Swimming at Key Stages 1 and 2. Schemes of Work and Session Plans. for. Intermediate Swimmers

Transcription

1 Swimming at Key Stages 1 and 2 Schemes of Work and Session Plans for Intermediate Swimmers Mary Bainbridge British Swimming Lead Tutor Jason Turner PE & School Sport Manager January 2013

2 SWIMMING AND WATER SAFETY Intermediate Developing Swimmers About the unit In this unit children will develop skills of water safety and personal survival. They will learn about simple rules and the importance of listening to instructions. The children will be expected to swim unaided over a short distance The children will develop basic understanding of the swimming techniques and utilise this information to improve their perform Where the unit fits in In the next unit children will be expected to swim more fluently, improve their swimming strokes and learn about personal survival techniques. Apply and evaluate the principles and practice of rescue. Analyse and evaluate a variety of equipment used in lifesaving in water and know when to use each one. Refine, adapt and apply their skills Listen carefully to what others say about their work and use this to improve their own performance. Vocabulary Tread water Back crawl Swivel entry Breaststroke Side entry Rotate Jump entry Submerge Straddle entry Scull Tuck entry Help Front crawl Huddle Expectations: When carrying out the type of activities and tasks in this unit.. Most children will able to: Resources Swimming pool. Flotation devices. Objects which float, e.g. a ball. Sheet to record score on for each challenge Listen to instructions and follow simple rules when in the pool; try their upmost to improve what they do; demonstrate understanding of how to be safe in and around the water; demonstrate how to stay afloat when out of their depth and swim unaided for 25 metres without goggles; swim unaided on their front and back; demonstrate different entry techniques into the water and when to use them; submerge and retrieve objects or swim through hoops; exit over edge of the pool. Some Children will not have made so much progress. They will be able to: Some children will have progressed further. They will be able to: Listen most of the time to instructions and simple rules when in the pool; they will try their upmost to improve most of the time; demonstrate some understanding of how to be safe in and around water; swim unaided for 10 metres without goggles, swim with aid on their back; demonstrate some of the different entry techniques into the water; swim through hoops; exit over edge of the pool. Swim unaided for 50 metres without goggles; swim unaided on the front and back; have excellent understanding of how to be safe in and around water; stay afloat when out of their depth for an extended period of time; demonstrate all different entry techniques into the water and when to use them; swim confidently and fluently on the surface and under water. Page 1

3 Learning Objectives Acquiring and Developing Skills Children Should Learn Possible teaching Activities To work with confidence Ask the children to show how they use their arms to propel themselves through water. Ask them to show different To explore and use skills, actions and ways of kicking their legs. Help them to explore what types of stroke they can use on the surface and under water. ideas individually and in combination Ask the children to perform combinations of strokes, swimming actions and skills. To remember, repeat and link their Teach the children front crawl, back crawl and breaststroke. Help them to combine leg and arm actions to make actions. their strokes smoother and better coordinated. Teach them how to breathe when they swim. Teach them to surface dive and retrieve objects from the bottom of the pool. Teach them to perform strokes and survival skills with control. Help them to explore a range of strokes on their front and back, using different arm and leg actions. Teach the children to float on the surface in a number of positions, with and without aids. Teach them to scull and tread water. Help them to lie flatter on the water, so that they are more streamlines when swimming Selecting, Applying Skills, Tactics and Compositional Ideas Children Should Learn Possible teaching Activities Perform a variety of floating positions. Develop understanding of water safety and how to keep afloat in deep water. Follow advice and strive to improve what they do Teach the pupils to lie on their backs hugging a float. Encourage the pupils to relax their head to the water and let the water take the weight of their bodies. Help them to realise that by moving, wiggling, tensing and not relaxing they stop the water from taking their weight and being able to float. Build up the pupils confidence to trust the water Teach the pupils how to return to the standing position after floating. Once the pupils can relax in the water and put their heads back into the water and relax their arms and legs, teach them how to have their arms and legs in different positions. Teach the pupils how to float on their fronts. Remind them of the breathing underwater they have already looked at. Teach the pupils to relax on their fronts and let the water take their weight. For those who are ready teach vertical floating positions, e.g. treading water. Teach pupils to perform these actions in shallow water before going out of their depth Knowledge an Understanding of Fitness and Health Children Should Learn Possible teaching Activities That being active is fun and good for Ask the children to show how they can control their breathing. Ask them to describe how swimming affects them different parts of their body, including their heart and lungs. To recognise what their bodies feel like Listen to the children talking about their ideas on how to warm up at the start of lessons. Teach them activities during different activities that they can use to warm up for swimming. Talk to the children about why swimming is good exercise and will help to improve their fitness and health. Page 2

4 Evaluating and Improving Performance Children Should Learn Possible teaching Activities Follow advice and strive to improve Ask pupils to demonstrate good ideas. what they do Teach pupils to watch one example and to try it themselves. Ask pupils to show and name a range of basic floats or swimming strokes. Help them to describe the actions in more detail. Talk to the pupils while they watch others working and ask them to copy other's actions. Teach the pupils to have a clear focus when watching others perform, eg, watch how they use their arms when swimming on their back. Teach them to say when a movement has been performed well. Teach them how to describe what they have done and what they have seen. Encourage the pupils to use advice from the teacher to improve the quality of their movements. Page 3

5 Prior Learning It is helpful if children have: Started to swim, with or without support and swimming aids Learned how to move confidently in and under water. Use a variety of leg actions Use a variety of arm actions Learned how to behave safely in and around water Cross Curricular Links This unit could be linked to: Science investigation propulsion with arms and legs, exploring forces PSHE finding out why swimming is good for your health. Literacy Evaluating, explaining and describing swimming activities. Rich Tasks Following are Rich Tasks the children could be asked to carry out. Five Step Challenge The aim of the task is to complete a series of challenges in the pool to score points. The task can be completed individually or as a team. The task can be adapted following the suggested ideas. Challenge 1 Enter the pool in a safe manner. Decide the best way to enter the pool without using the steps from a standing or sitting position. Support: pupils should be assessed on entering the pool in a suitable way for them, whether this is using the steps, a ramp or a mechanical device which lowers them into the pool. Every method of entry needs to be completed safely. Assistance should be provided where necessary. Challenge 2 Demonstrate how to submerge the face and/or head safely for 5 seconds Support: adult assistance to be used where necessary. Pupils could be asked to submerge face and blow bubbles for 3 seconds. Support: Adult assistance to be used where necessary. Pupils could be provided with flotation devices to choose between. The pupils would need to show they could use these effectively to stay afloat. Page 4

6 Challenge 3 Choose the most effective way to swim to an object placed metres away. This could be on their front or back using any method they are able, to move to the object. Support: adult assistance to be used where necessary. Floatation devices could also be provided. The pupils would need to select the most appropriate device to help them to swim to the object. Challenge 4 Once the object has been reached the pupil must demonstrate the best way to keep afloat when you can t touch the bottom. Need to float for 10 seconds. Challenge 5 The pupil should then swim with the object back to the side and place the object on the poolside. Pupils should find ways to get the object back to the side, eg, pushing with hands etc. Once the pupil is at the side of the pool he/she should climb out unaided. Support: adult assistance to be used where necessary. Floatation devices could also be provided. The pupils would need to select the most appropriate device to help them to swim back to the side. The pupils score a maximum of 2 points for every challenge completed successfully. They score 1 point for doing the task and 1 point for using the most appropriate technique for their skill level. Once they reach the side they can be given a total out of 10 points. If working as part of a team they can combine their scores to reach a team score. Page 5

7 Twelve week programme for intermediate swimmers who have basic competency, focussing on Water Safety, Strokes and Skills (Weeks 1 6) No Entry Main Theme No Entry Main Theme 1 Swivel entry Tread water at the edge of pool Front crawl and front paddle activities Star and mushroom floats HELP position Exit via the steps 4 Jump entry Back crawl and back paddle Head first submersion activities Swim for longer periods of time. Rotate from front to back and back to front Float for longer on back to rest Exit at the edge 2 Slide in entry Front crawl and front paddle Different floats with rotation Tread water for longer periods of time with different kicks Swim with head out of water and without goggles Exit at the edge 3 Jump entry Back crawl and back paddle Feet first submersion Swim to floats and balls. Use object and show HELP position With ball or float in one hand, swim on front Exit at the edge 5 Straddle entry Travel any stroke with hands under water Breaststroke Scull in stationary position then travel head first Circuit swim around the edge with head up choose preferred stroke on front Exit at the higher part of the pool if appropriate 6 Straddle entry Partner tag Breaststroke Scull in stationary position then travel feet first Head up swim to lifebelts or large buoyant rings into HUDDLE position Exit at the higher part of the pool if appropriate Page 6

8 Twelve week programme for intermediate swimmers who have basic competency, focussing on Water Safety, Strokes and Skills (Weeks 7 12) No Entry Main Theme No Entry Main Theme 7 Safest entry 8 Safest entry from no more than 1m height 9 Tuck entry in deep water Travel on front with head up. Float on back if tired Front and back crawl techniques Link different floats to form a sequence. Tread water for 30 seconds HELP position for 5 Safest exit Circuit swim with head up swim of choice Breaststroke Submerge and retrieve objects or swim through hoops Link sculls Exit over side Swim with T shirts and shorts Tread water, float and circuit swim into HELP position Reach and throw rescues Scenario; fall off mats Exit over side 10 Tuck entry or straddle into deep water 11 Choice of entry to suit the depth of the pool 12 Choose an entry and state why it was chosen Swim with shirt and trousers if competent Tread water, float, scull and circuit swim into HUDDLE Water safety scenarios One pupil falls in, others effect rescue swim through the waves Safest exit Pupils to think of warm up that will follow health and well being principles. Pupils to evaluate the warm up Choose a stroke that the pupil requires improvement. Peer to help in the improvement by observing swimmer Demonstrate skills to each other. analyse performance and improve the skill Pupils to set a water safety scenario and question each other Warm up of choice, Use different leg and arm combinations Swim a stroke fast to test fitness. How does this affect the body? How fast was the swim? Use the clock Swim at an even pace for a greater distance. How does this affect the body? How many widths or lengths were completed Show several strokes Complete an obstacle course e.g. tread water, swim through a hoop, swim a stroke, float, pick up and object, then carry it to the side Page 7

9 Session Plan 1 Intermediate Water depth: m Time: Equipment: ropes, torpedo buoys, balls, floats and noodles Outcomes: To develop front crawl and different floats introduce treading water and HELP position Swivel entry Sit at edge, feet in water Two hands to one side gently Watch chin on rail or pool wall Safe controlled entry Tread water with noodles or floats close to edge Hands underwater Thumbs up thumbs down How do you ride your bicycle? Perform close to edge initially Economical movement Chin on the water Vertical body position Whole front crawl or front paddle With 2 floats, 1 float or 0 floats kick action Show me the stroke Long straight legs Continuous action Flexible ankles Legs close together Interchange waves and cannon as appropriate Front crawl with face down or front paddle with head up Continuous alternate leg action Whole front crawl stroke Star floats on back and front with or without noodle Head back, stretch out Blow out on front Work in pairs or small groups Relaxed float with or without support of noodle Mushroom float Curl up like a ball on front Random space HELP position Cuddle a float Stay still Legs together Ability to keep still on back and hold object Exit via steps What is the easiest exit? Orderly exit up steps Pupils use of the steps 2mins Page 8

10 Session Plan 2 Intermediate Water depth: m Time: Equipment: ropes, torpedo buoys, floats and noodles Outcomes: to develop front crawl arm action and treading water introduce rotation and head up strokes Slide in entry Feet in water Watch back on rail or pool wall Controlled entry Hands on sides Head above the water Front paddle warm up zig zag between each other Keep hands underwater Chin on water Head up, hands underwater Ensure head is up to avoid each other Whole stroke front crawl Practise arm action on poolside Short distances of whole stroke Smooth strokes with face in water Slice in, reach forward Pull down centre line in S shape Exit at hips High elbow relaxed recovery Waves and cannon Short time on poolside only For weaker swimmers who only perform front paddle use noodles to help whole stroke Comfortable with face in water Long pull Relaxed recovery Able to breathe as arm recovers on preferred side 1 Tread water with or without floats or noodles Try cycle action or breaststroke action Hands under water, thumbs up thumbs down Pretend you are on a bicycle Kick down with heels, inward circles Perform close to edge initially. Move away from side gradually Have noodle in hand The ability to tread water for a longer period of time with economical arm and leg actions Swim any stroke on front with head out of water What strokes could be used? Look up and use even pace Random or pairs Rest when appropriate Front paddle, head up front crawl or breaststroke Pupil able to observe the scene Climb out at edge Hands on edge Breaststroke kick lift onto stomach Get knee on the side No pupil to be pulled out Use steps if pupil cannot perform this task Ability to get out independently 2mins Page 9

11 Session Plan 3 Intermediate Water depth: m Time: Equipment: ropes, torpedo buoys, floats, noodles and balls Outcomes: Develop back crawl leg action submersion and HELP position Jump entry Feet grip edge of pool Hands at sides of body Cannon Swim away to other side No goggles Ability to submerge and open eyes Confidence to continue with swim Front paddle warm up Can you copy your partner? In pairs Good timing with each other Whole stroke back crawl or back paddle Practise leg action with noodle, 2 floats, 1 float on chest, then over knees. Try with hands at sides Whole stroke How can you swim on back? Long legs Flexible ankles Knees underwater Kick up to surface Interchange waves or cannon as appropriate Ensure pupils look behind before start Ensure organisation is safe to avoid head clashes Horizontal body position Head still and pillowed on water Awareness of safety Surface dives feet first How can you sink to the bottom like a pencil? Submerge near the first line initially. No submersion for pupils with ear problems. Altogether if adequate space A breath taken before submersion. Eyes open A vertical pencil shape Head submerges fully Swim any stroke on front with head out of water then into HELP position. Swim to side with object Swim to float or ball Show the HELP position for 1 minute Swim to side on front with object held tightly The HELP position without a prompt The retention of ball or float on front swim to edge Climb out at edge How can you exit safely over the side? No pupil to be pulled out Use steps if pupil cannot perform this task Ability to get out independently 2mins Page 10

12 Session Plan 4 Intermediate Water depth: m Time: Equipment: ropes, torpedo buoys and sinkers Outcomes: To develop back crawl arm action, head first submersion and rotation Jump entry then swim front paddle What type of body position will lead to straight feet first entry? Soft knees after entry Cannon Use deeper water No goggles Swim away to other side Ability to submerge A pencil shape Soft knees after entry Whole back stroke On poolside practise arm action In water push and glide, begin kick first then add short distances of whole stroke Can you try a straight arm recovery? Arms brush ear Little finger entry Sweep down to hip underwater in an S shape Waves or cannon as appropriate Ensure pupils look behind before start Ensure organisation is safe to avoid head clashes Safety awareness Legs continue to kick Arms work with alternate action Straight arm recovery 1 Surface dives head first with push and glide start Add sinkers when competent Push off the wall like a pencil Take a breath Hands pull back to shoulders Bend at waist Legs straight and together Sink down with hands in front to protect head Work in pairs. Take turns Pupils submerge near second line Avoid submersion for those with ear problems Eyes open The pupils blow out underwater Streamlined position Legs together and still Swim head up for a longer period of time Rotate to back when tired and float Drop a shoulder to rotate How long can you float? Random or circuit Ability to rest Climb out at edge How can you get out easily? No pupil to be pulled out Breaststroke kick to give lift out of pool 2mins Page 11

13 Session Plan 5 Intermediate Water depth: m Time: Equipment: ropes, torpedo buoys, floats, noodles and sinkers Outcomes: To develop breaststroke leg action and circuits to introduce stationary and head first scull Straddle entry with front paddle swim to other side Front foot grip the edge Arms in front bent at elbows Stride in Scissor kick after entry No goggles Cannon entry Swim away to other side with head up Ability to keep face out of water on entry Legs apart on entry Whole breaststroke On front, hold side or rail practise kick With noodles or 2 floats practise kick or push, glide and try one kick. Progress to 1 float when kick is accurate Short distance of whole stroke Show breaststroke Legs outstretched and together Bend knees with heels to bottom Turn feet out Kick back, down and out with heels Sweep legs together Glide after every kick All together if space allows or waves Some pupils may benefit from practices on the back so that they can see the action Simultaneous action Feet turned out Knees hip width apart and level Kick back with heels 20mins Stationary scull on back with a partner Float like a pencil Thumbs up thumbs down at hips Scull head first Pitch hands up In pairs copy each other or in a circle as a group when competent Horizontal body position Hands at hips with quiet action Flat palms for stationary Palms face feet for head first scull Head up circuit swim How far can you travel without a touch of the sides? Take care with the distance travelled. Give rest Ability to swim for a longer period of time Climb out at edge What kick will help you to get out at the side? Try higher edge of pool if appropriate Breaststroke kick to get out 2mins Page 12

14 Session Plan 6 Intermediate Water depth: m Time: Equipment: ropes, torpedo buoys, noodles, lifebelts or buoyant rings Outcomes: To develop breaststroke arm action to introduce stationary and feet first sculls and HUDDLE Straddle entry and swim away to other side and play partner tag How can you keep your hair dry? Waves if competent No goggles Head up to see each other Correct start position Head out of water Legs apart on entry Short distance of whole breaststroke On poolside show arm action With support of noodle, chin on water, short distances of arms only, legs straight, then repeat with breaststroke legs Try whole without noodle How do the legs kick in this stroke? From full extension pull arms back together round an apple See you hands all the time High elbows Clap hands near chin Recover smoothly count 1 2 at full extension Pull, breathe, kick and glide All together if space allows or waves Add random movement between each other when more competent Simultaneous action Full extension and glide held for 2 seconds Arms remain in front of shoulders at all times 1 Stationary scull on back with a partner Scull feet first Float like a pencil Thumbs up thumbs down at hips palms to bottom of pool Fingers down In pairs copy each other or in a circle as a group Hands at hips with quiet action Flat palms for stationary Palms face head for feet first scull HUDDLE Round lifebelt or buoyant ring Swim to aid Under grasp belt Knees up Signal for help in turns Groups of 4 per aid spaced out well initially Under grasp of belt Signal for help in turns All groups get close to one another for safety Climb out at edge What kick is used to get out? Use different exit points Breaststroke kick 2mins Page 13

15 Session Plan 7 Intermediate Water depth: m Time: Equipment: ropes, torpedo buoys, floats, balls, empty bottles Outcomes: to develop rotation, sequences of floats and endurance activities Safest entry What is the safest entry into Waves Slide in controlled entry water in a survival situation? Head remains above water Travel on front with head up in any direction How long can you travel on front with head up? What would you consider if tired? Random swim Ensure pupils swim with head up to avoid each other Ability to twist and turn without a touch of each other Either breaststroke, head up front crawl or front paddle Sequences: Star float on front Star float on back Mushroom float Begin with 5 seconds and progress to 10 seconds Can you do each activity for 5 seconds without a touch of the floor Make up your own sequence Random space Weaker swimmers close to edge Comfortable rotation with eyes open and ability to breathe correctly Ability to think up a new sequence Tread water for 10 seconds followed by random swim for 2 swim to buoyant aid and do HELP position for 5 Swim to side with aid Swim smoothly Hold the buoyant aid Can you stay still for 5 in HELP position? Swim on front to side Keep hold of buoyant aid Place floats, balls or empty plastic bottles in water Remind pupils about pace of swim to avoid tiredness Controlled head up swim Motionless HELP position Retention of buoyant aid Climb out Show the safest exit possible Individually Use of steps 2mins Page 14

16 Session Plan 8 Intermediate Water depth: m Time: Equipment: ropes, poles, floats, noodles, hoops and sinkers Outcomes: to develop circuit swim, breaststroke, submersion and linked skills activities Safest entry from no more What entry should you Cannon Straddle entry than 1m choose? Travel on front with head up in a circuit How far can you swim without a touch of the side? Use deeper water Set off in 10 second intervals. Observe closely Ability to swim for a longer time without stress Breaststroke: revisit this stroke with emphasis on the weaker part either legs or arms as appropriate to the pupils. Use noodles and floats Heels to bottom Kick back down and out with heels Sweep legs together and glide Arms: round an apple cut it in half Group pupils into legs or arms as appropriate and deliver the correct teaching points Simultaneous kick action with heels followed by glide Arm action in front of shoulders and finishes with a hands together fully extended Collect sinkers or swim through submerged hoops Take a breath Keep eyes open Sink like a pencil Hands together and aim up for surface In pairs take turns Avoid submersion if pupil has ear problems Pencil submersion Eyes open and easy breath control Hands break the surface together on return Sculls and rotation Stationary, head first, feet first, tucked position on back with rotation, roll sideways or somersault Make a sequence with 3 different activities In pairs or groups Somersaults in deep water only Controlled body position Teamwork Safe exit Show an exit over the side Use different exit points Ability to do this task easily 2mins Page 15

17 Session Plan 9 Intermediate Water depth: 1.5 2m Time: Equipment: ropes, torpedo buoys, floats, balls, large mats T shirts and shorts Outcomes: to introduce clothes to swims, reach and throw skills and scenario; to develop safety skills Tuck entry into deep water then swim to other side Jump away from wall Arms round knees Breathe out Deep water only Cannon and swim away Ensure swimmer is out of the way before next jumps Tucked body position Tread water close to edge How long can you tread water seconds? Close to edge with noodle in hand Pupils able to cope with this activity without stress Head up at all times Circuit swim into HELP position Swim head up in a circuit and then get a float or ball and show the HELP position Set off every 10 seconds Place small floats and balls in the middle of pool Ability to swim for longer Understand the HELP position Reach and throw rescues one pupil on side the other in the water Shout instructions Lie on front Reach with noodle Throw a ball to casualty Place chin on ball and kick to side In pairs well spaced out Shout for help and instructions to casualty Rescuers safeguarding themselves Scenario: Use large mats with 4 to 5 pupils on each. Fall off into water Swim to side with mat What action should be considered? Space mats well away from walls Pupils try to get back on the mat or hold it securely All groups should get together and swim to side Teamwork Safe exit Show an exit over the side Use edges of pool to exit Independent exit 2mins Page 16

18 Session Plan 10 Intermediate Water depth: 1.5 2m Time: Equipment: ropes, torpedo buoys, lifebelts or buoyant rings, life jackets. T shirt and trousers for competent pupils Outcomes: to develop swim with clothes, link safety skills, reach and throw skills and scenarios What entry would be the safest, from a height of no more than 1m and from a greater height? Which entry should be used when? Cannon No goggles Ensure swimmer is out of the way before next jumps Swim away after entry Straddle entry Tread water close to edge for 30 seconds then float for 30 seconds Tread water smoothly Float on the back Observe closely as clothes will make it harder Have noodle in hand Ability to rest on back if tired 2mins Circuit swim into HUDDLE position round lifebelt or with lifejackets Head up swim Under grasp lifebelt With lifejackets huddle with arms round waist Place lifebelts and buoyant large rings in water Pupils able to cope with this activity without stress Head up at all times Teamwork in the HUDDLE Reach and throw rescues with rope Hold onto one end of the rope, throw to casualty In pairs Use a more competent swimmer as the casualty Send for help Communication with casualty Scenarios: a group walk along the river one falls in What action should be considered? Rescuers safeguard themselves Pupils rescue without entry into the water Swim through the waves Wear costumes only Swim head up through the waves 2 lines of pupils on 1st and 2nd black lines face each other. Tread water, hold float in vertical position and make waves Help summoned Pupils understand that it is much more difficult to swim in the sea and lakes Exit the easiest method How can you get our easily? Use of steps 2mins Page 17

19 Session Plan 11 Intermediate Water depth: 1.5 2m Time: Equipment: ropes and torpedo buoys Outcomes: health and well being, stroke and skill improvement, water safety scenarios Choose an entry to suit Which entry should be used Well spaced out Clear reasons for actions 2mins depth of pool when? Own choice warm up How can you warm the body effectively? Safe organisation waves A stroke or activity that warms up the body at a sensible pace. Improve your least favourite stroke In pairs Partner to offer key points for improvement In pairs analyse and improve the stroke Teamwork Choose a skill from sculls, surface dives or treading water Observe and then try with partner Copy the skill Improve the skill In pairs copy each other Ability to correct Ability to copy good practice accurately Scenarios: 2 pupils to set up a water safety scenario. Others to respond Work in larger groups. Demonstrate correct actions Be safe Use different areas of pool Maintain overall view Analysis of situation Teamwork Effective rescue and communication Safe practice routine Swim to safety and exit Take the safest route Swim with head up Head up swims to side 2mins Page 18

20 Session Plan 12 Intermediate Water depth: 1.5 2m Time: Equipment: ropes and torpedo buoys, sinkers, hoops, stopwatches or clock Outcomes: health and well being, speed and endurance and a multiple obstacle circuit Choice of entry Why was this entry safe Well spaced out Clear reasons for actions 2mins Own choice warm up Use hybrid strokes How hard is it to swim front crawl arms and breaststroke legs What other types could be used? Safe organisation waves Different arm and leg actions Teamwork Swim 10m or 25m with pace Swim for at even pace What happens to your heart rate when you swim fast? What effect does this have on your breathing pattern? Use widths or lanes. Ensure sufficient space to avoid head clashes Circuit swim Ability to correct Ability to copy good practice accurately Obstacle course Swim Tread water Swim through hoop Scull away then float Rotate onto front and pick up sinker Swim with sinker to the side Try to keep feet off the floor Pace yourself Float if tired Keep eyes open at all times Use shoulder depth water first then move to deeper water if competent Effective skills with control Pupils at ease Able to move from one skill to the other without a pause Link three sculls and exit safely How can you change the pitch of the hands to go forwards, backwards and be still? Work in pairs to make a sequence Understanding of legs still and hands being pitched in different ways down, up and flat 2mins Page 19

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