the lon-
gest period of time.
Ensure that swimmers do not use a kicking action
to assist their floating.
Being horizontal is the objective, but allow an
inclined position as long as the feet do not touch
the floor.
KS1 PSHE 4b
(continued)
OUTCOME 5.2
Be able to combine floating on the front and back showing rotation and balance,
and be able to develop floating sequences.
Floats and woggles
Floating/rotation combi-
nation
1. Swimmers push from the floor or wall with the face
in the water and the arms held by the sides of the
body, and they hold the floating position.
2. Swimmers rotate from a front floating position to
floating on the back; hold the floating position with
arms held by the sides of the body.
Stress the need to rotate using the hips and shoul-
ders, not the hands and arms.
Once the rotation is complete, ask swimmers to
continue floating on the back by pushing the head
back and looking at the ceiling.
KS2 PE 1a/1b
Learning to Float
45
Alphabet floats 1. Swimmers are grouped into teams of three or four.
They are required to develop a float that involves
all members of the group and shows a letter of the
alphabet.
2. Repeat, but allow groups to make up a float of their
own choice.
Use aids such as floats and woggles if required.
Allow swimmers to float on the front or back.
Work towards controlled start and finish positions.
Allow swimmers time to practise and develop.
Show examples of group floats and ask learners to
identify aspects that are good; ask them to watch
and describe what they see.
KS2 PE 2a
KS1 PSHE 4b
Floating sequences Working individually and in pairs, swimmers develop
a sequence showing three different types of floats.
For example, push and glide into floating on the front
with arms and legs stretched and together; rotate
onto the back with arms held by the side; finish with a
star shaped float on the back.
Use equipment such as floats and woggles as
required.
Show examples of sequences developed and ask
learners to identify aspects that are good; ask them
to watch and describe what they see.
KS2 PE 2a
KS1 PSHE 4b
(continued)
46
All change* 1. Working individually, each swimmer develops a
sequence that includes two travelling movements
and two still shapes.
2. Swimmers work with a partner to make a pair
sequence including two travelling movements and
two still shapes. Both swimmers do the same thing
at the same time (mirroring). Allow time for them
to develop their sequences.
Use equipment such as floats and woggles as
required.
Encourage swimmers to have a clear beginning and
ending to their sequence.
Suggest that some movements or shapes may be
on the front and others on the back.
Emphasise good control throughout.
Show examples of sequences developed and ask
learners to identify aspects that are good; ask them
to watch and describe what they see.
Introduce appropriate words to describe different
shapes.
KS2 PE 2a
KS1 PSHE 4b
*Adapted from Qualification and Curriculum Development Agency, The National Archives.
(continued)
Unit 5 Checklist
Before moving to unit 6, learners should be able to complete the activi-
ties in the following checklist. Unit 6 builds on the outcomes achieved in
this unit; ideally, all learners should be able to achieve these outcomes
before moving on. In circumstances where this is not the case, you need
to consider whether it is possible to establish a number of groups appro-
priate to different stages of development. This may have implications
for staffing. Where it is not possible, you should aim to differentiate
subsequent tasks to ensure that they are appropriate to the different
abilities within a single group. The floating activities listed should be
completed without support.
Complete a star float on the front with face in the water for a mini-
mum of 3 seconds.
Complete a star float on the back for a minimum of 3 seconds.
Float on the front showing two different shapes.
Float on the back showing two different shapes.
Combine different types of floats into a simple sequence.
Regain the standing position from a back floating position.
Regain the standing position from a front floating position.
Rotate from a horizontal position on the front to a horizontal posi-
tion on the back.
Explain why it is important to be active and how to achieve being
active.
UNI T
47
Submersion and
Aquatic Breathing
6
OUTCOME
At the end of this unit, learners should have met the following outcome:
6.1: Be comfortable going under the water and be able to show
controlled inhalation and exhalation over a period of time.
48
A
logical progression after units 4 and 5, submersion is the final step
in developing the feeling of being at home in the water. Sometimes
referred to as the development of watermanship, the learner should have
overcome any fear at this point so that attention can focus on learning
the more specific skills related to the swimming strokes. In addition to
the skill of submersion, the learner is introduced to the basics of aquatic
breathing and the principles of inhalation and exhalation in preparation
for integrating breathing into the swimming strokes. Often, failure to
ensure that the learners have confidence in the skills developed during
units 2 through 6 results in difficulty in achieving the limb movements
required for the recognised strokes.
Requirements
to Use This Book.
OUTCOME 6.1
Be comfortable going under the water and be able to show controlled inhalation and exhalation over a period of time.
Pool divider to prevent access to deeper water; egg flips; sinkers; hoops; floats or woggles; assistant in the water if possible
NC reference
understanding
KS1 1a
KS1 1b
and quality
KS2 1b
Knowing how exercise affects the body in the short term KS2 4a
eratively
KS1 4b
Motor boats and
submarines
1. Swimmers move around the pool with chins on the
surface making a noise like a motorboat.
2. Swimmers move silently like submarines.
Emphasise forced exhalation (explosive breathing)
when being a motor boat and very gradual exhalation
(trickle breathing) when being a submarine.
KS1 PE 1a/1b
Blowing egg flips 1. Swimmers move around the pool with their feet on
the bottom and blow egg flips.
2. Repeat with swimmers holding two floats (or
woggle) and in a horizontal position kicking the
legs up and down.
Emphasise explosive breathing so that the egg flip
turns over.
Discuss where the mouth needs to be to ensure
that the egg flip turns over (on the surface of the
water).
KS1 PE 1a/1b
Submersion and Aquatic Breathing
49
Bobbing with breath
holding
1. Holding the rail or side with both hands, swimmers
put different parts of the head or face in the water.
2. Swimmers gradually increase the amount of the
face or head in the water until it becomes a bob-
bing action with the whole head being submerged.
When bobbing, emphasise vertical up-and-down
movement.
Encourage controlled movement.
As swimmers surface, discourage wiping the face to
remove excess water.
Ask swimmers to open their eyes after surfacing.
KS1 PE 1a/1b
Bobbing with blowing
bubbles
Swimmers bob up and down with the whole head
submerged (as in previous activity) and blow bubbles
under the water.
Encourage controlled, slow exhalation.
Look for bubbles.
Re-emphasise the need to surface without wiping
the face and with eyes open.
KS1 PE 1a/1b
Bobbing with exhalation
and inhalation
1. Swimmers bob up and down three times continu-
ously; blow out underwater and breathe in when
mouth is clear.
2. Gradually increase depth and number until they
can complete 10 bobs with control and without
stress.
Vertical movements to be slow and controlled.
Look for signs of exhalation in the water (bubbles).
Stress the need for movements to be continuous
with no pause following the inhalation.
KS1 PE 1a/1b
Picking up objects Swimmers stand away from the side of the pool and
with the feet on the floor throughout. Aim to pick up
an object from the bottom of the pool with one hand
and then both hands.
Focus on vertical movements and keeping the eyes
open throughout.
Do not use goggles unless they are specifically
required for medical reasons.
KS1 PE 1a/1b
Copycat 1. Arrange swimmers into pairs.
2. In each pair, the swimmers take turns performing a
submersion activity that their partner is required to
copy, such as sitting on pool floor or picking up an
object from pool floor.
Use this opportunity to identify children who are
having difficulties and, if possible, use an assistant to
help.
KS1 PE 1a/1b
(continued)
50
Funny faces In pairs, swimmers sit on the pool floor with the head
fully submerged. They face one another and make
funny faces.
Discuss how blowing out air allows the body to sink
and holding the breath helps the body to float.
KS1 PE 1a/1b
Counting fingers In pairs, both swimmers submerge to sit on pool floor;
one swimmer holds up a number of fingers and the
partner has to say how many.
Explain the importance of being able to open the eyes
when underwater (e.g. to see where you are going or
to find something).
KS1 PE 1a/1b
Name that tune In pairs, both swimmers submerge to sit on pool floor;
one swimmer hums a tune and the other attempts to
guess the tune.
Use assistant in the water to help swimmers who are
having difficulty submerging.
KS1 PE 1a/1b
See-saw One swimmer submerges and the other remains
standing; they change positions like a see-saw.
Encourage a continuous see-saw action without
pauses.
KS1 PE 1a/1b
Wave Swimmers form a line. One at a time, they throw their
arms in the air followed by submersion.
Have swimmers keep their feet on the floor through-
out.
KS1 PE 1a/1b
KS1 PSHE 4b
Nursery rhymes or games Use nursery rhymes or songs such as Head, Shoul-
ders, Knees and Toes or games such as Simon Says to
encourage submersion and other skills learned so far.
Ask swimmers to lead the nursery rhymes.
Swimmers faces should be in the water when
touching toes.
Simon SaysInclude submersion as an activity.
Ring a Ring of RosesSwimmers fully submerge
on all fall down.
KS1 PE 1a/1b
Treasure hunt 1. Swimmers collect objects resting on pool floor.
2. Repeat in pairs or teams.
Include relay activities where one swimmer at a time
collects an object and returns it to a designated place.
KS1 PE 1a/1b
Over and under 1. Set up an obstacle course where swimmers are
required to go over, under and around objects.
2. Complete as a relay type game in pairs or teams.
Use equipment such as sinkers or hoops to encourage
variety of movements.
KS2 PE 1a/1b
(continued)
Submersion and Aquatic Breathing
51
Depth charger relay 1. Arrange swimmers in pairs or teams.
2. In each pair or team, the first swimmer holds a
mushroom float (curl up in a tight ball with the
face in the water) and exhales to submerge to the
bottom of the pool.
3. The next swimmer repeats the action.
4. Continue until all swimmers have repeated the
action.
Practise individually before working in pairs or
teams.
Focus on controlled exhalation to allow the body
to sink.
The winning pair or team is the one that completes
the task first.
KS2 PE 1a/1b
KS1 PSHE 4b
Unit 6 Checklist
achieved in this stage; ideally, all learners should be able to achieve
these outcomes before moving on. In circumstances where this is not the
case, you need to consider whether it is possible to establish a number
of groups appropriate to different stages of development. This may
have implications for staffing. Where it is not possible, you should aim
to differentiate subsequent tasks to ensure that they are appropriate to
the different abilities within a single group.
Submerge whilst holding the breath.

Holding the side of the pool with both hands, bob up and down
10 consecutive times showing controlled inhalation and exhala-
tion.
Holding a float under each arm, kick the legs up and down and
travel for 5 metres whilst blowing an egg flip or similar object.
Participate in a number of games requiring submersion of the
head.
In shallow water, collect objects from the bottom of the pool.
UNI T
53
Gliding and Developing
the Body Position
7
OUTCOMES
7.1: Be able to glide on the front with the face in the water and the
arms at the sides and extended, and be able to float on the back
with the arms at the sides.
7.2: Be able to glide on the front and the back combined with kick-
ing and rotation.
7.3: Be able to glide on the back combined with kicking and with
sculling action.
54
A
chieving the desired body position for each of the strokes is essen-
tial for maximising propulsion and minimising resistance. An
effective body position incorporates good streamlining and breathing
control to develop smooth, relaxed movement through the water, but
teachers and swimmers often overlook this in the desire to move quickly
to the recognised strokes. The body position for each of the strokes
varies. Swimmers need to be sufficiently skilled to achieve the most
horizontal position possible, taking into account the particular require-
ments of each of the strokes. For example, the body position for front
crawl and backstroke is close to the horizontal, whereas breaststroke
is more inclined to accommodate the action of the legs. The ability to
glide in the water, showing good control and balance, is an integral part
of developing the body position.
Requirements
to Use This Book.
NC reference
and quality
KS2 1b
eratively
KS1 4b
Gliding and Developing the Body Position
55
OUTCOME 7.1
Be able to glide on the front with the face in the water and the arms at the sides and extended,
and be able to float on the back with the arms at the sides.
Pool divider to prevent access to deeper water; flotation aids if required; hoops
Push and glide from the
pool floor
1. Swimmers stand with one foot forward and one
back, then push off from the pool floor to show a
horizontal position with the arms at the sides and
with the face in the water.
2. Repeat with the arms extended in a stretched posi-
tion and the face in the water.
3. Repeat on the back with the arms at the sides.
Look for flat body position with the face in the
water and eyes looking to the bottom of the pool.
Encourage opening the eyes.
Have swimmers hold the position as long as pos-
sible.
On the back, stress head back, eyes looking at the
ceiling and abdomen to the surface of the water.
Use floats to assist only if required.
KS2 PE 1a/1b
E5289/Lawton/5.1c1/452169/JRCS/R3-alw E5289/Lawton/5.1c2/452212/JRCS/R2-alw E5289/Lawton/5.1c3/452213/JRCS/R2-alw
(continued)
56
wall
1. Swimmers push to a horizontal body position on
the front, starting with one foot on the floor and
one on the wall, with arms at the sides.
2. Repeat with the arms fully extended in front (see
first row of illustrations).
3. Repeat on the back but with the arms at the sides
only (see second row of illustrations).
4. Try gliding underwater and then gliding through
hoops.
Ask swimmers to set personal challenges related
to distance; mark the distances covered and have
swimmers aim to increase the distance; let them
practise individually.
Ask swimmers what they can do to go further.
Ask swimmers to experiment with different body
positions (arms out to the sides) to show benefits of
being stretched and streamlined.
When gliding underwater, encourage submersion
at the side before pushing off; encourage bending
the knees to tuck position before pushing the legs
straight.
Have swimmers work in pairs with one person hold-
ing the hoop whilst the other glides through the
hoop. Ask the person holding the hoop to keep it
vertical and hold it midway between the surface
and the floor; ask the person performing the glide
to push down under the water (rather than push
along the surface) and to keep the eyes open
throughout.
KS2 PE 1a/1b
(continued)
(continued)
E5289/Lawton/7.1b1/452180/JRCS/R4-alw
E5289/Lawton/5.1c2/452212/JRCS/R2-alw E5289/Lawton/5.1c3/452213/JRCS/R2-alw
57
wall (continued)
Push and glide combined
with rotation
1. Swimmers push and glide on the front with the
arms at the sides and rotate onto the back.
2. Repeat with the arms extended and streamlined.
3. Progress to rotation from front, to back, to front,
and so on.
Look for controlled rotation using the hips and
shoulders.
Encourage swimmers to hold the glide position fol-
lowing the rotation.
KS2 PE 1a/1b
Gliding relays 1. Divide swimmers into teams and introduce a relay
based on distance covered by the whole team.
2. The first swimmer glides as far as possible, the
second swimmer continues from where first person
finishes, and so on.
3. Use a marker to record distance covered by the
whole team.
Look for swimmers who show good streamlining
and ask them to explain why they travel a long way.
Allow swimmers time to practise individually and as
a team, and aim to increase the distance they cover.
KS2 PE 1a/1b
KS1 PSHE 4b
wall (continued)
Push and glide combined
with rotation
1. Swimmers push and glide on the front with the
arms at the sides and rotate onto the back.
2. Repeat with the arms extended and streamlined.
3. Progress to rotation from front, to back, to front,
and so on.
Look for controlled rotation using the hips and
shoulders.
Encourage swimmers to hold the glide position fol-
lowing the rotation.
KS2 PE 1a/1b
Gliding relays 1. Divide swimmers into teams and introduce a relay
based on distance covered by the whole team.
2. The first swimmer glides as far as possible, the
second swimmer continues from where first person
finishes, and so on.
3. Use a marker to record distance covered by the
whole team.
Look for swimmers who show good streamlining
and ask them to explain why they travel a long way.
Allow swimmers time to practise individually and as
a team, and aim to increase the distance they cover.
KS2 PE 1a/1b
KS1 PSHE 4b
E5289/Lawton/7.1b1/452180/JRCS/R4-alw
E5289/Lawton/7.1d2/452184/JRCS/R2-alw
E5289/Lawton/7.1d3/453025/JRCS/R3-alw
E5289/Lawton/7.1c1/452181/JRCS/R2
E5289/Lawton/7.1c2/452182/JRCS/R2
58
OUTCOME 7.2
Be able to glide on the front and the back combined with kicking and rotation.
Gliding combined with
alternating kick (up and
down) on the back
Swimmers repeat gliding on the back with the arms at
the sides and add up-and-down leg action.
Revisit floating on the back if required.
Stress horizontal position.
Encourage swimmers to have the back of the head
in the water and eyes looking at the ceiling (similar
to resting the head on a pillow).
Stress that legs should be almost straight and kick
up and down.
Use a float held across the abdomen or a woggle
held under the armpits only if required.
KS2 PE 1a/1b
Gliding combined with
alternating kick (up and
down) on the front
1. Swimmers repeat gliding on the front with the
arms at the sides and add up-and-down leg action.
2. Progress to gliding with the arms fully extended,
and add up-and-down leg action.
Encourage swimmers to keep the face in the water
throughout and eyes looking down and slightly
forwards.
When breath is required, swimmers stand and then
continue.
Look for horizontal position with controlled kicking.
KS2 PE 1a/1b
E5289/Lawton/7.1c1/452181/JRCS/R2
E5289/Lawton/7.2a2/453027/JRCS/R3-alw
E5289/Lawton/7.2b/452186/JRCS/R2 E5289/Lawton/7.2c/452187/JRCS/R2
59
Combining kicking with
rotation
1. Swimmers start with kicking on the front with the
arms at the sides.
2. When a breath is required, they rotate onto the
back and continue kicking, then return to a front
kicking position.
Look for controlled rotation initiated by the hips and
shoulders.
KS2 PE 1a/1b
OUTCOME 7.3
Be able to glide on the back combined with kicking and with sculling action.
Sculling 1. Swimmers stand in shallow water with the shoul-
ders submerged and arms stretched out in front.
2. Start with the palms facing outwards and thumbs
facing down.
3. Move the hands outwards to just wider than the
shoulders and then rotate the hands so that the
thumbs are facing upwards and palms are facing
each other.
4. Move the hands back together.
5. Repeat steps 3 and 4.
Ask swimmers to perform a sideways figure-of-8
action; thumbs are down as the hands move outwards
and thumbs are up as they move inwards.
KS2 PE 1a/1b
E5289/Lawton/7.3a1/452188/JRCS/R2 E5289/Lawton/7.3a2/452189/JRCS/R2
(continued)
60
Gliding on the back
combined with sculling
1. Swimmers glide with the arms at the sides and
travel head first using a sculling action with the
arms and hands.
2. The arms are almost straight and close to the sides
of the body; as hands move inwards, push the
water towards the feet.
Allow a slight-up-and down leg action if required.
Emphasise that hips should be close to the surface.
KS2 PE 1a/1b
(continued)
61
Unit 7 Checklist
outcomes before moving on. In circumstances where this is not the
Push and glide in a horizontal position on the front with the arms
extended in front.
Push and glide in a horizontal position on the back with the arms
by the sides.
Travel for 10 metres on the back with the arms by the sides and
legs kicking up and down.
Travel for 10 metres on the front with the arms by the sides and
face in the water, kicking the legs up and down. Swimmers are
allowed to stand when a breath is required and then continue to
cover the 10 metres.
Travel for 10 metres on the front with the arms extended in front
and the face in the water, kicking the legs up and down. Swimmers
are allowed to stand when a breath is required and then continue
to cover the 10 metres.
Travel for 5 metres on the front with the arms by the sides and legs
kicking up and down, rotating from front to back and then return-
ing to the front.
Travel for 5 metres on the back using a sculling action with the
arms and hands; slight up-and-down leg action is permitted.
UNI T
63
Developing Backstroke
and Front Crawl
8
OUTCOMES
At the end of this unit, the learners should have met the following out-
comes:
8.1: Be able to swim on the back with the legs kicking up and
down and the arms performing an alternating over-the-water
recovery.
8.2: Be able to swim on the front with the legs kicking up and
down and the arms performing an alternating over-the-water
recovery.
8.3: Be able to perform a number of additional aquatic skills appro-
priate to this stage of development.
8.4: Describe each stroke covered in this unit, and suggest ways to
bring about improvement.
64
T
hese strokes are often referred to as the alternating strokes because
of the nature of the arm and leg movements. This unit emphasises
not only the requirements for each stroke but also the similarities and
the positive transfer that can occur between them. Whilst it is an over-
simplification to state that front crawl is backstroke turned over, this
statement can immediately help swimming teachers to envisage how
learning in one area can transfer to another. The leg actions are very
similar, and the arm action in both strokes requires the arms to travel out
and over the water (known as an over-the-water recovery). These points
illustrate some of the similarities in the strokes. These similarities help
learners to move between the two strokes with confidence, particularly
as the previous units have brought them to a point where they are at
home in the water and are comfortable on and under the water.
To enable the swimmer to move from the readiness stage to the
achievement of basic technique, you should use a variety of progressive
practices. At this stage it is recommended that you use a partwhole
approach; in other words, develop certain aspects of the stroke before
putting it all together into the full stroke. At times it may be appropri-
ate, normally having watched a good demonstration, to try the whole
stroke followed by practices specifically related to arms or legs (whole
partwhole approach).
Having completed the key skills in the previous units, the learners
will already be comfortable floating on the front and back and will
have experienced the feeling of being balanced in the water. Subject
to the ability to float on the back, it is best to introduce backstroke
first because it presents the least problems; the face is out of the water
and breathing is unhindered. Although at this stage learners should be
comfortable with putting the face in the water and aspects of aquatic
breathing, swimming on the back means that they have fewer things
to think about and can therefore focus on the actions of the arms and
legs.
The first part to consider is the leg action, referred to as kicking,
because it follows logically from the previous stage that focused on
body position and gliding. Kicking is important because it helps the
swimmer to maintain the horizontal streamlined position, thus reduc-
ing resistance.
When introducing and developing the strokes, a systematic approach
is helpful. BLABT (body, legs, arms, breathing, and timing) provides a
structure to help you to observe the stroke as a means of bringing about
improvement and also a sequence to teach the various aspects of a stroke.
For example, if a swimmer is learning front crawl, achieving an appropri-
ate body position is an important first step. You should observe the body
position; if the desired position has not been achieved, then address this
problem before moving on to the leg action. Similarly, you should address
establishing an appropriate leg action before moving on to the arm action.
Requirements
to Use This Book.
NC reference
and quality
KS2 1b
Planning, using and adapting strategies, tactics and com-
positional ideas for individual, pair, small-group and small-
team activities
KS2 2a
Identifying what makes a performance effective KS2 3a
Suggesting improvements based on this information KS2 3b
eratively
KS1 4b
Developing Backstroke and Front Crawl
65
OUTCOME 8.1
Be able to swim on the back with the legs kicking up and down and the arms performing an alternating
Pool divider to prevent access to deeper water
Floating on the back 1. Revise floating on the back with the arms out at the
sides (start float).
2. Repeat with the arms and legs stretched and
together (pencil float).
Focus on achieving a horizontal position.
Allow a slight up-and-down leg action if required to
maintain horizontal position.
KS2 PE 1a/1b
Push and glide on the
back
1. Revise the push and glide with the arms at the
sides; add kicking. (See unit 7 for more guidance.)
2. Repeat with one arm by the side and one arm
extended above the head resting on the water sur-
face; add kicking.
Stress eyes looking at the ceiling and stomach to
the surface of the water.
Emphasise kicking action to maintain horizontal
position.
KS2 PE 1a/1b
E5289/Lawton/8.1a/452191/JRCS/R4-ke
(continued)
66
Single-arm backstroke 1. Swimmers push and glide on the back with both
arms at the sides, add kicking and then use one
arm only in a circular action over and under the
water.
2. Repeat with the other arm.
Stress the vertical recovery of the arm over the
water, controlled hand entry overhead at full
stretch in line with the shoulder and pulling to the
side of the body to finish at the hips.
As the arm returns to the side of the body, ask
swimmers to pause the arm action and to kick;
repeat the arm action after a slight pause.
For swimmers who are struggling to maintain a
horizontal body position, consider revising horizon-
tal floating position (see unit 5 for further guidance)
or allow them to hold a float across the chest with
one arm.
KS2 PE 1a/1b
Controlled backstroke
starting with one arm
extended
1. Swimmers push and glide on the back with one
arm at the side and one arm extended above the
head resting on the water surface (as in push and
glide on the back, point 2).
2. Add kicking.
3. The extended arm pulls through the water at the
same time as the other arm recovers over the water
(the arms change positions).
As with the previous practice, once the arms have
changed positions, ask swimmers to pause and kick
the legs to re-establish the horizontal balanced
position.
Keep movements slow and controlled.
KS2 PE 1a/1b
(continued)
E5289/Lawton/8.1b/452192/JRCS/R4-ke
E5289/Lawton/8.1a/452191/JRCS/R4-ke
E5289/Lawton/8.1c2/453520/JRCS/R4-ke
67
Full-stroke backstroke Swimmers repeat the previous practice but aim to
keep the arms moving in a continuous movement.
Ask swimmers to combine the arms and legs into a
smooth, coordinated movement.
Start over short distances and gradually increase.
Aim for a slow, controlled stroke.
KS2 PE 1a/1b
Understanding the stroke 1. Arrange learners in pairs for reciprocal teaching.
2. Ask each learner to observe the swimmer swim-
ming the stroke and to make suggestions for
improvement.
To assist the observation, ask them to look at body
position and leg and arm actions.
KS2 PE 3a/3b
What to Look For: Technical Aspects
At this stage, the technical aspects should be kept to a minimum. How-
ever, it is important to have a mental picture of what the stroke should
look like. The main points are as follows:
Body: Almost horizontal, stretched and streamlined; chest at the
surface with hips slightly submerged; back of the head pillowed
in the water with eyes looking upwards towards the ceiling.
Legs and feet: Horizontal, close to the surface, knees under the
water with feet and toes pointed; steady, continuous, alternating
action initiated at the hips with slight bend at the knee; small
splash behind.
Arms: Controlled, alternating, circular action, over the water
with hand entering overhead at full stretch with little finger
entering the water first and palm facing outwards; hand and
arm pull round by the side to the thigh; hand leaves the water
thumb first to start the recovery. The technical description of the
arm action is referred to as a straight-arm pull and is appropriate
for learners at this stage of their development. However, of all
of the four strokes, the difference between the arm action in the
learner and the competent swimmer is greater in backstroke than
in the other strokes. As the swimmers become more confident
and competent, consider introducing the bent-arm action (see
unit 10 for details).
Breathing: Regular, controlled breathing.
Timing: Smooth, continuous movement with kicking, pulling
and breathing coordinated and controlled.
68
OUTCOME 8.2
Be able to swim on the front with the legs kicking up and down
and the arms performing an alternating over-the-water recovery.
When you introduce the front crawl, begin without the breathing because it complicates matters at this stage of development. It is clearly a vital
skill, but it is introduced once the learners are able to show coordinated arm and leg movements over short distances. Until that point, they should
swim with the face in the water and stand when a breath is required.
Pencil float on the front Revise front floating position with arms and legs
stretched and together.
Look for a relaxed floating position and confidence
with the face in the water.
KS2 PE 1a/1b
Push and glide on the
front
1. Swimmers push and glide with the arms at sides
and the face in the water, then add kicking.
2. Repeat with both arms extended in streamlined,
stretched position and face in the water, then add
kicking.
Swimmers should push from the side of the pool or
from the pool floor.
Emphasise no breathing, and when a breath is
required, have swimmers stand and then continue.
Look for a horizontal position with the head still
and continuous leg action.
Experiment with a big splash from the legs, then a
small splash and silent kicking.
Tell swimmers to aim for a small splash behind.
KS2 PE 1a/1b
Push and glide with the
body on the side
Swimmers push and glide with one arm extended and
one arm by the side, the face in the water and the eyes
looking to the bottom of the pool.
One shoulder will be above the water and the other
shoulder directly below and under the water.
Swimmers should push from the side of pool or
from the pool floor.
Look for controlled, balanced position.
KS2 PE 1a/1b
E5289/Lawton/8.2a1/452195/JRCS/R3-alw E5289/Lawton/8.2a2/452197/JRCS/R3-alw
69
Kicking duel 1. Swimmers work in pairs with a woggle or a float for
each pair.
2. Swimmers hold on to opposite ends of the woggle
or float and, using a front crawl kicking action only,
aim to force their partners backwards.
Ensure that the arms are straight and the face is in
the water throughout.
Discuss which kicking action is the most effective
when feet come out of the water and make a large
splash or when feet remain in the water and there is
reduced splash.
KS2 PE 1a/1b
KS1 PSHE 4b
Arm action standing 1. Swimmers stand in shallow water and practise arm
action with the face in the water.
2. The hand slides into the water between the shoul-
ders and the head, fingers first. The hands pulls
slightly outwards and then under the body and
towards the thighs. The arms move over the water,
close to the body and back to the start position.
3. Continue whilst walking across the pool.
Look for a still head position and smooth alternat-
ing arm action.
Ask swimmers to use their hands and arms to pull
their body through the water while walking.
KS2 PE 1a/1b
E5289/Lawton/8.2b/452198/JRCS/R3-ke
(continued)
70
Single-arm front crawl 1. Swimmers repeat the push and glide on the front
with both arms extended, legs kicking and the face
in the water.
2. Keeping one arm extended in front, they perform
a single-arm action with no breathing, then repeat
with the other arm.
Focus on controlled hand entry in an extended
position between the shoulder and the head.
Use the hand as a paddle to pull and push the
water towards the feet.
The hand passes the hip before the elbow lifts to
start the recovery.
KS2 PE 1a/1b
Catch-up front crawl 1. Swimmers repeat the push and glide on the front
with both arms extended, legs kicking and the face
in the water.
2. Keeping one arm extended in front, they perform
single-arm action with no breathing.
3. Once the arm has returned to the extended posi-
tion, repeat the same action with the other arm.
Only one arm should be working at once, and
the nonworking arm should remain in the front
extended position.
Encourage swimmers to maintain continuous leg
action throughout.
KS2 PE 1a/1b
(continued)
E5289/Lawton/8.2c1/452199/JRCS/R4-ke E5289/Lawton/8.2c2/452200/JRCS/R3-alw
71
Full-stroke front crawl 1. Arms and legs are combined into a smooth, coordi-
nated movement.
2. Ask swimmers to cover short distances without
breathing and to stand when a breath is required.
Establish a smooth action with the head still.
Once a stroke pattern is established, ask swimmers
to count the number of strokes required to cover a
set distance.
Aim to reduce the number of strokes by making the
stroke longer and smoother.
KS2 PE 1a/1b
E5289/Lawton/8.2d1/452202/JRCS/R3-alw E5289/Lawton/8.2d2/452203/JRCS/R3-alw E5289/Lawton/8.2d3/452204/JRCS/R3-alw
E5289/Lawton/8.2d4/452205/JRCS/R3-alw E5289/Lawton/8.2d5/452206/JRCS/R2-alw E5289/Lawton/8.2d6/452207/JRCS/R3-alw
(continued)
72
Breathing 1. Revise bobbing practice with the hands holding on
to the rail or side; aim for 10 consecutive bobs with
controlled exhalation and inhalation. (See unit 6 for
more guidance.)
2. Standing, swimmers hold the rail or side with one
hand, put the face in the water and then turn the
head to the side to breathe.
3. Standing away from the side, swimmers combine
the arm action with breathing and then add walk-
ing.
4. Swimmers perform single-arm front crawl (see pre-
vious activity) combined with breathing.
Ensure that bobbing is continuous; swimmers
should not stop to wipe the face. Ask them to open
their eyes each time they come up to breathe.
Emphasise full exhalation when the face is in the
water; look for a turning action of the head and not
a lifting action.
Breath is taken as the arm on the breathing side
completes the push through to the hips.
Breath is taken on the side of the working arm; if
required, swimmers can pause in the breathing
position until a breath is taken.
Swimmers select a preferred side to breathe or
experiment with either side.
KS2 PE 1a/1b
Full-stroke front crawl 1. Swimmers complete the full stroke over a short dis-
tance and take one breath.
2. Then, they gradually increase the distance covered
and take two breaths, then three and so on.
Only increase the distance covered once the
breathing action is coordinated with the movement
of the arms.
Gradually work towards the swimmers being able
to breathe every stroke.
Discuss why it is important to breathe regularly and
how the heart provides the working muscles with a
supply of oxygen.
KS2 PE 1a/1b
improvement.
To assist the observation, ask them to look at body
position and leg and arm actions.
KS2 PE 3a/3b
(continued)
E5289/Lawton/8.2e1/453028/JRCS/R3-ke E5289/Lawton/8.2e2/453029/JRCS/R3-ke
73
Team timed swim 1. Arrange swimmers in groups of three or four.
2. The challenge is to swim as far as possible in a set
time. Swimmers can select front crawl or back-
stroke.
3. Each swimmer swims for 30 seconds; swimmers
distances are combined to arrive at total distance
covered for the team.
Ask each team to work out the best combination;
record their initial attempt, then allow time to
experiment.
Encourage swimmers to try different strokes to find
out which one is best.
Compare the initial attempt with the final attempt,
then discuss differences.
KS2 PE
2a/3a/3b
Body: Horizontal, stretched and streamlined; face in the water
and eyes looking downward and slightly forwards; head central
except when breathing.
Legs and feet: Close to the surface and in line with the body;
continuous, alternating kick initiated at the hips with slight bend
at the knee; toes pointed with small splash.
Arms: Alternating action with controlled, sliding, fingers-first entry
between shoulder and head; hand pulls slightly outwards and then
under the body and towards the thigh; elbow is higher than the
hand throughout; elbow exits the water first followed by wrist and
hand; arm recovers over the water, remaining close to the body.
Breathing: Controlled turn of the head to the side; head returns
to central position; exhalation occurs when face is in the water;
regular pattern.
74
OUTCOME 8.3
Be able to perform a number of additional aquatic skills appropriate to this stage of development.
Entering the water safely
using a controlled jump
1. Swimmers enter feet first from crouching position;
gradually adjust until entry is from standing posi-
tion.
2. Experiment with different jumping entries: Show a
wide shape (star) and thin shape (pencil), and aim
for distance.
Ensure that water depth is between the stomach
and shoulders.
Remind swimmers to start with the toes curled over
the edge of the pool.
Learners should bend knees for a soft landing.
An assistant in the water may be helpful.
Move to deeper water as jumps become more chal-
lenging.
Discuss issues related to jumping into unknown
water and from heights; stress using a sliding entry
when entering unknown water to reduce the risk of
hitting objects not visible from the side.
KS2 PE 1a/1b
Log rolls 1. Revise push and glide with the arms fully extended
and the face in the water. Repeat and include rota-
tion from front to back. Rotate from front to back
and return to front (from a horizontal stretched
position rotate through 360 degrees).
2. Swimmers work in pairs to develop synchronised
log rolls.
Rotation is initiated through movement of the hips,
shoulders and head.
Swimmers should maintain a stretched position.
Ask swimmers to work towards a 360-degree rota-
tion without a pause at 180 degrees.
Learners organise start and finish times. Allow a
gap between rotations, but aim to maintain a hori-
zontal position throughout. Learners set personal
challenges for the number of rolls.
Ask learners to observe and describe what others do.
KS2 PE 1a/1b
Assistant in the water if available
75
Swimming underwater 1. In shallow water, swimmers push and glide to
touch the bottom of the pool and stand.
2. They push and glide through a hoop standing on
the bottom of the pool.
3. They push and glide and swim through a hoop
standing on the bottom of the pool.
Emphasise touching the pool floor with the hands.
If required, start with a hoop held just below the
surface.
Gradually increase the depth of the hoop and dis-
tance to be covered underwater.
KS2 PE 1a/1b
Handstand Swimmers attempt a handstand from push and glide
or from standing.
Ensure that water depth is between the stomach
and shoulders.
Initially show a handstand with the legs in tucked
position, and gradually encourage a fully extended
position.
Encourage keeping the eyes open throughout.
KS2 PE 1a/1b
E5289/Lawton/8.3b1/452216/JRCS/R1 E5289/Lawton/8.3b2/452217/JRCS/R1 E5289/Lawton/8.3b3/452218/JRCS/R1
76
OUTCOME 8.4
Describe each stroke covered in this unit, and suggest ways to bring about improvement.
Swim full-stroke backstroke showing a smooth and controlled

coordination of the arms and legs for a minimum of 10 metres.
Swim full-stroke front crawl showing a smooth and controlled
coordination of the arms and legs and breathing for a minimum of
10 metres.
Perform a jumping entry showing control in flight and on landing.
From a horizontal stretched floating position, rotate through 360
degrees and regain the standing position.
Swim under the surface of the water for a distance of 5 metres.
Be able to give a basic description of front crawl and backstroke
along with some activities or practices that can be used to improve
technique.
Reciprocal teaching 1. Swimmers are arranged in pairs; one from each pair
is in the water and the other is on the poolside.
2. The person in the water swims one width of front
crawl whilst the partner observes.
3. At the end of the width the person on the poolside
describes the stroke to the partner and makes sug-
gestions on how the stroke might be improved.
4. The person in the water repeats the width and
attempts to implement the suggestions made.
5. Learners change roles and repeat the activity.
6. Repeat using backstroke.
Allow the swimmers to take ownership of this activ-
ity; the most important element is the process of
developing a greater understanding of the strokes.
Intervene only if you think the guidance being
given is incorrect.
Discuss practices or activities that all learners can
use to bring about improvement for both strokes.
KS2 PE 3a/3b
Unit 8 Checklist
outcomes before moving on. In circumstances where this is not the
UNI T
77
Developing Breaststroke
and Butterfly
9
OUTCOMES
9.1: Perform a basic breaststroke with control.
9.2: Perform a basic butterfly with control.
9.3: Be able to perform a number of additional aquatic skills appro-
priate to this stage of development.
78
B
ecause of the nature of the arm and leg movements involved in the
breaststroke and the butterfly, they are referred to as the simul-
taneous strokes. Technically, breaststroke is the most complex of the
swimming strokes and requires considerable coordination on behalf of
the learner. As with front crawl and backstroke, to enable swimmers to
move from the readiness stage to the achievement of basic technique,
you should use progressive practices. At this stage you should use a
partwhole approach; in other words, develop certain aspects of the
stroke before putting it all together into the full stroke. Because of the
complex movements required for breaststroke in particular, progressive
steps are outlined to ensure that technical errors, which can be extremely
difficult to eradicate once established, can be avoided.
Breaststroke is the only one of the four competitive strokes where the
legs and feet do not move up and down or where the toes are not pointed
throughout the whole kicking movement. It is the most complex of the
kicking actions, and it is sometimes helpful to introduce the movement
on land before moving to the water. However, the land practices should
be a short-term activity, and soon afterwards swimmers should perform
the appropriate movements in the water.
When introducing the leg action for the breaststroke, floats or woggles
are helpful. They provide a stable and balanced position in the water,
allowing learners to focus on the required movements.
Primary schoolteachers often ignore butterfly based on the misguided
belief that young children will find the stroke too difficult. This unit
focuses on developing whole-body movements, which help to overcome
some of the strength requirements of this particular stroke. Butterfly
is often referred to as dolphin as a result of the similarity in the move-
ments. Keeping this in mind can help you and your learners to picture
the type of body movements required.
When introducing and developing the strokes, a systematic approach
is helpful. BLABT (body, legs, arms, breathing and timing) provides a
structure to help you to observe the stroke as a means of bringing about
improvement and also a sequence to teach the different aspects of a
stroke. For example, if a swimmer is learning breaststroke, achieving an
appropriate body position is an essential first step. You should observe
the body position; if the desired position has not been achieved, then
address the problem before moving on to the leg action. Similarly, you
should address establishing an appropriate leg action before moving on
to the arm action and so on.
Requirements
to Use This Book.
NC reference
Performing actions and skills with more consistent
control and quality
KS2 1b
Identifying what makes a performance effective KS2 3a
Suggesting improvements based on this information KS2 3b
Developing Breaststroke and Butterfy
79
OUTCOME 9.1
Perform a basic breaststroke with control.
Pool divider to prevent access to deeper water; floats or woggles
(continued)
Pencil float on the front Swimmers practise front floating position with the
arms and legs stretched and together.
Look for a relaxed floating position with the face in
the water.
KS2 PE 1a/1b
Pushing and gliding on
the front
Swimmers practise pushing and gliding with both
arms extended in a streamlined, stretched position
and with the face in the water.
Look for a strong push from the wall.
Measure the distance covered, and encourage
swimmers to increase distance.
KS2 PE 1a/1b
Feeling the difference Swimmers sit on the side of the pool with the legs
stretched and together and practise various foot
positions, moving from the feet and toes extended
(pointed) to the feet and toes dorsiflexed (flexed; see
left illustration) and everted (heels together and toes
turned out to a V shape; see right illustration).
Ask swimmers to move between the positions and
to feel the difference.
Have them attempt it with the eyes open and then
the eyes closed.
KS2 PE 1a/1b
E5289/Lawton/9.1a/453030/JRCS/R2 E5289/Lawton/9.1b/453031/JRCS/R2
80
(continued)
Making circles 1. With swimmers still sitting on the side of the pool
practise the breaststroke leg action. Start with the
swimmers sitting with legs stretched.
2. Encourage the swimmers to draw heels towards
the bottom and show dorsiflexed, everted position
(in which the feet are flexed, the heels touch and
the toes rotate outward, forming a V shape).
3. Kick out and back in a circular movement until the
feet and legs are together and fully extended.
Check to ensure that the leg actions are simultaneous
and symmetrical.
KS2 PE 1a/1b
Leg action on the back in
a vertical position
1. Provide each swimmer with two floats or a woggle.
2. Holding a float under each arm or a woggle behind
the back and under the arms, swimmers adopt a
vertical position in the water and perform the kick-
ing action downwards to the bottom of the pool.
The legs should kick simultaneously and the actions
should be symmetrical.
Encourage swimmers to make slow movements
to ensure accuracy. The kick should finish with the
legs together and fully extended.
Encourage a slight pause after each kick.
KS2 PE 1a/1b
E5289/Lawton/9.1c1/452219/JRCS/R2 E5289/Lawton/9.1c2/452220/JRCS/R2 E5289/Lawton/9.1c3/452221/JRCS/R2 E5289/Lawton/9.1c4/452222JRCS/R2
81
Leg action on the back Swimmers lie on the back supported by a float under
each arm or a woggle and practise the leg action on
the back.
Focus on the circular pattern of the leg action: The
legs move outwards and backwards in a circular
motion with the feet turned out.
Have swimmers finish with the heels together, the
legs extended and toes pointed.
KS2 PE 1a/1b
Leg action on the front
two floats
Swimmers lie on the front with a float under each
arm (knuckles together in front) and practise the leg
action.
Ask swimmers to pause after each leg action and to
hold the extended position.
Encourage them to perform slow, circular, sym-
metrical actions.
KS2 PE 1a/1b
E5289/Lawton/9.1c5/453581/JRCS/R2
E5289/Lawton/9.1c6/453582/JRCS/R3-ke
(continued)
82
(continued)
Leg action on the front
one float
Swimmers lie on the front, holding one float with the
arms extended, and they perform the leg action.
Encourage keeping the leg action continuous to help
maintain appropriate body position.
KS2 PE 1a/1b
Introducing the arm
action
1. Swimmers stand in the water (chest to shoulder
depth), leaning forwards with the hands and arms
just below the surface. They perform a short circu-
lar movement with the hands leading and elbows
kept high in the water throughout the pull.
2. The hands pull out, back and then come in and
under the chest in a circular type movement before
stretching forwards to a fully extended position; as
the hands stretch forward the face is in the water
and the eyes look forwards.
3. They take a breath as the hands pull in towards the
body and the shoulders are high.
4. The face and head return to the water as the arms
push forwards.
Demonstrate the action to the learners. Initially they
copy you with the head up. Once they have achieved
the basic action, introduce it with the face in the
water.
KS2 PE 1a/1b
E5289/Lawton/9.1c7/453583/JRCS/R2
E5289/Lawton/9.1d1/452224/JRCS/R2E5289/Lawton/9.1d2/452225/JRCS/R2E5289/Lawton/9.1d3/452226/JRCS/R2E5289/Lawton/9.1d4/452227/JRCS/R1E5289/Lawton/9.1d1/452224/JRCS/R2
83
Introducing the arm
action (continued)
5. Swimmers repeat the sequence, this time walking
and using the arm action to pull the body forwards.
6. Swimmers combine the sequence with breathing.
Introducing the full stroke 1. Swimmers push and glide, adding one complete
arm action and then one leg kick, then stretch and
glide.
2. They gradually increase the number of pulls and
kicks.
Whilst it is possible to swim breaststroke with the
head up, encourage the learner to swim with the
face in the water.
For the coordination of the stroke, remind swim-
mers to think, Pull, breathe, kick, glide.
Emphasise an extended glide between strokes.
KS2 PE 1a/1b
(continued)
E5289/Lawton/9.1e1/452229/JRCS/R2
84
Stroke counting Swimmers count the number of strokes required to
cover a set distance and aim to reduce it.
Encourage swimmers to focus on the instep push-
ing the water backwards.
Encourage them to kick back hard to propel the
body forwards.
Discuss ways to reduce the number of strokes, such
as to kick and pull harder, glide longer or use better
streamlining.
Show the swimmer who does the least number of
strokes and discuss why this happened. Have swim-
mers repeat the activity with the intention of reduc-
ing the number of strokes.
KS2 PE 1a/1b
2. Ask each learner to observe the swimmers stroke
and to make suggestions for improvement.
To assist the observation, ask learners to look at body
position, leg and arm actions and breathing.
KS2 PE 3a/3b
(continued)
Things to Look For: Technical Aspects
At this stage the technical aspects should be kept to a minimum. How-
Body: Stretched, streamlined with the face in the water; head
and upper body lifts as the arms pull in towards the body and
breath is taken; at the end of each stroke the body should be flat
and close to the surface of the water.
Legs and feet: Simultaneous and symmetrical action; from
stretched position knees bend and draw heels to the seat; knees
remain behind the line of the hips; feet turn outwards with the
instep facing backwards; feet kick out, back and slightly down-
wards in a circular movement, finishing with legs straight and
together.
Arms: From the stretched position with the palms facing slightly
outwards and down, the hands press out to the side and slightly
down to a Y position just wide of the shoulders; hands move down-
wards and inwards in a circular movement and come in and under
the body with the elbows and upper arms squeezed in towards each
other before stretching smoothly forwards to the start position.
Breathing: Breath is taken to the front and during every arm
cycle; breath is taken as the arms pull in towards the body and
the shoulders and head are relatively high in the water; breath is
taken before the legs kick back to the stretched position.
Timing: From the front stretched position the arms pull, during
which the breath is taken, followed by the kick; as the legs kick
backwards the arms stretch forwards and return to the extended
position; timing is described as pull, breathe, kick, glide.
85
OUTCOME 9.2
Perform a basic butterfly with control.
Pushing and gliding 1. Swimmers practice pushing and gliding on the
front with the arms at the sides.
2. Repeat with the arms extended and then on the
back with the arms by the sides.
Look for controlled, horizontal body position. KS2 PE 1a/1b
Undulation on the back 1. Swimmers push and glide on the back with the
arms at the sides.
2. Keeping the legs together and starting at the hips,
they move the legs up and down.
Encourage swimmers to aim for a smooth, rhyth-
mic, undulating action.
Encourage movement from the hips with only a
slight bend at the knee.
Encourage swimmers to keep the feet together as if
contained within one sock.
KS2 PE 1a/1b
E5289/Lawton/9.2a1/452233/JRCS/R3 E5289/Lawton/9.2a2/452234/JRCS/R3-ke
(continued)
86
(continued)
Undulation on the front 1. Swimmers push and glide on the front with the
arms at the sides and the face in the water. Keep-
ing the legs together and starting at the hips,
they move the legs up and down (see first row of
illustrations). They stand when a breath is required,
then repeat the movement.
2. Swimmers repeat the motion, this time going from
the surface, under the water and back to the sur-
face.
3. Swimmers perform an undulating action with the
arms fully extended, first at the surface and then
underwater (see second row of illustrations).
Encourage whole-body movement starting at the
head and moving through the body to the toes.
Hips rise and fall in the water.
Tell swimmers to wiggle like a worm, with the head
leading the movement.
Encourage them to take a breath on return to the
surface and then dive down again.
KS2 PE 1a/1b
E5289/Lawton/9.2b1/452235/JRCS/R2-alw E5289/Lawton/9.2b2/452236/JRCS/R2-alw
E5289/Lawton/9.2c1/452237/JRCS/R2 E5289/Lawton/9.2c2/452238/JRCS/R2
87
Introducing the arm
action on the back
1. Swimmers repeat the undulating movement on the
back with the arms starting at the sides (see previ-
ous activity).
2. They make four whole-body undulating move-
ments, then the arms travel over the water to enter
in a fully stretched position.
3. They pull underwater through to the hips.
4. They kick with the arms at the sides and then
repeat.
This helps swimmers to feel the coordination of the
arms and the legs.
Gradually reduce the pause between the arm
actions so that the combined arm and whole-body
movements become continuous.
KS2 PE 1a/1b
Introducing the arm
action on the front
1. Swimmers stand in the water, leaning forwards
with the arms stretched out in front and just below
the surface. They pull through to the hips, followed
by a simultaneous over-the-water circling action to
enter the water in front of the shoulders.
2. Repeat number 1, but with swimmers walking and
using the arm action to pull the body forwards.
3. Combine the action with breathing to the front.
From the entry position the hands press slightly
outwards, then pull in and under the body through
towards the hips.
The hands and arms describe a keyhole shape.
Breathing occurs as the hands and arms push
through towards the hips, and the shoulders are
high.
KS2 PE 1a/1b
E5289/Lawton/9.2d1/452239/JRCS/R1 E5289/Lawton/9.2d2/453585/JRCS/R1 E5289/Lawton/9.2d3/453586/JRCS/R2
(continued)
88
(continued)
Introducing the full stroke 1. Swimmers push and glide on the front with the
arms fully extended.
2. They begin underwater at a depth of about 1/2
metre, then complete four whole-body undulating
movements.
3. On the fourth movement, they pull with the arms
and come to the surface, then take a breath and
bring the arms over the water and then dive back
under the water again and repeat.
4. Swimmers gradually reduce the number of kicks
for every arm cycle until they do two kicks for each
complete arm cycle.
Emphasise a whole-body undulating action.
Encourage movement from the surface, underwa-
ter and back to the surface.
Breath is taken as head breaks the surface and
hands and arms start to pull.
KS2 PE 1a/1b
improvement.
Ask learners to focus on the undulating action of the
body along with the action of the arms and legs.
KS2 PE 3a/3b
E5289/Lawton/9.2e4/452243/JRCS/R2 E5289/Lawton/9.2e5/452244/JRCS/R2
89
Body: On the front and close to the water surface; position chang-
ing throughout as a result of the whole-body undulating action;
head, shoulders and hips move up and down.
Legs and feet: Both legs together throughout; whole-body move-
ment travels down through the hips to the legs and feet; toes are
pointed.
Arms: Simultaneous circling action; hands enter the water in
front of the shoulders followed by slight outwards movement, and
then hands move in and under the body and push through to the
hips; arms swing low over the water back to the entry position.
Breathing: Breath is taken to the front as the hands and arms
push through to the hips; aim for one breath every two arm cycles.
Timing: Two kicks for every arm cycle; kick as the arms enter
the water and then as they leave the water for the recovery; kick,
pull, kick and recover.
90
OUTCOME 9.3
Be able to perform a number of additional aquatic skills appropriate to this stage of development.
Treading water 1. Holding a float under each arm or woggle, swim-
mers lift the legs from the pool floor into vertical
position and hold the position.
2. Still with floats or a woggle, swimmers lift the legs
from the pool floor and experiment with different
kicking actions: breaststroke; egg beater (an alter-
nating breaststroke action; see left illustration) or
cycling (as in pedalling a bicycle; see right illustra-
tion).
3. Repeat, using one float held with both hands.
4. Without a float, swimmers stretch the arms out in
front, under the surface of the water, and they per-
form a sculling action combined with the leg action.
5. Before swimmers move to being out of their depth
unaided, they practise treading water whilst hold-
ing a float in one hand and holding the side of the
pool with the other. Remaining close to the side,
they remove the hand from the side and use a
sculling action. Remaining close to the side, with-
out a float, they tread water, sculling with both
hands. Swimmers remain close to the wall until
they are confident and competent.
Treading water is an important skill for swimmers to
learn before moving out of their depth. Initial prac-
tices should be completed in chest- to shoulder-
depth water.
Encourage swimmers to keep the shoulders level
with the surface of the water.
Gradually reduce the amount of pressure on the
floats.
Use a sculling action to help maintain a stable posi-
tion.
Set challenges based on increasing the time tread-
ing water.
KS2 PE 1a/1b
E5289/Lawton/9.3a1/452245/JRCS/R2 E5289/Lawton/9.3a2/452246/JRCS/R1
91
Front somersault in the
water
1. From a standing position, swimmers push gently
from the pool floor and perform a tucked forwards
somersault.
2. Progress to a front somersault from the push and
glide.
Encourage a tight tucked position throughout with
chin towards the chest
Encourage swimmers to use the hands and arms to
assist with rotation.
Finish in fully stretched position on the surface of
the water.
KS2 PE 1a/1b
E5289/Lawton/9.3b1/452248/JRCS/R1
E5289/Lawton/9.3b2/452249/JRCS/R1 E5289/Lawton/9.3b3/452250/JRCS/R1
E5289/Lawton/9.3b4/452251/JRCS/R1 E5289/Lawton/9.3b5/452252/JRCS/R1
E5289/Lawton/9.3b6/452253/JRCS/R2
E5289/Lawton/9.3b1/452248/JRCS/R1
(continued)
92
Head-first surface dive 1. Swimmers practise handstand (see unit 8).
2. They swim breaststroke with the head up and then
surface dive.
The minimum depth of water required is the full
stretch height of the swimmer.
When starting the surface dive, encourage swim-
mers to press the hands and arms downwards and
pull through to the thigh; the head and shoulders
travel downwards and forwards.
Encourage swimmers to lift the legs above the
body as in a handstand position.
Once underwater, commence swimming to go
deeper or forwards.
KS2 PE 1a/1b
Feet-first surface dive 1. In chest- or shoulder-depth water with the feet on
the bottom of the pool, swimmers jump up, raise
the arms above the head and sink and sit on pool
floor.
2. In deep water (minimum full stretch height of the
swimmer) swimmers start with treading water, then
complete a feet-first surface dive, tuck forwards
and swim away.
Encourage swimmers to keep the arms stretched
above the head and together to force the body
downwards.
Aim for a streamlined position.
From treading water, encourage the swimmers to
kick down hard with the legs and press down with
the hands to lift the shoulders out of the water
before throwing the arms upwards above the head
to show streamlined position from fingers to toes.
Encourage swimmers to allow the body to sink to
the desired depth, then tuck and swim forwards.
KS2 PE 1a/1b
(continued)
93
Back somersault 1. Swimmers float on the back with the arms by the
sides.
2. Swimmers tuck the knees towards the chest into a
tight ball.
3. Swimmers drop the head backwards whilst main-
taining a tucked position.
4. Swimmers use a sculling action with the hands to
push water towards the feet.
5. Swimmers rotate backwards through 180 degrees.
Encourage deep breath before attempting the
somersault.
Use assistance of a partner in the water if required.
KS2 PE 1a/1b
E5289/Lawton/9.3c1/452260/JRCS/R1
E5289/Lawton/9.3c2/452261/JRCS/R1 E5289/Lawton/9.3c3/452262/JRCS/R1
E5289/Lawton/9.3c4/452263/JRCS/R1
94
Unit 9 Checklist
outcomes before moving on. In circumstances where this is not the case,
you will need to consider whether it is possible to establish a number of
groups appropriate to different stages of development. This may have
implications for staffing. Where it is not possible, you should aim to
differentiate subsequent tasks to ensure that they are appropriate to the
different abilities within a single group.
Swim full-stroke breaststroke showing a smooth and controlled

coordination of the arms and legs for a minimum of 10 metres.
Swim full-stroke butterfly showing a smooth and controlled coor-
dination of the arms and legs for a minimum of 10 metres.
Perform a head-first surface dive in water of at least full stretch
height to show complete submersion.
Perform a feet-first surface dive in water of at least full stretch
height to show complete submersion.
Tread water for a minimum of 30 seconds.
Complete the following circuit: Enter the water with a jumping
entry; swim 10 metres and tread water for 30 seconds; complete
a feet-first surface dive and swim underwater for a minimum of 3
metres; surface, swim a further 10 metres, complete a head-first
surface dive and swim underwater for a minimum of 3 metres; sur-
face, and swim to the nearest point of exit and climb out unaided.
UNI T
95
Further Development of
the Four Major Strokes
and Aquatic Skills
10
OUTCOMES
10.1: Swim longer distances on a minimum of two of the four major
strokes showing good control. (In this unit, the outcome is
broken down into 10.1a, 10.1b, 10.1c and 10.1d to cover the
four strokes.)
10.2: Be able to combine strokes and skills to perform aquatic circuits.
96
H
aving completed all previous units, the learners will be confident
in the water and will have developed a range of aquatic skills and a
degree of competence in the four major strokes. However, a comprehen-
sive swimming programme embraces a wide range of skills and activi-
ties. Developing basic aquatic skills is an integral part of units 3 through
9, but unit 10 identifies practices that can be used to further develop
the four major strokes whilst also combining strokes and skills into
sequences. This unit helps to ensure that the swimmers become more
skilled performers, and it adds more variety to the aquatics programme.
Drills marked with a * can be performed with fins (flippers), which
can be particularly helpful in the early stages and when refining the
drill. When using fins, ensure that swimmers have plenty of space to
avoid contact with other swimmers.
The drills detailed in this unit focus on various aspects of the stroke
(e.g. body position, arm action) with the aim that improvements in
specific aspects of the stroke will enhance the overall performance of
the complete stroke.
Where recovery is referred to, this relates to the aspect of the stroke
in front crawl, backstroke and butterfly where the arms travel over the
water and back to the start position. In breaststroke the recovery is
where the arms push forwards to the glide position.
NC reference
KS1 2a
and quality
KS2 1b
Requirements
to Use This Book.
Further Development of the Four Major Strokes and Aquatic Skills
97
OUTCOME 10.1A
Swim backstroke over longer distances showing good control.
Lane ropes; fins (flippers), if needed
Activity and
progression
Aspect of stroke
developed Description Teaching tips NC reference
Shoulder roll
drill*
Body position 1. Swimmers kick on the back with the arms by
the sides, rotate to the side to lift one shoul-
der above the surface, return to back kicking
position and then repeat with other shoulder.
2. Swimmers rotate the shoulders alternately
without moving to the back kicking position
in between.
Encourage swimmers to maintain the shoul-
der above the surface for a number of kicks.
Emphasise a continuous kick and steady head
throughout with eyes looking towards the
ceiling.
KS2 PE 1a/1b
Single arm with
rotation*
Body position 1. Swimmers kick with one arm extended and
one at the side.
2. Swimmers pull the extended arm and recover
the other arm to the extended position.
3. Swimmers change arm positions every six
kicks.
Encourage swimmers to keep the shoulder on
the nonpulling arm above the surface.
Emphasise keeping the head still even when
rotating.
KS2 PE 1a/1b
E5289/Lawton/10.1a/452264/JRCS/R2
(continued)
98
Activity and
progression
Aspect of stroke
Rope drill Arm action 1. Swimmers swim on the back with a shoulder
close to a lane rope.
2. Grabbing the lane rope, they gently pull the
body along the rope with the hand moving
towards the thigh.
3. The nonpulling arm moves over the water
and back to the start position.
4. Repeat along the length of the rope and then
with the other arm.**
Encourage swimmers to keep the shoulder on
the nonpulling arm above the surface.
KS2 PE 1a/1b
Kicking in
extended
position*
Leg action Swimmers push and glide on the back with the
arms fully extended above the head and thumbs
locked together.
Ensure that a horizontal position is main-
tained with the hips close to the surface; look
for small splash behind.
Emphasise the need to keep the face clear of
the water to ensure regular breathing.
KS2 PE 1a/1b
(continued)
E5289/Lawton/10.1b/452265/JRCS/R2
Lane rope
E5289/Lawton/10.1c/452266/JRCS/R1
99
Activity and
progression
Aspect of stroke
Periscope drill* Leg action 1. Swimmers push and glide on the back with
the arms at the sides.
2. They lift both arms out of the water to a
45-degree angle.
3. The angle gradually increases until the arms
are pointing towards the ceiling (90 degrees).
This is a demanding drill requiring a strong
leg action.
Ensure that swimmers can maintain a hori-
zontal position with the arms at 45 degrees
before progressing.
Initially complete over short distances.
KS2 PE 1a/1b
*These drills can be performed with fins (flippers).
**Note: Unit 8 made reference to the more advanced bent-arm pull in backstroke. This drill can be used specifically to help develop this action. See the next section for a technical description.
E5289/Lawton/7.2a2/453027/JRCS/R3-alw E5289/Lawton/10.1d2/452268/JRCS/R4-ke E5289/Lawton/10.1d3/453032/JRCS/R3-alw
Things to Look For: Technical Aspects
This relates specifically to the development of the bent-arm action that
was mentioned in unit 8. The difference between the arm action for the
learner and the action used by the competent swimmer is greater in
backstroke than in the other strokes, and therefore it warrants specific
consideration. The bent-arm action on backstroke is used to ensure
that the swimmer achieves maximum propulsion. Other aspects of the
stroke remain largely unchanged, although greater rotation of the body
occurs from side to side. The rotation drills identified in the previous
section complement the bent-arm action.
Body: Almost horizontal, stretched and streamlined; chest is at
the surface with hips slightly submerged; back of the head is pil-
lowed in the water with the eyes looking upwards towards the
ceiling; increased shoulder roll and upper body rotation enable
more power to be applied in the pull.
Legs and feet: Horizontal, close to the surface, knees under the
water with feet and toes pointed; steady, continuous, alternat-
ing action initiated at the hips with a slight bend at the knee;
small splash behind; powerful kick provides more stability for
the lower body.
Arms: Controlled, alternating, circular action, over the water
with hand entering overhead at full stretch with the little finger
entering the water first and palm facing outwards; the hand
moves downwards to the catch position; the hand continues
100
to move slightly downwards and the elbow bends to about 90
degrees, at which point the hand will be in line with the shoul-
der with the palm of the hand facing the feet. The hand then
sweeps upwards towards the surface of the water and then
slightly downwards as it pushes through to the hips, increas-
ing the power and distance obtained from each stroke. Looking
from the side the hand would follow a pattern similar to an
elongated S shape.
Breathing: Regular, controlled breathing.
OUTCOME 10.1B
Swim front crawl over longer distances showing good control.
Floats; fins (flippers), if needed
Activity and
progression
Aspect of stroke
Zip-up recovery
drill*
Arm actionhigh
elbow recovery
1. Swimmers begin on the front with one arm
extended holding a float; the other arm is by
the side.
2. The arm by the side begins the recovery by
drawing the thumb along the body until it
reaches the armpit and then forward to enter
the water between the head and the shoul-
der with the arm almost fully extended.
3. Repeat with other arm.
Encourage swimmers to keep the thumb in con-
tact with the body up to the armpit.
KS2 PE 1a/1b
101
Activity and
progression
Aspect of stroke
Salute recovery
drill*
Arm actionhigh
elbow recovery
1. Swimmers begin on the front with one arm
extended and holding a float; the other arm
is by the side.
2. The arm by the side begins the recovery. As
the arm recovers over the water, swimmers
touch the shoulder and forehead with the
thumb; the hand moves forward to the entry
position between the head and the shoulder
with the arm almost fully extended.
This drill is similar to the previous one; it rein-
forces the need for a high elbow position.
Ensure that the drill is slow and controlled.
KS2 PE 1a/1b
Pause drill* Leg action 1. Swimmers push and glide with one arm
extended and one arm by the side, the face in
the water and eyes looking at the bottom of
the pool.
2. They count six leg kicks and then pull with
the extended arm and recover with the arm
held at the side; incorporate breathing before
returning the face in the water with eyes
looking towards the bottom of the pool.
3. Swimmers hold the new position for six kicks
and repeat. The kick is strong throughout.
Encourage the pupils to pause in the
extended position whilst the legs kick.
Ensure that the drill is slow and smooth.
KS2 PE 1a/1b
Power kicking* Leg action 1. Swimmers push and glide on the front with
the arms fully extended and thumbs locked
together.
2. Keeping face in the water, they kick at maxi-
mum speed over short distances.
3. Repeat, but with the head out of the water
throughout. Aim to cover 25 metres, then rest
and repeat.
Ensure that thumbs remain locked together.
The kick should be vigorous and continuous.
Encourage the swimmers to keep the chin on
surface throughout.
KS2 PE 1a/1b
Head-up front
crawl*
Leg and arm
action
1. Swimmers perform front crawl full-stroke
with the head up.
2. The eyes are looking forward throughout.
Ask swimmers to observe the entry position
of the hands; aim for close to the centre line.
Emphasise strong leg action to help over-
come the high head position.
KS2 PE 1a/1b
102
OUTCOME 10.1C
Swim breaststroke over longer distances showing good control.
Pull buoy; fins (flippers), if needed
Activity and
progression
Aspect of stroke
Inverted breast-
stroke leg action
Leg action 1. Swimmers push and glide on the back with
the arms fully extended above the head and
thumbs locked together.
2. From the extended position, perform the
breaststroke leg action.
Encourage a good streamlined position
during the push and glide and ask swimmers
to keep the knees at or below the surface
when kicking.
Following the breaststroke kick, hold the
extended floating position for 3 seconds
before kicking again.
KS2 PE 1a/1b
Kick hands drill Leg action 1. Swimmers push off on the front with the
arms by the sides, fingers pointing towards
the toes.
2. Heels are brought up to touch the hands
before kicking outwards and back.
3. Swimmers breathe as the heels are drawn
towards the hands.
4. The face is in the water as the legs drive back-
wards.
Encourage a continuous leg action.
Emphasise a quick breath before the legs kick
backwards.
KS2 PE 1a/1b
Three kicks to
one pull
Leg action and
full stroke
1. Arms are held out in front, thumbs locked
together.
2. Swimmers complete three kicks followed by
one arm pull.
Emphasise a powerful arm pull between each
three kicks.
Reduce to two and then one kick between
arm pulls, but emphasise a long stretch
between kicks.
KS2 PE 1a/1b
E5289/Lawton/10.3a/452271/JRCS/R2
103
Activity and
progression
Aspect of stroke
Arms only* Arm action 1. Swimmers position a pull buoy between the
knees.
2. They use the arm action only.
3. Swimmers fully submerge the head as the
hands push forward.
Emphasise short, circular arm action.
Shoulders should be high in the water as the
hands sweep in towards the chest.
KS2 PE 1a/1b
OUTCOME 10.1D
Swim butterfly over longer distances showing good control.
Fins (flippers)
Activity and
progression
Aspect of stroke
Dive drill* Undulating action 1. Swimmers push and glide with the arms by
the sides.
2. They perform an undulating action going
underwater, kicking four times.
3. On the fourth kick they aim to come back to
the surface to breathe.
4. As soon as the head breaks the surface, swim-
mers breathe quickly and then tuck the chin
so that the forehead enters the water first. In
the context of butterfly, this is referred to as
the dive phase.
Emphasise the dive, kick, breathe and dive
sequence.
Encourage swimmers to look down whilst
kicking underwater.
Emphasise bringing the hips to the surface as
the pupils start to dive underwater.
KS2 PE 1a/1b
Dive drill with
arms extended
Undulating action This is the same as the dive drill but with
both arms extended and with thumbs locked
together.
Encourage swimmers to look down when
kicking underwater.
Emphasise the dive, kick, breathe and dive
sequence.
KS2 PE 1a/1b
(continued)
104
Activity and
progression
Aspect of stroke
Single-arm
butterfly*
Arm action 1. Swimmers push and glide with one arm
extended and one arm at the side.
2. They perform a whole body undulating
action combined with the single-arm but-
terfly.
3. They initially breathe to the side, then to the
front.
Emphasise the pull, breathe, dive, kick
sequence.
Ensure that hips are high just before the dive
stage.
KS2 PE 1a/1b
Combination
drill*
Full stroke 1. This is a combination of the previous drills.
2. Swimmers perform two strokes with one arm,
two with the other and finally two strokes
with both arms; then repeat the cycle.
Encourage swimmers to breathe every two arm
cycles.
KS2 PE 1a/1b
Power kicking* Leg action 1. Swimmers push and glide with the arms
extended in front and thumbs locked.
2. They kick at maximum speed whilst breath-
ing every six kicks.
Emphasise whole-body movement and chang-
ing position of the hips from low to high.
KS2 PE 1a/1b
(continued)
E5289/Lawton/10.4a1/452272/JRCS/R1 E5289/Lawton/10.4a2/452273/JRCS/R2 E5289/Lawton/10.4a3/452274/JRCS/R3-ke
E5289/Lawton/10.4a4/452275/JRCS/R1
105
OUTCOME 10.2
Be able to combine strokes and skills to perform aquatic circuits.
Aquatic circuits bring together previously learned strokes and skills and can be as varied as the imagination allows. The objective is to provide a
range of challenges that the learners normally complete whilst swimming in a circuit; you can also use these circuits as a means of increasing fit-
ness levels. Learners might be asked to perform as many circuits as possible in a set time. Similarly, you can use circuits for pair activities and as
team games; one person from each pair or team swims at a time. Two examples of aquatic circuits are provided next.
Circuits normally require access to deep water, so it is essential that swimmers are confident and competent being out of their depth.
Hoops; ball; dive brick
Circuit 1 1. Swimmers enter the water with a controlled jump
(ensure appropriate water depth).
2. They swim to a floating hoop positioned approxi-
mately 5 metres away and collect a ball.
3. They swim front crawl with the head up, propel the
ball to another floating hoop positioned 5 metres
away and place the ball in the hoop.
4. Swimmers tread water for 15 seconds.
5. They scull headfirst on the back for 10 metres and
perform a back somersault.
6. They scull feetfirst on the back for 10 metres.
7. They finish with a back float showing a star shape.
Revise individual skills before putting them
together in the circuit.
If swimmers need a rest, encourage them to tread
water.
KS1 PE 2a
KS2 PE 1a/1b
(continued)
106
Circuit 2 1. Swimmers enter the water with a controlled jump
(ensure appropriate water depth).
2. They swim to a designated spot and tread water for
15 seconds with one arm out of the water.
3. They scull headfirst on the back for approximately 5
metres, rotate onto the front, submerge and swim
underwater for 5 metres.
4. Swimmers surface and float on the back for 5 sec-
onds, then swim to a designated spot and perform
a feet-first surface dive followed by a short swim
underwater.
5. They surface, swim to a designated spot and per-
form a head-first surface dive to collect a rubber
brick from the bottom of the pool.
6. Swimmers rotate onto the back and swim to the
side of the pool carrying the brick, then place the
object onto the poolside and climb out unaided.
Ensure appropriate depths for each activity requir-
ing submersion.
If swimmers need a rest, encourage them to tread
water.
Have swimmers complete the circuit wearing light
clothing for an additional challenge.
KS1 PE 2a
KS2 PE 1a/1b
(continued)
Unit 10 Checklist
Unit 10 has no separate checklist. Learners should aim to complete all
the skills identified in the two circuits with confidence. If you see any
swimmers struggling with any aspect, then you should provide oppor-
tunities for additional specific skill practice.
Further Development
Learners who complete unit 10 with confidence will have demonstrated a
good range of skills and will be competent in the four recognised strokes.
For those learners who show a particular interest and enthusiasm for
aquatic activity, you should take steps to ensure that opportunities are
provided within the school environment or within the local community
to enable continued participation and progression. This will contribute
towards developing a healthy lifestyle and may be the first step on the
ladder to success within the competitive arena. It could even be a step
towards producing a future Olympic champion.
107
T
he information in this appendix in relation to pupil-to-teacher ratios
and incentive awards is provided here to enable greater detail to
be included. Both these aspects can have a significant effect upon the
quality and success of the swimming programme and therefore warrant
careful consideration. In addition, there is a wide range of equipment
and teaching aids available that can help to enhance the teaching and
learning of aquatic skills and swimming strokes. This appendix lists
some of the equipment and teaching aids used in the activities of this
book and discusses some of their advantages and disadvantages. Also
provided is a list of some of the organisations that may be able to provide
additional information and support. This list is by no means exhaustive.
Pupil-to-Teacher Ratios
The following information is extracted from guidelines provided by the
Amateur Swimming Association (ASA), the national governing body for
swimming in England. For the complete guidelines see Safe Supervision
for Teaching and Coaching Swimming, which is available to download
from www.swimming.org/britishswimming/. These guidelines are sub-
ject to periodic review, and the information provided here is correct at
the time of print. The extract provided here (see table) is most relevant
to swimming in primary schools. Some local authorities (LA) and local
education authorities (LEA) have their own recommendations. Where
this is the case and where you are working within the LA or LEA, the
local guidance should be followed.
In the majority of cases encountered, pupil-to-teacher ratios should
not exceed 20:1 and in some cases should be less than that. These ratios
are based on safety requirements and not the criteria for teaching. Best
practice may demand ratios less than those stated. Consider the ratios
as part of the risk assessment. In certain circumstances, you might
make changes to the guidance provided. Factors such as the amount of
shallow water available at the pool and the behavioural characteristics
of the group will influence group sizes.
The ratios given are for swimmers in the water. Where the teacher
is also responsible for swimmers on the poolside, then the ratios may
need to be smaller, or appropriate alternative action should be taken.
Reducing the following ratios can significantly enhance the swimming
experience and improve the rate of progress.
Organisational demands sometimes make a teaching ratio of 20:1
virtually impossible. In these circumstances, a qualified and skilled
teacher can adopt strategies to help with the management of the group.
For example, another person on the poolside who is competent to
recognise and respond to a learner having difficulty may provide the
necessary supervision. In a school this could be an interested parent, a
teaching auxiliary or a sixth-form student training for a Sport Leaders
or similar award. They must always work under the supervision of the
teacher and be absolutely clear on the nature and extent of their role.
Alternatively, you can teach learners to work in pairs, immediately
halving the number in the water at any one time. The teacher instructs
the resting learners, who must be out of the water, to constantly observe
their partners and to bring any concern to the immediate attention of
the teacher. Teachers can adopt these measures only where they are
included in the pools normal operating procedures, and not where the
following exists:
Appendix
Appendix
108
A wide variation in the swimming ability of the learners
Language or learning difficulties
A large water area (more than 250 square metres)
Deep water areas into which poorer swimmers could stray and
be out of their depth
Difficulty in seeing beneath the water surface caused by glare
or reflection
For the complete guidelines, see Safe Supervision for Teaching and Coach-
ing Swimming, which is available to download from www.swimming.
org/britishswimming/.
Incentive Awards
Success is a great motivator in all aspects of learning. In swimming,
you can use various incentives to motivate learners, measure progress
and record attainment. However, if you decide to use an award scheme,
you must ensure that the scheme is fit for purpose and that it comple-
ments rather than dictates the learning programme. All too often, an
award scheme is selected and then it becomes the syllabus. Then the
teaching becomes geared to the awards rather than planned carefully to
meet the specific needs of the learners. The awards should be a natural
consequence of the teaching and learning. When considering the use
of an award scheme, use the following process:
1. Plan the teaching programme and the learning outcomes.
2. Select an award scheme. It is likely that specific awards will be most
appropriate rather than all the awards contained within a scheme.
3. Having used the awards, evaluate them in relation to how effec-
tive they have been in measuring the learning outcomes and
recording attainment.
4. If each award is considered to be appropriate, continue to use or
alternatively select another award or another scheme.
Ability Description Ratio
Nonswimmers and beginners Young children, normally of primary school age being introduced to swimming; if more than this
number is taught, other adults may help the teacher.
12:1
Improving swimmers Swimmers of similar ability who can swim at least 10 metres unaided on the front and back; it is
recommended that the lesson be confined to an area of the pool where swimmers are not out of
their depth.
20:1
Mixed-ability groups Swimmers with a range of abilities (from improving to competent swimmers), but where the
least able and least confident are working well within their depth; consider swimmers technique,
stamina and deep water experience.
20:1
Competent swimmers Those swimmers who can swim at least 25 metres competently and unaided on the front and
back and can tread water for 2 minutes.
20:1
Swimmers with disabilities Each situation must be considered independently; people with disabilities do not form a homog-
enous group. Ensure that you have sufficient helpers in the water to provide a 1:1 ratio for those
needing constant support and a sufficient number of other helpers to provide the degree of sup-
port demanded by the range of disabilities within the group. National organisations exist for spe-
cific disabilities; they can provide further guidance.
8:1 (with an appropriate
number of helpers)
Adapted, by permission, from IOS, Safe supervision for teaching and coaching swimming (Loughborough, UK: Institute of Swimming).
Appendix
109
Many awards schemes are available to use, some of which are national
awards that are available across a whole country, whilst others are
awards developed locally. National awards have the advantage of helping
to develop a common standard and are easily transferred if a learner
moves from one area to another, but sometimes they can lack the flex-
ibility to synchronise with a specific teaching programme. Local awards
are exactly that: an award achieved in one area may mean nothing if the
holder of the award moves to a different area, but the award scheme
may be designed to meet the specific requirements of the learning pro-
gramme for that area. Cost can also be an issue and may be a factor to
consider when deciding which particular awards to use.
Most children and adults like to receive some recognition that they
are making progress. Frequent feedback and praise from a teacher can
be helpful. However, an award can be particularly useful as a means of
recognising and rewarding specific milestones along the way to achiev-
ing a greater goal.
Equipment and Teaching Aids
A large amount of equipment is available that assists learners in all
stages of their swimming development. The items described next are
particularly applicable to the activities detailed in this publication.
The use of buoyancy aids to assist those in the beginning stages of
learning to swim is subject to debate, but there is no doubt that many
teachers and learners feel more confident with this type of support (see
also unit 1 for additional comments on use of buoyancy aids). However,
where buoyancy aids are used it is important to gradually reduce the
learners reliance on such aids to avoid overdependence.
The following lists include the benefits and disadvantages of some
of the most popular swimming teaching aids.
Armbands and Discs
They help develop early confidence and independence.
Buoyancy can be reduced as confidence grows.
Lessons can become more active.
All the limbs can be used and coordination improves.
Learners are often in a vertical position in the water when a
horizontal position is usually desirable.
Discs have a slight advantage over armbands because they do
not require inflation. Also, adding or removing a disc can make
it easier to adjust the amount of support provided.
Buoyancy Suits and Swim Belts
Same as armbands and discs, but they encourage a more hori-
zontal body position.
They are helpful for children with a range of impairments.
Floats
They encourage a horizontal position.
They allow early kicking skills to develop.
They allow concentration on specific actions.
They are sometimes used as a buoyancy aid, which can be unsafe
because they are not designed to support a learner who may get
into difficulties.
Woggles (Noodles)
They have many of the benefits of floats, but are more flexible
in their use.
They can provide support under the body.
They can be used for fun activities.
Pull Buoy
They are used to support the legs.
They are helpful when focusing on the arm action.
Balls
They encourage confidence in the water and game playing.
Egg Flips
They encourage breathing through the mouth at the surface of
the water and also forced exhalation.
Sinking Objects (Bricks, Hoops, Novelties)
They encourage submersion and opening the eyes underwater.
They can help develop other knowledge and skills such as colours,
counting or spelling.
Appendix
110
Hoops
They encourage early submersion and swimming underwater.
Pool Dividers
They help to separate groups.
Pace Clock or Stopwatch
They are useful for more able swimmers.
Music
It creates atmosphere that can stimulate or relax.
It can make children listen.
It adds variety and fun.
These are just a few examples from an enormous range of equipment
that is available to support learners at each stage of development. When
using aids, select them based on the specific needs of the learner and of
the activity. For example, in the early stages of teaching the front crawl
leg action, many teachers ask the learners to use a float, even though it
often encourages them to kick with the head out of the watersome-
thing that teachers would want to discourage. Before using any aid, you
must question whether an aid is actually required; in many instances,
the answer might be no, although this decision might be reversed if it
is subsequently observed that a learner is struggling to complete the
activity. As with all aspects of teaching swimming, careful thought is
required to ensure that any aid or equipment used enhances the learn-
ing process.
Contacts
Amateur Swimming Association (National Governing Body for
Swimming); SportPark, Loughborough University, Leicestershire,
England LE11 3QF (www.swimming.org/britishswimming/)
Swimming Teachers Association; Anchor House, Birch Street, Walsall,
West Midlands, England WS2 8HZ (www.sta.co.uk)
Royal Life Saving Society UK; River House, High Street, Broom, War-
wickshire, England B50 4HN (www.lifesavers.org.uk)
Chartered Institute for the Management of Sport and Physical
Activity; SportPark Loughborough University, Leicestershire, Eng-
land LE11 3QF (www.cimspa.co.uk)
Association for Physical Education; Room 117, Bredon University
of Worcester, Henwick Grove Worcester, England WR2 6AJ (www.
afpe.org.uk)
Institute of Swimming; SportPark, Loughborough University, Leices-
tershire, England LE11 3QF (www.swimming.org/ios)
Department for Education; Department for Education, Sanctuary
Buildings, 20 Great Smith Street, London, England SW1P 3BT (www.
education.gov.uk)
About the Author
John Lawton is an ASA advanced swimming
teacher and ASA coach. He has been teaching
swimming since 1967 and has worked extensively
training and supporting primary school teachers.
Lawton has authored and edited numerous ASA
teaching publications and written articles for ASAs
Swimming Times. He also was heavily involved
with the Swim for Life campaign that lobbied the
government to ensure that swimming became a compulsory aspect of
the primary school curriculum.
Lawton served for 14 years as director of education for ASA, Eng-
lands national governing body for the sport of swimming. Since 2006,
he has run his own sport education consultancy, and he is the editor of
a publication aimed at teaching swimming to people with physical and
learning disabilities.
He earned an MSc degree from Loughborough University in physical
education and sports science. John Lawton

Plete Swimming Guide To Primary Swimming

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Plete Swimming Guide To Primary Swimming

Загружено:

Авторское право:

Доступные форматы

This page intentionally left blank.

Explain the safety requirements of the pool as appropriate to their

Splash water onto the face.

Submerge whilst holding the breath.

Swim full-stroke backstroke showing a smooth and controlled

Swim full-stroke breaststroke showing a smooth and controlled

Вам также может понравиться