Lesson 9 - Arm Action and Pulling Technique
Water Confidence & Play Skills
•Year 1
•Swimming
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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
Keep noodles at pool edge until needed
Alternative: Kickboards, arm discs
Distribute for partner pulling activity
Alternative: Pool toys, foam shapes
Available for students needing extra buoyancy
Alternative: Additional noodles
Only for students requiring additional support
Alternative: Water wings for less confident swimmers
Key Vocabulary
Using your arms to move water backwards to push your body forwards
Hands shaped like a bowl to catch and move more water
One arm then the other, taking turns
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
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