Content to be taught Learning activities Teaching approach used to deliver each learning activity Enter/exist pool (shallow & deep end) Kicking Floating Breathing Torpedo Freestyle Backstroke Breastroke Butterfly Survival Backstroke Sidestroke Rescues & Tows Lesson 1: twist & slide into the water eyes into the water blowing bubbles game 1 (tag) game 2 (brick pick up) floating (back) torpedo torpedo (push off wall) safety jumps Lesson 2: Backstroke kicking streamline arms drills (‘light bulb’, arm rotation) whole stroke Freestyle kicking arms drills (s/arm, delayed free, fist free) whole stroke Relay Race (freestyle) Lesson 3: Breastroke kick (dry-land, edge of pool, in water on back/front) arms (standing, with free kick, with breast kick) swim 25m kick & arms) breastroke timing (pull, breath, kick, glide) whole stroke Peer Teaching Direct Instruction Inquiry Teaching Cooperative Learning
Butterfly kick (underwater & on surface) arms (standing & walking) drills ( s/arm, 3,3,3, both arms) 2 x 25m fly (with/without fins) Relay Race (using breast/fly kick) Holding breath competition Lesson 4: Survival backstroke kick (on land and/or pool edge) kick in water with/without kickboard arms standing and in the water with kickboard whole stroke Sidestroke kick (on land/side of pool) kick in water with one kick board then 2 kickboards arms (in water, with/without kickboard) whole stroke Rescues demonstrate and explain methods of rescue, steps in a rescue, rescue skills, methods of towing and order of rescues practice rescues and tows initiative Resources – facilities Resources – equipment 25m or 50m indoor or outdoor pool Change rooms at pool Bus for transport to and from school School/Centre supply: 24 kickboards, 24 pull buoys, 12 PFDs, 24 pair flippers/fins, 4 ropes, 4 wooden sticks, 12 foam noodles, whistle, whiteboard & marker Students supply: bathers, goggles, swim caps, towel & water bottle
Activity 1: Discussion on stroke technique discussion analysis Activity 2: rescue simulation/demonstration Activity 3: what am I? Pre-service teacher: Jordan Adams & Alex Bramley Mentor teacher: Katrina Griffiths Venue: Local Swimming Pool/Centre Date: TBA Lesson # 1 of 4 Year level: 9 Lesson duration: 90mins # Students: 12 M 12F Lesson topic: Water Familiarisation, Floating, Torpedo & Kicking Teaching approach: Direct Instruction, Inquiry Teaching & Cooperative Learning Unit topic: Year 9 Swimming VELS Specific learning objectives for the students How I will determine if outcomes have been met When listening, viewing & responding, they consider alternative views, recognise multiple possible interpretations & respond with insight To understand appropriate skills for survival & stroke technique Students are able to name some survival skills & identify swimming errors Students demonstrate proficiency in the execution of manipulative 7 movement skills during complex activities Students feel competent in swimming to the best of their ability During each lesson students swim in the lane most appropriate to their ability Equipment lane ropes, 24 x kickboards, 15 x black bricks, 10 x mats, whistle & clipboard (teacher0, bathers, goggles, swim cap, towel & drink bottles (student) Personal teaching goals To effectively explain the reason behind safe entries and exits in the pool To give positive feedback and encouragement to students about water familiarisation (bubbles, eyes in water) To emphasise the importance of participating in progressive skills before practising the whole stroke
2min 5min 2min 10min Students practice sliding in entries off the edge of the pool Water Familiarisation Seeing underwater students in pairs & one student of the pair goes underwater, other holds up a number using their fingers student underwater must come up & tell what the number was; swap after three turns (cooperative learning) Blowing bubbles practice all the different variations of breathing air out (nose/mouth/nose & mouth) ask students which one they prefer Game #1 (tag) students run around the shallow end of the pool with hands on their heads two chosen taggers do the same but must tag other students students tagged also become the taggers until all students are tagged Students work in pairs or small groups in an area down the shallow end of the pool away from other students Students work in pairs or small groups in an area down the shallow end of the pool away from other students Students move out of their lanes & into the open space; using only the shallow end & the distance from the wall to 10m mark N/A N/A N/A N/A All students visible & don’t spend too long underwater Come straight up after blowing bubbles (don’t hold breath as long as possible) Slipping on the bottom Running into each other See if you can trick your partner Watch to make sure they are fully submerged Try all ways to blow bubbles before deciding on your preferred method Why do we do we teach more than one way? Keep your hands on your head
5min 5min 5min have one turn & the first lane to finish wins Game #4 (mat race) students are grouped into 4 teams, each team allocated a mat students have to kick as a team from one end of the pool to the other as quick as they can (any way possible) all students must stay on the mat (inquiry teaching) Pool Entries Demonstrate & explain all the pool entries & their purpose; wade entry compact jump pin drop Students practice the entries in their lanes, lining up behind the diving block, jumping in one at a time, teacher provides feedback mate to go Students hold on edge of pool down deep end & watch teacher on edge Students line along pool edge, 1m apart 4 mats N/A N/A Keep the mat in the middle of the lane & try & avoid collisions with the lane ropes Watch out for all students in the teams Students hold onto the wall in the deep end & keep heads above water Toes over pool edge (no run up) 1m apart from students on either side Feet first landing Everyone must stay on the mat Keep in the middle of the lane Place toes over edge of pool Stand tall & keep eyes in front Make sure you have room to jump Feet enter water first Why would we perform a feet first entry?
Freestyle Demonstrate & explain kick: same as previous lesson & same as backstroke kick Students practice kicking using a kickboard for 10m & back to jog students memory Demonstrate & explain breathing: kick with one arm by side & turning head in and out of the water (blowing bubbles when in the water, taking a breath when head comes out) breath on both sides & kick to find which is more comfortable Students practice breathing using a kickboard turned on the side up to 10m mark & back Demonstrate & explain arms: pull out, in & out (‘S’ shape) thumb touches leg one arm comes out of the water at a time but as one lifts out the other starts arms must touch leg as it moves around continuously elbow should be bent to 90 deg. when in recovery phase (out of water) Students practice arms; using a kickboard & holding the end; practice one arm at a time Students stay in lanes leaving 10 sec apart, swimming up left side of the lane Students in lanes; swimming up left side Students in lanes as above, leaving 10 sec apart & swimming up left side of lane Students in lanes, 10 sec apart between each student Students in two teams, half N/A N/A N/A 24 kickboards N/A 24 kickboards Students keep distance from wall Students leave 10sec apart to avoid collisions Students stand back from the wall but still in lanes allocated Make sure students look in front of them Students stand away from the wall Students leave 10 sec apart & swim “Boil the surface of the water” “Blow all your bubbles out” “look to the side, not the roof!” “glue your chin to your chest” “long straight arms” “practice your breathing as well” “which side is more comfortable to breath?” “are those long arms?”
using a kickboard practice continuous arms (emphasise long arms) catch-up freestyle; take away the kickboard but arm must come back & tag other arm to go Students practice freestyle with correct technique & streamline for 2x50m Students practice freestyle drills: one arm freestyle :one arm out straight while only the other arm does the freestyle stroke for ½ a lap & change to other arm delayed freestyle: leave one arm out the front, kick for 6 kicks then change to other arm, repeat fist freestyle: swimming freestyle but with hands close (fists) to show how important your hands are Students practice 2x50m slow freestyle practicing everything just learnt Relay Race put students into two teams (split in half, try to keep abilities even) everyone swims one lap of freestyle & one lap of backstroke Closure All students will sit on the side of the pool; close the lesson by summarising today’s lesson explain what to expect for the following week team down deep end of pool other half down shallow end Students sit on chairs around pool deck facing the teacher N/A N/A N/A N/A N/A up left side of the lane Ensure students swim up left side up & back “this is where your kick will come in handy” Make sure do long arms; stretch arms “make sure the swimmer before you touches the wall before you leave” Keep arms long, elbows high Make freestyle continuous, without pauses when breathing How did everyone think they went? What do you still N/A Students leave wall 10 sec apart & keep to the left side
need to work on? N/A of the lane Pre-service teacher: Alex Bramley & Jordan Adams Mentor teacher: Katrina Griffiths Venue: Local Swimming Pool/Centre Date: TBA Lesson # 3 of 4 Year level: 9 Lesson duration: 90mins # Students: 12 M 12F Lesson topic: Breastroke & Butterfly Teaching approach: Direct Instruction Unit topic: Year 9 Swimming VELS Specific learning objectives for the students How I will determine if outcomes have been met Students demonstrate proficiency in the execution of manipulative and movement skills during complex activities. Students will learn the basic skills for all swimming strokes. Students will demonstrate correct stroke techniques for 15metres for both breastroke & butterfly. Seek & respond to feedback from peers, teachers & other adults to develop & refine their content knowledge & understanding, identifying areas for further investigation. Students feel competent in swimming to the best of their ability. During each lesson student’s swim in the lane most appropriate to their ability. Equipment 24 kickboards; drink bottles, bathers, goggles & swimming caps for students & whistle whiteboard for teacher, swimming flags
5min 5min 5min 10min 5min chest. Students can then progress on their front with hands on bottom of the kickboard. Re-emphasise key elements described above. Demonstrate & explain arm pull students stand 2m away from the wall, arms extended out in front of body scull arms out, scull in with elbows high until hands under chin arms recover out straight Student’s practice arms with a freestyle kick & then progress to adding arms with breast kick (arms first then kick). Students practice 25m kick on kickboard, 25m without kick board with arms straight & 2 x 25m of just arms with free kick Demonstrate & explain timing: breath & kick sequence with kickboard Students 2m away from wall, facing teacher & practising arm action. Swim up to 10m mark (in lanes) Organise students into lanes on ability & speed Students on the wall, facing the teacher Students pair up & provide feedback to each other. Students spread out across the wall & go two at a time. 24 kickboards N/A N/A 24 kickboards N/A Evenly spread & every 2nd student goes first Students stand away from wall & arm’s length apart Swim up left side of lane Bumping head at end of pool when kicking on back Adequate distance between students to prevent kicking each other Bring legs all the way into bottom before turning feet out ‘make the pizza & cut it’ Notice how hand didn’t go wider than shoulders? Arms pull in & clap at belly button Always do arms then kick legs Remember to glide for 3 sec before starting new stroke. ‘arms, breath, kick, glide’
2.5min 10min 5min practice standing away from wall arms extended out in front & ‘draw’ a figure 8, out in out or keyhole shape bend forward & practice action on the spot Students practice walking through the arm pull (all at once) Students then progress through each drill: one arm fly, both arms & 2 kicks to 1 arm 3,3,3 (left, right & double) arms & legs with ‘kick on auto’, no breathing s/arm fly, breath every 2nd arm to side of pool s/arm fly, breath every 2nd arm to front 2 arm fly, every 2nd arm breath to front Students demonstrate 1 x 25m fly with correct technique with fins & 1 x 25m fly without fins. Game #1 Student in lanes, leaving 10 sec apart & stop to wait on wall for all student in lane to finish before doing 2nd 25m. Students divide each lane evenly to form 4 teams of 6 students; 3 at each end of 10m area. 24 pairs of fins N/A each other during arm recovery Ensure students leave at least 10sec apart to avoid collision of arms Ensure students leave only after the student has swam to the end Trace the ‘key hole’ Don’t pull out too far & in sweep close Practice slowly, don’t go fast Keep a distance from students in front Swim up left side of lanes & back down on the right “pull, breath” head back in water before arms recover over
2.5min 10min 10min Demonstrate & explain arm action: ‘picking apple from tree & putting in basket timing as per breastroke Students practice arm action: using kickboard, one arm holding on to end whilst other by side of body practice ‘picking apple’, reaching up to kickboard & ‘putting in basket’, returning arm by side without kickboard & kickboard/pull buoy between legs whole stroke for 10m Rescues Demonstrate & explain: methods of a rescue (shout, reach, throw, wade, row, swim, tow) steps in a rescue (recognition, assessment, action & follow-up) rescue skills (dry rescues & in-water rescues) methods of towing (accompanied rescue, tow, assisted tow & contact tow) order of a rescue Students bunch up in a group along wall, facing teacher Student’s pair up & line up behind each lane of the pool; 1 student of each pair in the water approx 10-15m away from wall Students divided in 4 groups, 2 of which stay in the water whilst other 2 in first aid room. N/A 24 kickboards N/A Students stand 2m away from wall Allow student to swim in the middle of the lane to prevent clashing into the lane rope All students line up along the wall down the deep end to avoid being hit with rescue equipment being thrown out Push the water down beside your body ‘pick apple, put in basket’ What is the order of rescues I would perform? What type of recue would you try & avoiding doing, if possible? Remember rescuers safety first then the victims What type of swimmer would need to be rescued first?
10min 15min unconscious/spinal & conscious) Students partner up & practice: methods of rescues (reach with stick, throw with rope & tow with kickboard) rescue skills (in & out of water) methods of towing (accompanied, non-contact & contact) (inquiry teaching) Students make small groups & practice steps in a rescue: students participate in a initiative, where some students are pretending to be weak swimmers while others must enter the pool environment & determine who to rescue first & how to safely rescue each swimmer (inquiry teaching) 24 kickboards, 4 ropes, 4 wooden sticks, 12 PFDs, 12 foam noodles 2 kickboards, 2 ropes, 1 wooden stick, 1 PFD, 2 foam noodles Being hit by rescue equipment (rope, kickboards etc…) students stay in allocated lanes Why wouldn’t we get the unconscious victim out of the pool first? Remember the last thing rescuers do is jump into the pool unless necessary Identify what type of victim you have before making a judgement Communicate with team to make the correct decisions on what rescue to perform & who to rescue first
teacher using information from power point) Each group become victim at least once Activity 4 – What am I? 15mins [inquiry] In groups try and figure out “What am I?” questions with the least amount of clues as possible Once simulation set up, bring group in from outside After group has completed rescue have discussion with class on what was done correct/incorrect Cues/Questions “when you are outside waiting for your turn, make sure you make a strategy as a team!” “who do you save first?” “Would anyone do this differently?” Activity 4 – What am I? 15mins [inquiry] Hand out ‘what am I?’ sheets to students Read out; point by point slowly revealing a stroke or form of rescue Tally up to see which group has the most amount of points Cues/Questions “See how quickly you can figure it out” “The less, the better” “think about what stroke you would be doing if you were using these points?” Foundation level (for students struggling with the standard Try to contribute as well as possible with group members Ask struggling students questions and have them perform tasks such as reading out to class etc. So they are still involved in the class Extension (for those students who need challenging) Help out students who are struggling Give harder simulations to solve in rescues harder strokes to correct in videos Closure put tables and chairs back in spots they were in at the beginning of the lesson sit in chairs so summarise lesson Help students put the room back together Summarise what was taught in the lesson Reflection on attainment of lesson objectives (to be completed after the lesson) Where to from here…? (to be completed after the lesson) These practices can then be put into action in lesson 4 of swimming where rescues can be practiced in the water in a better simulation Students can now analyse one and others stroke to help out with peer teaching during practical session