Front Crawl Lesson Plan

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1 Front Crawl Lesson Plan Lead Names Activity Front Crawl Year Age Number: Date Time Duration 40 mins Special Consideration Personal Aims THIS LESSON PLAN HAS NO PICTURES/DIAGRAMS, THIS IS TO ENCOURAGE PROFESSIONAL DEVELOPMENT AND ENCOURAGE TEACHERS TO ENCORPERATE THEIR OWN VISUAL AIDS Resources and Equipment Floats Plastic cups Pull buoy Session Objectives Participants will learn to 1 Students will develop their technique of BLABT within the front crawl. Session Outcomes Participants will demonstrate All Most Some Students will be able to demonstrate the correct technique of the front crawl stroke some of the time. Students will begin to piece all of the components of the front crawl together. Students will be able to perform the correct components of the front crawl with greater success and will successfully link the components together most of the time. Students will be able to correctly and efficiently perform the correct techniques of the front crawl and successfully link the stroke together nearly all the time.

2 Session Content Time Learning Activities Teaching Points Organisation and Safety Differentiation & Assessment 2 minutes WARM UP Introduction of Learning objectives (LO s): - To develop techniques of the front crawl - To become confident in combining the all aspects of the front crawl. Develop the students ability to swim using the front crawl stroke and explain the use of this stroke as being the quickest stroke. Students will sit on the side of the pool with their feel on the side to avoid splashing. Sharing of LO s 3 minutes UK Corners: Students will start in the middle of the pool and listen for which corner of the pool, they will be going to. England, Wales, Scotland and Ireland Keeping your head and eyes up and forward to be able to see where you are going at all times. Students to be spread out in the pool being spatially aware of others. Weaker students closer to shallowest point and stronger closest to boundary marker 4 minutes Cup game: Students will all have a plastic cup, the first person will fill their cup up with water and pass this to the next person in their team and pass the water from their cup. Students will be standing in a line and will pass their plastic cup of water to the next person. Straight arm over to pass the water to the next person. Students to stand one behind the other in a line of 4 to 5. Students who are more confident with the skill to be at the front of the line as this will test their arm technique. Weaker swimmers will be closest to the side or railings.

3 Once everyone has received water, the winner will be the team with the most amount of water in their cup at the end. Once finished repeat the game placing different people in different positions. Teacher to observe the correct technique and judge the most amount of water. 3 minutes No cup: Students to repeat the same game, however instead of the cup students will pass water with their hands instead. Students will be standing in a line and will pass water to the next person. Straight arm over to pass the water to the next person. Ask students How do we stop more water falling through? Shape our hands like a cup. Students to stand one behind the other in a line of 4 to 5. Students who are more confident with the skill to be at the front of the line as this will test their arm technique. Weaker swimmers will be closest to the side or railings. Teacher to observe the correct technique and judge the most amount of water 5 Minutes Students will have a cup and a pull buoy between their legs and the students must swim across to their partner as quick as they can, while keeping as much water in their cup as possible. Will the pull buoy between their legs students must swim across as quick as they can looking not to spill much water out of their cup. Students will face their partner across the pool and be spread equally on their side of the Strong and more confident swimmers will be in the deeper end of the pool, while less confident swimmers will be in the shallower part of the

4 8 minutes BODY POSITION Gliding and push off: Students will be in pairs, students to face partner across the Partner 1 goes in the pool and pushes off the side and glides out and sees how far they can get out before stopping. Use of flags as markers. Students to use feet to push of the wall to glide in a streamline body position to get further across the pool than their partner. To stop the students will: 1. Make a mushroom float to stop 2. Flex your feet 3. Arms out wide 4. Arms above head Students will face their partner across the pool and be spread equally on their side of the Less confident students will be in the shallower part of the More confident students will look to glide and being under the water for a looking period time. Teacher will observe the body position of the students while gliding. Students to try different levels of the water: 1. Surface 2. Middle level 3. Near the floor Which is best for streamline position? 6 minutes LEGS Students will have floats and arms extended above their heads. Students will look to make their way across the pool (widths way) where their partner is waiting. Students will attempt to cross the pool with the float extended over their head feet doing different things: 1. Swim with feet flexed Students will face their partner across the pool and be spread equally on their side of the Less confident students will be in the shallower part of the More confident students will look to swim in the deeper part of the

5 2. Try and splash as much as possible 3. Best way you can think of Teacher to observe the students leg kicking technique. 3 minutes BREATHING Students will be split into 3 even groups and will swim to the flags, they will count in their head when they get to a certain number they will breathe. Students to count in their head as they swim. Each station tells them what point they will be breathing. Each student will try out each station. Students to be in line waiting for their turn to swim. Swim to the flags and back, evenly spread out across the Teacher will observe students and critique any bad breathing habits that are shown during the task. Station 1 Breathe on odd numbers Station 2 Every 3 Station 3 Even numbers What breathing pattern is best suited for you? 2 Minutes Students are giving three options to show off their front crawl stroke. Option 1 Width in shallow end Option 2 Width middle Option 3 Length of the pool Students will chose their option and will show the class and the teacher their front crawl stroke. Option 1 will go first and show the teacher their stroke on the teachers command. Then option 2 on the teachers command will perform stroke. Option 3 will go last and perform their stroke to the teacher. Teacher will observe, each students front crawl during their option strokes. Less confident students will chose option 1 and the more able and confident students will chose option 3.

6 1 Minute PLENARY Plenary, students will rate their technique of each BLAB (no T) out of 2 and add up and show the teacher on their fingers. Teacher to ask students to calculate their score and show score on fingers. Nonverbal communication Students no further than the flags and evenly spread out so that all can see and hear the teacher. Teacher will observe and take in student scores from their self-assessment. Participant Learning Session Evaluation Teaching & delivery Next Steps

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