10mins 10 mins Survival strokes Survival backstroke sidestroke Diving – Off blocks Start in the shallow water and build on the floating students did earlier. students with basic floating on their back (use pool buoy between legs for first attempt on both floating and sculling). Build to basic sculling “wave goodbye to a direction” e.g. wave at your feet and you go towards your head. When students become adequate at sculling move onto treading water “eggbeater kick( legs go opposite directions like an egg beater) Students facing staff member learning the key points to each stroke step by step, starting with just hands then moving onto just legs then adding them together. Get students to do 25m of each stroke as practise followed by peer assessment where students pair up and work together to improve each other’s strokes. Diving off the blocks is one of the most dangerous parts of Pool buoys Blocks not getting too fatigued to ensure safety. Again have an eye of for struggling swimmers. The best way to keep this activity safe is to stop any stupid behaviour as soon as it Cleanse your gluteus to help you stay afloat. as much surface area as possible. Wave goodbye to a direction “wave at your feet move towards your head” Make an eggbeater with your legs, eggbeaters have two mixers one going each way Pick the apple and put it in the basket – for arm movements in side stroke Where should your arms be.
10 mins Students will use this time to work on their techniques after receiving feedback from both a peer and the teacher they will then be given 10 minutes to work on their diving and strokes learn in the lesson to improve these before next weeks class. Staff will have to be very careful during this activity as student will be all over the pool. It would be best to have one teacher located at each end of the pool to not only keep students on task of practicing but also to be ready for any problems that may come up. ~10min Closure Set students down beside the pool, and ask them questions about technique for survival strokes, and diving. Keep students far away from the edge of the pool. Practical Lesson Plan Template Pre-service teacher: Georgia Scott & Brendan Dunn Mentor teacher: Loris Gullock Venue: Koornang Local pool
Time Activity/Content Organisation Equipment Safety considerations Cues / Questions Post lesson reflections and recommendations ~5min Introduction: Brief comments about last week’s lesson. Have students demonstrate safe entries and shoot quick questions at them about safety. Today’s lesson is focused on stroke development. Today we are going to master the strokes of freestyle, backstroke, breast-stroke and freestyle. Organise students into groups of 2, preferably with someone who is roughly the same height as them. - -safe entry into and out of the pool. -have students based at the shallow end of the pool. -make sure students are adequately equipped with swimming attire. -what side of the pool do we swim down? -can you see any current hazards? Main body of lesson: 1 Warm/up/key skills. Run through the swimming skill sequence that will act as the fundamental bases to teach each stroke. Face immersion. ( valuable for all future learning stages) Face immersion: Have students line the shallow end of the pool. With their feet against the wall. One partner goes at a time practising the skills after another in the following respective order. - have students grasp a -mention to student that if partner is struggling to submerge their face they may give assistance by ‘spotting’ them at the hips. -the sequence: Submerge the face, push and glide, kick, arm stroke action and recovery. -blow bubbles
Push and glide. Begin by demonstrating the streamline position. Teaching points: arms straight above head in line with body and tucked behind ears. with a kick: Last progression to be analysed and checked for understanding before students move on to stroke development. -face down immersion. Hold for 10 seconds and swap. -face up immersion. Hold for 10 seconds and swap. Have students grasp a kick board. -face on side immersion. Hold for 10 seconds and swap. Push and In pairs have students perform a ‘push’ of the wall and ‘glide’ down the pool as far as they can glide without kicking and then turn around down the correct side of the black line and back to the start. 2 X on front and 2x on back. ( see diagram below) Kick and glide: Same goes as above, accept now students use a kickboard whilst kicking after their glide half way down the pool and back. kickboard when their face up. Kick board each - teach student how to recover out of a glide. –push hands into water and bring knees to chest. (opposite for Up the left and down the right side. tucked in behind your ears, nice straight ‘torpedo’ shape. -stay nice and streamline whilst incorporating the kick.
2. Stroke Development. Freestyle. Talk about and demonstrate the body position, leg action and the arm action and breathing, including key teaching points. Arm action: use the whole part teaching method. Breathing: Encourage bilateral breathing Drills/ putting freestyle into practice. Catch-up stroke. Gather students in the middle of the pool so voice projects to all. Body position: prone position with head raised slightly so the water is passing the forehead with the hips and legs just under the surface Leg action: feet appear to flutter at the surface. The leg flexes slightly at the knee prior to the and then straightens on the up-beat. The action should be smooth and continuous. Use hands and legs to demonstrate. Arm action: ENTRY CATCH PULL PUSH RECOVERY Breathing: Have students standing, practising the breathing pattern. 1-2- breathe. On the third stroke students take a breath. - make mention of the ‘flutter’ kick used in freestyle. flutter kick, plantar flexion, down sweep, up sweep, body rolls during the action.
~5min Closure. Allow all students to finish and catch their breath. De-brief on the lesson, outline key elements of each stroke. Question students on their knowledge and thank them for the enthusiastic participation ( if applicable) Can somebody tell me how our hand enters the water in backstroke? (example of questions to be asked) Theory Lesson Plan Template Teacher: Georgia Scott & Brendan Dunn Date: 12/04 Lesson # 3 of 4 Class: year 7 Duration of Lesson:85mins Unit : Aquatics Lesson : Aquatic theory Teaching Approach: Direct Instruction and Inquiry teaching VELS Specific Lesson Objectives (should address the VELS) How I will determine if outcomes have been met Met √, X They develop and use criteria to evaluate work, and use these criteria to make appropriate refinements. Students demonstrate respect for the individuality of others and empathise with others Students use the criteria open water and pool survival skills to answer the questionnaire Students are observed making sense of the lesson throughout by taking notes and then applying the criteria that has been taught to the questionnaire.
PERMANENT: -will remain in the same area for months or even years as the permanent nature of the ocean bottom and prevailing conditions change very little. -often accompanied by a hole or gully on the ocean floor with sand as its primary base. May last several hours to months. -depends on conditions. -temporary in nature for any given location. -caused by surf build-up in short period of time, which increases the volume of water above sea level. -intense and relatively short-lived. TRAVELLING: -propelled along the beach frontage by a strong littoral current. So, which type of rip is often accompanied by a hole on the ocean floor? ( ask questions to for understanding) Identifying a Rip: The 5 common Discoloured brown water, due to sand which has been stirred up off the bottom. Foam on the surface, extending beyond the Waves breaking further out on both sides of the rip Debris floating seaward A rippled appearance, where the surrounding water is generally calm. (surf life saving Australia, 2010) Type of rips.
head to the sign and chin-tucked in to protect face from the edge. Stride-in entry: When: entering water known to be deep and fee of obstacles from a low edge or bank. Allows a rescuer to keep watching a person in difficulty. How: step out from standing position, aiming for distance. -extend one forward and the other back -lean forward -extend arms sideways -on entry press down with the arms and scissor the legs to keep the head out of the water. Compact jump: -when entering from a height greater than 1 metre intor deep water. How: place both arms across the body with onehand over the mouth and nose. Step off with one foot leading Bring legs together and keep them straight. Feet should be flexed. -ensure body remains vetrical and strealined and protected with the arms across the body. Display principles for students to read. How to escape from a rip current: Do not panic Ride the rip out from the Swim parallel to the shore for 30-40 metres in same direction as the ocean current. Return to the shore when conditions allow. *if you cannot escape from rip: -signal for assistance by raising one arm on your back until assistance arrives. *strong swimmer can swim at a 45 degree angle to get out of the rip. Surf skills: Before entering the surf: Study the conditions: -Rips. -Lulls