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Lesson 9 - Arm Action and Pulling Technique

Water Confidence & Play Skills

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Year 1

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Swimming

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35 min

Big Question

How do we use our arms to pull ourselves through the water like fish swimming in the sea?

Learning Objectives

To develop the arm action of pulling in swimming
To understand how cupped hands help move water efficiently
To coordinate basic arm movements with kicking action

Key Outcomes

Students will demonstrate pulling with one arm then the next to move forwards
Students will show improved arm coordination in water
Students will understand the importance of proper hand shape for swimming

Equipment & Resources Required

Foam Noodles

1 per student (30)

Keep noodles at pool edge until needed

Alternative: Kickboards, arm discs

Softballs

15 (1 per pair)

Distribute for partner pulling activity

Alternative: Pool toys, foam shapes

Tag Belts

5-10 for support

Available for students needing extra buoyancy

Alternative: Additional noodles

Arm Discs

10 pairs

Only for students requiring additional support

Alternative: Water wings for less confident swimmers

Key Vocabulary

Pulling

Using your arms to move water backwards to push your body forwards

Cupped hands

Hands shaped like a bowl to catch and move more water

Alternating

One arm then the other, taking turns

Streamlined

Body in a straight line to move through water easily

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic water confidence and safety
Kicking action with kickboard
Floating with support

Current Skills

Arm pulling action from stationary position
Coordinating arms with noodle support
Understanding water resistance principles

Next Steps

Alternating arm action without equipment
Breathing coordination with arm strokes
Front crawl stroke development

Milestone Indicators

Pulls water confidently with cupped hands

Shows alternating arm pattern

Maintains body position while using arms

Key Teaching Points

Cupped hands catch and move more water than flat hands
Alternating arm action (one then the other) creates continuous forward movement
Strong, quick pulling is more effective than weak, slow pulling
Streamlined body position helps move through water efficiently
Coordination of arms and legs together improves swimming effectiveness
Safe pool entry and exit techniques are essential life skills
Water safety awareness must be maintained throughout all activities

Common Misconceptions

Flat hands are better than cupped hands for swimming - correct by demonstrating water displacement
Faster arm movement always means better swimming - emphasise technique over speed
Only arms are needed for swimming - stress importance of coordinated arm and leg action
Swimming should be rushed - promote controlled, coordinated movements
All students learn at the same pace - provide individual support and encouragement

SEN Adaptations

ADHD

Clear boundaries in pool, frequent position changes, immediate feedback on technique

dyspraxia

Extra practice time for coordination, simplified instructions, additional support for sequencing

autism spectrum

Predictable routine, clear visual schedule, quiet area available if overwhelmed by pool noise

visual impairment

Clear verbal instructions, physical guidance for hand positioning, buddy system for pool movement

hearing impairment

Visual demonstrations of all techniques, hand signals for instructions, written technique cards

physical disability

Adapted pool entry (ramp/hoist), additional buoyancy aids, modified arm movements as needed

Cross-Curricular Links

Maths

Counting crossings during timed challenge, measuring 2-metre distances for partner work, timing activities

Science

Understanding forces and water resistance, exploring how cupped hands create more force than flat hands

Geography

Directional language (forwards, backwards), spatial awareness in water

PSHE

Teamwork in relay race, encouraging others, building confidence through new skills

Teacher Guidance

Positioning

Stand at pool edge corner for maximum visibility of all students

Observation Focus

Watch for correct hand cupping, safe pool entries/exits, and coordination of arms and legs

Intervention Points

Step in if students show unsafe behaviour, need technique correction, or lack confidence

Demonstration Notes

Always demonstrate on pool deck first, then in water. Show clear contrast between correct and incorrect technique.

Verbal Cues

•'Cup your hands like bowls!'
•'Pull the water back towards you!'
•'One arm, then the other!'
•'Keep your body straight like an arrow!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Teaching pool or designated shallow area minimum 8m x 6m

Surface Check

Non-slip pool deck, clear pool bottom, appropriate water depth

Equipment Safety

Safety Checks

•Pool noodles checked for damage
•Floating objects appropriate size (no choking hazards)
•All equipment sanitised and pool-safe

Risk Management

Key Risks

•Slipping on wet pool deck
•Collision during swimming activities
•Difficulty with pool entry/exit
•Submersion beyond comfort level

Risk Mitigation

•Controlled pool entry and exit procedures
•Clear swimming lanes and adequate spacing
•Adult supervision during all water activities
•Modified activities for different swimming abilities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students
•Monitor students during submersion activities
•Ensure safe pool deck movement

Emergency Procedures

Qualified pool supervisor present, emergency equipment accessible, clear evacuation procedures established