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Swim full-stroke backstroke showing a smooth and controlled coordination of the arms and legs for a minimum of 10 metres. Swim full-stroke front crawl showing a smooth and controlled coordination of the arms and legs and breathing for a minimum of 10 metres.
Perform a jumping entry showing control in flight and on landing. From a horizontal stretched floating position, rotate through 360 degrees and regain the standing position.
Swim under the surface of the water for a distance of 5 metres. Be able to give a basic description of front crawl and backstroke along with some activities or practices that can be used to improve technique.
Activity and progression Description Teaching tips NC reference
Reciprocal teaching 1. Swimmers are arranged in pairs; one from each pair is in the water and the other is on the poolside. 2. The person in the water swims one width of front
crawl whilst the partner observes.
3. At the end of the width the person on the poolside describes the stroke to the partner and makes sug- gestions on how the stroke might be improved. 4. The person in the water repeats the width and
attempts to implement the suggestions made. 5. Learners change roles and repeat the activity. 6. Repeat using backstroke.
• Allow the swimmers to take ownership of this activ- ity; the most important element is the process of developing a greater understanding of the strokes. • Intervene only if you think the guidance being
given is incorrect.
• Discuss practices or activities that all learners can use to bring about improvement for both strokes.
KS2 PE 3a/3b
Unit 8 Checklist
Before moving to unit 9, the learners should be able to complete the activities in the following checklist. Unit 9 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 appropriate 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.
Unit
77Developing Breaststroke
and Butterfly
9
OUtCOmeS
At the end of this unit, learners should have met the following outcomes:
9.1: Perform a basic breaststroke with control. 9.2: Perform a basic butterfly with control.
9.3: Be able to perform a number of additional aquatic skills appro-
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B
ecause of the nature of the arm and leg movements involved in the breaststroke and the butterfly, they are referred to as the simul-taneous strokes. Technically, breaststroke is the most complex of the
swimming strokes and requires considerable coordination on behalf of the learner. As with front crawl and backstroke, to enable swimmers to move from the readiness stage to the achievement of basic technique, you should use progressive practices. At this stage you should use a part–whole approach; in other words, develop certain aspects of the stroke before putting it all together into the full stroke. Because of the complex movements required for breaststroke in particular, progressive steps are outlined to ensure that technical errors, which can be extremely difficult to eradicate once established, can be avoided.
Breaststroke is the only one of the four competitive strokes where the legs and feet do not move up and down or where the toes are not pointed throughout the whole kicking movement. It is the most complex of the kicking actions, and it is sometimes helpful to introduce the movement on land before moving to the water. However, the land practices should be a short-term activity, and soon afterwards swimmers should perform the appropriate movements in the water.
When introducing the leg action for the breaststroke, floats or woggles are helpful. They provide a stable and balanced position in the water, allowing learners to focus on the required movements.
Primary schoolteachers often ignore butterfly based on the misguided belief that young children will find the stroke too difficult. This unit focuses on developing whole-body movements, which help to overcome some of the strength requirements of this particular stroke. Butterfly is often referred to as dolphin as a result of the similarity in the move- ments. Keeping this in mind can help you and your learners to picture the type of body movements required.
When introducing and developing the strokes, a systematic approach is helpful. BLABT (body, legs, arms, breathing and timing) provides a structure to help you to observe the stroke as a means of bringing about improvement and also a sequence to teach the different aspects of a stroke. For example, if a swimmer is learning breaststroke, achieving an appropriate body position is an essential first step. You should observe the body position; if the desired position has not been achieved, then address the problem before moving on to the leg action. Similarly, you should address establishing an appropriate leg action before moving on to the arm action and so on.
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.
NC reference PE knowledge, skills and understanding
Consolidating their existing skills and gaining new ones KS2 1a Performing actions and skills with more consistent
control and quality KS2 1b Identifying what makes a performance effective KS2 3a Suggesting improvements based on this information KS2 3b
Developing Breaststroke and Butterfly
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