NON-VERBAL COMMUNICATION IN SWIMMING LESSONS

Transcription

1 NON-VERBAL COMMUNICATION IN SWIMMING LESSONS Author: Pauline Isinger Translator: Philipp Salscheider, Philipp Hählke Creative-Commons-Lizenz Namensnennung, Weitergabe unter gleichen Bedingungen 4.0 International (CC BY-SA 4.0) page 1

2 Overview Non-verbal communication Framework Sample lesson plans o Lesson 1 o Lesson 2 o Lesson 3 o Lesson 4 Teaching aids o Rule cards Eyes and focus (1) Start of competition (2) Find a partner (3) Change of roles (4) Sit on the pool's edge (5) Stand on the pool's edge (6) Come to the pool's edge (7) No swimming board (8) o Demonstration cards Lesson 1 Drill 2 (9-10) Lesson 1 Drill 4 (11-12) Lesson 1 Drill 6 (13-14) Lesson 2 Drill 1 (15-16) Lesson 2 Drill 2 (17-18) Lesson 2 Drill 3 (19-20) Lesson 2 Drill 4 (21-22) Lesson 3 Drill 2 (23-24) Lesson 3 Drill 3 (25-26) Lesson 3 Drill 4 (27-28) Lesson 3 Drill 5 (29-30) Lesson 4 Drill 2 (31-32) Lesson 4 Drill 3 (33-34) Lesson 4 Drill 4 (35-36) List of references page 2

3 Non-verbal communication Non-verbal communication is an important aspect of any lesson. Almost 82% of all communication is non-verbal, including gestures, facial expressions, body posture as well as movement and pitch of the voice. On this basis teachers must be like an actor/actress to get information across in an authentic way. A closer analysis of communication illustrates that only 7% happens verbally. The other 93% are divided in 38% vocal and 55% visual components. Here, vocal means the pitch of the voice and the way something is said. The visual components of communication include gestures, facial expressions, body positioning and movement. In this sample lesson, we focus on non-verbal communication only. This alteration breaks a regular routine and captures the students interest. Additionally, non-verbal communication helps the teacher to rest his/her voice and students learn to be more focused. One way to guide the lesson is to demonstrate drills. Another option is to work with posters or cards in order to explain what to do. All demonstrations must be clearly visible and understandable for students. Cards/Posters need to be big enough and laminated. The teacher needs to be in control of the lesson at all times. Therefore, rule cards help to establish routines. The underlying idea of using non-verbal communication can be especially helpful in the following class settings: One/more student/s do not speak the target language (e.g. refugees) One/more student/s is/are deaf or deaf-mute Rule cards and demonstration cards can also be used in other sports or subjects Experience has shown that using a whistle and showing signals are very effective was of communication in swimming lessons. Framework To plan a successful swimming lesson, information about the pool, the participants and appropriate work material are needed. For this sample lesson, the following framework is considered: Pool: 16m x 10m 4 lanes with a starting block each (width of the lane: 2.50m) Adjustable pool floor (depth adjustable: 30cm - 2m) No elevated pool edge Work material: table tennis balls, swimming boards, pull buoys, diving rings, hoops Lesson duration: 60 minutes (+ additional time for showering) Sample group: 20 students (10 male/ 10 female) aged years (year 7/8) No prior swimming experience page 3

4 Next to methodical and didactical considerations, the teacher needs to know and apply principles of non-verbal communication. Therefore, rule cards must be designed. These cards show different signals and requests. 1-8 The rule card on the right illustrates: If the whistle is blown twice and the teacher points towards the pool's edge, the pupils have to gather at the edge of the pool. The smiley tells them to be quiet. In our series of lessons, the teacher makes use of rule cards in the first two lessons only. Students are expected to have ritualized safety rules after these two lessons. Example: Students know that blowing the whistle once means they must stop exercising and listen to the teacher. For our lessons we also designed demonstration cards. These DIN A4 cards are printed on both sides and should be laminated. On one side students find information about the drills set-up. That is, they see where to start and where to stop in the pool. On the backside students find the drill they have to do. Lesson 1 Drill 2 Organisation For this purpose, students are visualized by stars. Before the beginning of the lesson, the teacher assigns stars and colors to the students, which they find on the demonstration cards during the lesson page 4

5 Lesson Plan/ 1st Lesson Water depth: 1.00 Meter Learning target: Students move a table tennis ball across the water surface by blowing it actively. Phase Sequence of drills Methodical considerations Organisation/Media Warm-up 15 ' Students sit on the pool's edge: Move legs up and down/left and right Variation: - Feet flexed or extended - Draw numbers in the water Water habituation Students gain first experiences with water (legs, feet). Rule card: Sitting on the pool's edge Teacher demo (starting block) Students sit on pool's edge and face each other in 2 groups. Students transport a ring from start to finish only using their feet. Extra: Rings must stay underneath the surface. Students learn how weight is affected in water. Groups of 2 students Main phase I 25' Competition: Both groups start at the whistle. The group which finishes first wins the competition. Both groups lay face-downwards on the pool's edge facing the water and move their arms and hands in the water. Variation: - Palm direction changes - Draw numbers in the water Competition: Students move a table tennis ball underneath the surface. The first group to finish wins the competition. Water habituation Students move their head closer towards the water and splash water. Water habituation: Students learn how light objects move in water. 2 diving rings Rule card: (RC) Start of competition Rule card: Eyes and focus Sitting on the pool's edge Start of competition Demonstration card: (DC) Lesson 1; Drill 2 Distribute stars: 8x red, 8x orange teacher demo (starting block) 2 table tennis balls DC: Lesson 1, Drill page 5

6 Phase Sequence of drills Methodical considerations Organisation/Media Main phase II 10' Students slide into the water slowly. They touch the water with their hands and splash each other. Experience cold water Students experience water splashing in their face. DC: Lesson 1, Drill 5 Ending phase 10' Every student actively blows a table tennis ball across the water surface. Competition: The first student to cross one full length wins. Experience cold water, water habituation Students learn what it feels like to run in water. DC: Lesson 1, Drill 6 16 table tennis balls RC: Start of competition page 6

7 Lesson Plan/ 2nd Lesson Water depth: 1.20 Meter Learning target: Students learn how to float with the help of a partner and learn to put their head under water. Phase Sequence of drills Methodical considerations Organisation/Media Warm-up 10' Students walk through the water holding hands with other students. Variation: Students create ways of greeting each other. Water habituation Students move their heads closer to the surface and experience how their body moves differently. Students decide how closely they move their heads towards the surface. RC: Standing on the pool's edge DC: Lesson 2, Drill 1 Main phase 35' Ending phase 10' Every student finds a hoop and stands in it. The students drag the hoop all the way up, keeping contact to the body. Then, they slide it back down again. Partner work: One student of each group lays face-downwards on a swimming board. The other students pull him/her one full length through the pool. Roles change on the way back. Competition: 4 teams compete against each other. To win, partners need to be the first to finish 2 lengths. Partner work: One student lays on his/her back in the water. The partner supports the head and pulls the student through the water. Then, a competition starts (compare drill 3). Greeting variations help students to get to know each other. Water habituation/water confrontation Students experience how it feels to move an object under water and put their heads into the water. Water confrontation Students learn about gliding through the water and pulling someone through the water. Students have fun while competing and lose their anxiety of moving in water. Water confrontation/anxiety reduction Students gain experience in gliding through the water on their backs. The competition motivates students and they learn swimming implicitly while playing a fun game. DC: Lesson 2, Drill 2 16 hoops RC: Pool edge RC: Find a partner RC: Change of roles RC: Start of competition DC: Lesson 2, Drill 3 8 swimming boards RC: Pool's edge RC: Change of roles RC: Competition DC: Lesson 2; Drill 4 8 Pool noodles page 7

8 Lesson Plan/ 3rd Lesson Water depth: 1.30 Meter Learning target: Students learn how to glide and exhale under water. Phase Sequence of drills Methodical considerations Organisation/Media Warm-up 5' While picking up a diving ring, students put their head under water and exhale under water. The students are already familiar with the warm-up activity. Teacher: whistle and arm movement for standing at pool's edge. 16 diving rings Teacher demonstration in water Main phase 15' 15' 10' Partner work: One student holds a swimming board in both hands and pushes him/herself off the wall. The student is supposed to glide through the hoop held by the partner. Variation: - Same drill without swimming board. - Partner pushes the hoop down and the student glides through it while exhaling under water. Now the partner moves further back and holds the hoop. The student must push off the wall harder to glide and reach the hoop. The students feel more secure with the swimming board. Furthermore, it helps to keep body tension. The hoop helps to push off the wall. Target: Learn gliding and exhaling in a playful manner. Overcome water Students experience that moving arms and legs helps them to move further and that keeping body tension is important. Teacher: whistle + RC Find partner DC: Lesson 3; Drill 2 8 swimming boards, 8 hoops Teacher: whistle + arm movement Change of roles Teacher: whistle + RL no swimming boards Teacher: whistle DC: Lesson 3; Drill 3 8 hoops Teacher: whistle + change of roles DC: Lesson 3; Drill 4 8 hoops Teacher: whistle + change of roles Ending phase 15' Competition Drill 4: Target: glide as far as possible by pushing off the wall Competition motivates students. Teacher: whistle DC: Lesson 3; Drill page 8

9 Lesson Plan/ 4. Lesson Water depth: 1.60 Meter Learning target: Students learn the arm and leg movement of the breast stroke. Phase Sequence of drills Methodical considerations Organisation/Media Warm-up 10' Students lay face-downwards on the pool's edge and practice the breast stroke arm movement. The arm movement is practiced separately from the leg movement. Teacher: whistle + arm movement Standing on the pool's edge Teacher demonstration Main phase 10' Students swim one length only using their arms. They put a pull buoy between their thighs to keep body tension. The pull buoy helps the students to keep body tension and makes them feel safer. Teacher: whistle + arm movement Standing on the pool edge Teacher demonstration DC: Lesson 4; Drill 2 16 pull buoys 10' Students swim one length only using their legs. They hold a swimming boards in their hands in front of them. The swimming board helps the student to focus on their leg movement and provides a feeling of safety. Teacher: whistle + arm movement Come to pool's edge DC: Lesson 4 Drill 3 16 swimming boards 15' Students swim one full length using arms and legs. Students combine arm and leg movement. Teacher: whistle DC: Lesson 4; Drill 4 Ending phase 15' Competition: Drill 4 Competition: breast stroke Teacher: whistle page 9

10 Rule card 1 Eyes and focus page 10

11 Rule card 2 Start of competition Ready page 11

12 Rule card 3 Find a partner page 12

13 Rule card 4 Change of roles 2X page 13

14 Rule card 5 Sit on the pool's edge and watch teacher 2X page 14

15 Rule card 6 Stand on the pool's edge and watch teacher 2X page 15

16 Rule card 7 Come to the pool's edge and watch teacher 2X page 16

17 Rule card 8 No swimming board page 17

18 Demonstration Card 1 Front page 9 Lesson 1 Drill 2 Organization page 18

19 Demonstration Card 1 Backside 10 Lesson 1 Drill 2 Movement description page 19

20 Demonstration Card 2 Front page 11 Lesson 1 Drill 4 Organization page 20

21 Demonstration Card 2 Backside 12 Lesson 1 Drill 4 Movement description page 21

22 Demonstration Card 3 Front page 13 Lesson 1 Drill 6 Organization page 22

23 Demonstration Card 3 Backside 14 Lesson 2 Drill 6 Movement description page 23

24 Demonstration Card 4 Front page 15 Lesson 2 Drill 1 Organization page 24

25 Demonstration Card 4 Backside 16 Lesson 2 Drill 1 Movement description page 25

26 Demonstration Card 5 Front page 17 Lesson 2 Drill 2 Organization page 26

27 Demonstration Card Backside 18 Lesson 2 Drill 2 Movement description page 27

28 Demonstration Card 5 Front page 19 Lesson 2 Drill 3 Organization page 28

29 Demonstration Card 5 Backside 20 Lesson 2 Drill 3 Movement description page 29

30 Demonstration Card 6 Front page 21 Lesson 2 Drill 4 Organization page 30

31 Demonstration Card 6 Backside 22 Lesson 2 Drill 4 Movement description page 31

32 Demonstration Card 7 Front page 23 Lesson 3 Drill 2 Organization page 32

33 Demonstration Card 7 Backside 24 Lesson 3 Drill 2 Movement description page 33

34 Demonstration Card 8 Front page 25 Lesson 3 Drill 3 Organization page 34

35 Demonstration Card 8 Backside 26 Lesson 3 Drill 3 Movement description page 35

36 Demonstration Card 9 Front page 27 Lesson 3 Drill 4 Organization page 36

37 Demonstration Card 9 Backside 28 Lesson 3 Drill 4 Movement description page 37

38 Demonstration Card 10 Front page 29 Lesson 3 Drill 5 Organization page 38

39 Demonstration Card 10 Backside 30 Lesson 3 Drill 5 Movement description page 39

40 Demonstration Card 11 Front page 31 Lesson 4 Drill 2 Organization page 40

41 Demonstration Card 11 Backside 32 Lesson 4 Drill 2 Movement description page 41

42 Demonstration Card 13 Front page 33 Lesson 4 Drill 3 Organization page 42

43 Demonstration Card 14 Backside 34 Lesson 4 Drill 3 Movement description page 43

44 Demonstration Card 15 Front page 35 Lesson 4 Drill 4 Organization page 44

45 Demonstration Card 15 Backside 36 Lesson 4 Drill 4 Movement description page 45

46 List of references Literature Author Title Place of Fuchs, Thomas Pearl Nitsche Non-verbale Kommunikation: Phänomenologische, entwicklungspsychologische und therapeutische Aspekte Nonverbales Klassenzimmer Management. Strategien aus der Praxis für die Gruppe Publication Year of Publication Publisher Zeitschrift für klinische Psychologie 51 Jg, Nr Hogrefe Neusäß 2005 Ubooks Illustrations / images Number All images All illustrations Creator Pauline Isinger, Anja Birkel, Phillipp Kölzer, Jan Kölzer Pauline Isinger, Saskia Raßbach Creators of the article Author Counselor Institution Pauline Isinger, Saskia Raßbach, Anja Birkel, Philipp and Jan Kölzer / Students of Education Translation: Philipp Salscheider, Philipp Hählke Minnich, Marlis Department of Sport Science, University of Koblenz- Landau, Campus Koblenz page 46