Lesson 10 - Arm Pulls & Front Glide
Water Confidence & Play Skills
•Year 1
•Swimming
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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
Distributed around pool edge for easy access
Alternative: Kickboards, arm bands for less confident students
Available for students needing additional support
Alternative: Water wings, pull buoys
For students requiring extra buoyancy support
Alternative: Pool noodles under arms
Key Vocabulary
Moving through water with arms extended, body straight and streamlined
Using arms to move water backwards to propel body forward
Body position that reduces water resistance - straight and narrow
When hands enter the water during arm stroke
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
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