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Lesson 10 - Arm Pulls & Front Glide

Water Confidence & Play Skills

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Year 1

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Swimming

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35 min

Big Question

How can we use our arms like powerful paddles to move through the water?

Learning Objectives

To develop the pulling arm action for front crawl stroke
To begin developing gliding skills on front with correct body position
To understand the connection between arm technique and forward movement

Key Outcomes

Students will demonstrate improved arm pulling technique with cupped hands
Students will glide from the wall maintaining straight body position
Students will combine gliding with basic front crawl arm movements

Equipment & Resources Required

Foam Noodles

12 (1 per student minimum)

Distributed around pool edge for easy access

Alternative: Kickboards, arm bands for less confident students

Arm Discs

12 pairs (optional)

Available for students needing additional support

Alternative: Water wings, pull buoys

Tag Belts

As required (optional)

For students requiring extra buoyancy support

Alternative: Pool noodles under arms

Key Vocabulary

Gliding

Moving through water with arms extended, body straight and streamlined

Pulling

Using arms to move water backwards to propel body forward

Streamlined

Body position that reduces water resistance - straight and narrow

Entry

When hands enter the water during arm stroke

Cupped hands

Hands shaped like a bowl to catch and move water effectively

Skill Progression Pathway

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

Prior Learning

Students can enter water safely
Students can float with support
Students have basic water confidence

Current Skills

Front gliding technique
Basic arm pulling action
Body position awareness in water

Next Steps

Coordinated arm and leg movements
Breathing technique development
Longer distance swimming

Milestone Indicators

Glides 3+ metres in straight line

Shows clear arm pulling pattern

Maintains body position during movement

Key Teaching Points

Streamlined body position is crucial for effective gliding
Cupped hands create more effective water pulling action
Strong push from wall generates momentum for gliding
Face in water reduces drag and improves gliding distance
Transition from gliding to swimming should be smooth and controlled
Partner feedback enhances learning and skill development
Personal progress is more important than comparison with others

Common Misconceptions

Misconception: 'Swimming faster means pulling water harder' - Correction: Technique and body position are more important than pure strength
Misconception: 'Gliding is just floating' - Correction: Gliding is active streamlining that teaches proper body position for swimming
Misconception: 'Arms should be straight when pulling water' - Correction: Slightly bent arms create more effective pulling motion
Misconception: 'Head should be up to see where going' - Correction: Face in water creates better body alignment and reduces drag

SEN Adaptations

ADHD

Short, focused activity segments with clear transitions, immediate positive feedback, movement-based learning throughout

dyspraxia

Break skills into smaller steps, extra practice time for coordination, pool noodle support for body positioning

autism spectrum

Clear, predictable routine structure, visual schedule of activities, quiet rest areas available if needed

visual impairment

Use clear verbal descriptions of all movements, provide tactile demonstrations of arm positions, ensure bright pool lighting

hearing impairment

Use visual demonstrations extensively, clear hand signals for instructions, written instruction cards available

physical disability

Adapt entry/exit methods as needed, provide additional flotation support, modify distances and expectations

Cross-Curricular Links

Science

Forces and motion in water, understanding push and pull forces, effects of streamlining on movement through water

Mathematics

Measuring and comparing gliding distances, counting stroke patterns, understanding concepts of distance and measurement

PSHE

Building confidence and resilience, working cooperatively with partners, celebrating personal achievements and improvement

Teacher Guidance

Positioning

Position at pool edge with clear sightlines to all students, move around perimeter as needed for safety

Observation Focus

Watch for technique development, water confidence, and safety awareness during all activities

Intervention Points

Step in if students show signs of distress, fatigue, or unsafe behaviour; provide immediate technique correction

Demonstration Notes

Use clear, slow movements for technique demonstration; repeat demonstrations as needed; use positive examples from students

Verbal Cues

•'Streamline like an arrow!'
•'Cup your hands like holding water!'
•'Push hard from the wall!'
•'Keep your body strong and straight!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Swimming pool with shallow end suitable for Year 1 students to stand comfortably

Surface Check

Pool deck non-slip and clear of hazards, water clarity good for visibility

Equipment Safety

Safety Checks

•Pool noodles checked for damage and properly inflated
•All flotation equipment securely fastened
•Emergency equipment accessible to instructor

Risk Management

Key Risks

•Drowning or submersion incidents
•Slips on wet pool deck
•Collisions between students during activities
•Fatigue from extended water activities

Risk Mitigation

•Constant visual supervision of all students in water
•Clear boundaries established for all activities
•Gradual skill progression with support available
•Regular rest periods and energy level monitoring

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of entire pool area
•Stay close to less confident swimmers
•Monitor for signs of cold or fatigue
•Ensure qualified water safety personnel present

Emergency Procedures

Immediate water exit, assessment of situation, appropriate first aid response, contact emergency services if required