Backstroke Lesson Plan

Transcription

1 Backstroke Lesson Plan Lead Names Activity Backstroke, Swimming Year Age Number: Date Time Duration 40 mins Special Consideration Personal Aims Resources and Equipment Noodle floats Music playing devices (heavy and loud then soothing and slow) Cups Session Objectives Participants will learn to 1 Students will develop techniques regarding aspects of BLABT within backstroke. Session Outcomes Participants will demonstrate All Most Some All students will demonstrate aspects of BLABT as individual components of the backstroke. Students may begin to understand combining some of the BLABT components. Most students will be able to combine some aspects of BLABT in backstroke 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 backstroke 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 Introduction of Learning objectives (LO s): - To explore aspects of backstroke - To gain some confidence in being able to perform components of backstroke Develop techniques within backstroke 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 3 Aqua Scramble: Students may chose whichever form of travelling around e.g. swim, walk or run Students must not go past the flags. Students that are more confident will swim and those less confident will have their feet on the floor as observed by the teacher. Students have to travel backwards to the area of the number called out by the teacher. Students will 1. Hold the bar and float on their back Push their belly-button towards the ceiling and push their bums up to float, spread out arms and legs Spread out evenly inside of the flags Teacher observation

3 2. Then have a noodle float under their back whilst they float on their back 3. Then they will work with each other to float on their back using peers to support them 4. They will float on their back on their own if they can or keep practicing previous steps Students will be split in half and have one group on the left side and the other on the right. They will push off the walls with their hand on the railing and their feet dorsi-flexed against the pool wall in the water. They will test out various ways to finish their glide through the water to test out what works and what doesn t. They can do a mushroom float, feet flexed throughout the glide, arms out and what they think will work. Spread out evenly to avoid going into each other. Students will figure out a streamline position to glide further through the water. LEGS Music migration: Everyone will have a noodle float under their back and will start off in the shallow end. They will swim on their backs kicking their legs to the music. Loud and heavy music big kicks and big splashes Soft and slow music gentle splashes Spread out not to kick each other Students will see which kicking is more effective

4 7 AND LEGS ARMS Each child has a cup and they will fill it up with pool water, balance it on a float and swim across on their back whilst trying not to spill water. One they are comfortable with this they will then split into 4 equal teams and do a relay and see which team has the most (not about speed but being steady). Students will split into 4 equal teams and complete a challenge where they are in the shallow end facing the wall. They will all have a cup, the person at the start on the line will pass their water in their cup to the persons behind them up and transfer the water along the line. They will not turn to do so, they will do an arch backwards to tip the water in. They will do one competition then a second time but there and back. Change of music change direction They should have their upper arm brush past their ear. Students will work in widths and can use the entire pool where they feel comfortable. Must consider whole teams comforts when doing relays. Students must decide their teams order. Students with good body positioning and who are steady will have fully cups. Students who have the correct technique will do the arch, have their arm brush past their head, have a steady cup and their little finger should guide the hand over. Students will combine the techniques they have learnt with their arms, body and legs and swim on their backs with their eyes shut. They will estimate and stop when they think they are under the flags. This is to get students thinking about swimming when they Student will swim 4 at a time in the shallow end to the shallow end flags. Students will stop close to the flag if they have a good sense of timing and trust themselves.

5 can t see and judging how far they are from the wall. 2 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. 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 selfassessment. Participant Learning Session Evaluation Teaching & delivery

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