Equipment and Resources
Floats and woggles
Activity and progression Description Teaching tips NC reference
Floating/rotation combi-
nation 1. Swimmers push from the floor or wall with the face in the water and the arms held by the sides of the body, and they hold the floating position.
2. Swimmers rotate from a front floating position to floating on the back; hold the floating position with arms held by the sides of the body.
• Stress the need to rotate using the hips and shoul- ders, not the hands and arms.
• Once the rotation is complete, ask swimmers to continue floating on the back by pushing the head back and looking at the ceiling.
Learning to Float
45
Activity and progression Description Teaching tips NC reference
Alphabet floats 1. Swimmers are grouped into teams of three or four. They are required to develop a float that involves all members of the group and shows a letter of the alphabet.
2. Repeat, but allow groups to make up a float of their own choice.
• Use aids such as floats and woggles if required. • Allow swimmers to float on the front or back. • Work towards controlled start and finish positions. • Allow swimmers time to practise and develop. • Show examples of group floats and ask learners to
identify aspects that are good; ask them to watch and describe what they see.
KS2 PE 2a KS1 PSHE 4b
Floating sequences Working individually and in pairs, swimmers develop a sequence showing three different types of floats. For example, push and glide into floating on the front with arms and legs stretched and together; rotate onto the back with arms held by the side; finish with a star shaped float on the back.
• Use equipment such as floats and woggles as required.
• Show examples of sequences developed and ask learners to identify aspects that are good; ask them to watch and describe what they see.
KS2 PE 2a KS1 PSHE 4b
(continued)
Complete Guide to Primary Swimming
46
Activity and progression Description Teaching tips NC reference
All change* 1. Working individually, each swimmer develops a sequence that includes two travelling movements and two still shapes.
2. Swimmers work with a partner to make a pair sequence including two travelling movements and two still shapes. Both swimmers do the same thing at the same time (mirroring). Allow time for them to develop their sequences.
• Use equipment such as floats and woggles as required.
• Encourage swimmers to have a clear beginning and ending to their sequence.
• Suggest that some movements or shapes may be on the front and others on the back.
• Emphasise good control throughout.
• Show examples of sequences developed and ask learners to identify aspects that are good; ask them to watch and describe what they see.
• Introduce appropriate words to describe different shapes.
KS2 PE 2a KS1 PSHE 4b
*Adapted from Qualification and Curriculum Development Agency, The National Archives.
(continued)
Unit 5 Checklist
Before moving to unit 6, learners should be able to complete the activi- ties in the following checklist. Unit 6 builds on the outcomes achieved in this unit; ideally, all learners should be able to achieve these outcomes before moving on. In circumstances where this is not the case, you need to consider whether it is possible to establish a number of groups appro- priate to different stages of development. This may have implications for staffing. Where it is not possible, you should aim to differentiate subsequent tasks to ensure that they are appropriate to the different abilities within a single group. The floating activities listed should be completed without support.
√
Complete a star float on the front with face in the water for a mini- mum of 3 seconds.
Complete a star float on the back for a minimum of 3 seconds. Float on the front showing two different shapes.
Float on the back showing two different shapes.
Combine different types of floats into a simple sequence. Regain the standing position from a back floating position. Regain the standing position from a front floating position. Rotate from a horizontal position on the front to a horizontal posi- tion on the back.
Explain why it is important to be active and how to achieve being active.
Unit
47Submersion and
aquatic Breathing
6
OUtCOme
At the end of this unit, learners should have met the following outcome:
6.1: Be comfortable going under the water and be able to show
48
A
logical progression after units 4 and 5, submersion is the final step in developing the feeling of being at home in the water. Sometimes referred to as the development of watermanship, the learner should have overcome any fear at this point so that attention can focus on learning the more specific skills related to the swimming strokes. In addition to the skill of submersion, the learner is introduced to the basics of aquatic breathing and the principles of inhalation and exhalation in preparation for integrating breathing into the swimming strokes. Often, failure to ensure that the learners have confidence in the skills developed during units 2 through 6 results in difficulty in achieving the limb movements required for the recognised strokes.Linking to the national Curriculum
requirements
During this unit the learners are introduced to the following aspects of the National Curriculum (NC). The NC references are detailed in How to Use This Book.