Breaststroke Lesson Plan

Transcription

1 Breaststroke Lesson Plan Lead Names Activity Breaststroke, Swimming Year Age Number: Date Time Duration 40 mins Special Consideration Personal Aims Resources and Equipment Session Objectives Participants will learn to 1 Students will develop techniques regarding aspects of BLABT within breaststroke. Noodle Floats Clock numbers printed and laminated Pull buoys Floats Session Outcomes Participants will demonstrate All Most Some All students will demonstrate aspects of BLABT as individual components of the breaststroke. Students may begin to understand combining some of the BLABT components. Most students will be able to combine some aspects of BLABT in breaststroke and have some understanding of how to put all of the components together. Some students will be able to combine all aspects of BLABT within the breaststroke and having good timing and coordination when combining and demonstrating these components.

2 Session Content Time Learning Activities Teaching Points Organisation and Safety Differentiation & Assessment 2 minutes Introduction of Learning objectives (LO s): - To explore aspects of breaststroke - To gain some confidence in being able to perform components of breaststroke Develop techniques within breaststroke and make students comfortable exploring the new stroke. Students will sit on the side of the pool with their feel on the side to avoid splashing. Sharing of LO s 5 minutes BODY Shapes of sea: After the teacher says either Starfish, Octopus, Dolphin or Hermit Crab; the students will then do a move to associate themselves with an animal in the sea. Spread out to give students room to avoid bumping into each other. Students must not go past the flags. Teacher observation of students making the shapes that represent shapes to be made within breaststroke. Starfish = body position Octopus = the glide phase Dolphin = practicing extending the body Hermit Crab = the tucking in of the legs and arms before the glide phase 5 minutes Seahorses stuck in the mud: Two people are tagger horses (that is depending Student will be in the shallow half of pool. Stronger swimmers will be in deeper areas.

3 on the size of the class - my example is for a class of students). They have to chase other students around the pool and tag them. When they have tagged another student, that person is 'stuck in the mud'. They float on their noodle still. The only way to release them is if another person who is not stuck goes high fives them. 6 minutes The Seahorse Races: Students will split into 4 teams and complete a relay styled race to the flags and back before team mates leave the starting point. Students will start against the shallow end wall and tag each other when they can start swimming. Students will go no further than the flags. The seahorse float between their legs will encourage students to naturally use breaststroke legs and arms. 6 minutes Students will pair up with another student and become a detective in looking at frog style kicking. They will tell their partners how to make Students will hold onto a side bar and the partner will sit on pool side to watch the kick. They will give each other another space along the bar and not The teacher will go around to different pairs and ask what feedback is

4 their legs more symmetrical and make sure both the legs are in sync. Students should imagine a mirror going half way down their body to get that the legs should look exactly the same just the reverse side. go past the half way point of the pool. Students should swap after they have given a good amount of feedback and keep trying to improve to avoid a common screw kick. being given during the peer assessment. 3 minutes With a float in their hands, student should swim 4 widths using the frog legs they have just been practicing and receiving feedback about. Students may use the entire pool. Observation 3 minutes ARMS 8 minutes ARMS Pizza Party: Everybody will copy the teacher in how to prepare the pizza (how to do breaststroke arms). 1. Cut the pizza 2. Tear the pizza apart 3. Bring the pizza to your mouth to eat Space out amongst the shallow end of the pool inside of the flags. Copying the teacher accurately which the teacher will observe. Progression. Now when you cut the pizza if you can cool it down by

5 blowing out with your face in the water and then come up and breath in when you eat the pizza. Using the methodology of the arms with the pizza cutting image in mind, students will play the following game with a pull buoy between their legs to use only arms. Students will play Around the Clock: Students will be split into two teams (1 and 2) randomly. Students will swim to make the time called out by the teacher. One team will be responsible for the hour hand and the other for the minute hand. The teacher will use phrases such as quarter to two. Depending on class could make this whole pool. Students will help each other with the time. Students may have a float if needed and they can chose to use arms or legs or noodle for support. Teacher will observe the swimming around the pool.

6 2 minutes ARMS AND BREATHING Students will do either and length or a width, depending on what they chose and show -Legs and body techniques learnt -Then arms and breathing -Then all together Only 4 people to show at once. Teacher observation. Participant Learning Session Evaluation Teaching & delivery Next Steps

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