Lesson 6 - Floating and Body Position
Water Confidence & Play Skills
•Year 1
•Swimming
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How can we make our bodies float like a star in the water?
Learning Objectives
- To develop confidence and technique in floating on front and back
- To understand how body position and muscle tension affect buoyancy
- To practise safe water entry, exit and movement around the pool
Key Outcomes
- Students will demonstrate floating positions on front and back with improved technique
- Students will show understanding of how to use their body to maintain buoyancy
- Students will work safely and cooperatively in the swimming environment
Equipment & Resources Required
Distribute noodles at pool edge before lesson begins
Alternative: Kickboards, arm bands for additional support if needed
Place items in shallow area before students enter pool
Alternative: Sinking toys, weighted objects suitable for shallow water
Ensure all safety equipment is accessible and checked
Alternative: Reaching aids, emergency equipment
Key Vocabulary
To stay on the surface of the water without sinking
Floating position with arms and legs spread wide like a starfish
Tighten core and stomach muscles to help maintain body position
Raise the middle part of your body towards the water surface
Moving from floating position back to standing safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic water confidence and movement
- Ability to submerge face and blow bubbles
- Understanding of safe pool behaviour and listening skills
Current Skills
- Developing floating technique on front and back
- Learning to control body position through muscle tension
- Practising regaining standing position from floating
Next Steps
- Combining floating with basic propulsion movements
- Extended floating activities and sequences
- Introduction to basic swimming strokes from floating position
Milestone Indicators
Key Teaching Points
- Hip lift is the secret to successful floating - emphasise constantly
- Muscle engagement (squeeze tummy) provides body control and stability
- Wide star shapes create stability and confidence in floating
- Partner work builds trust and provides essential safety support
- Head position affects floating - back floating requires ears in water
- Safe pool entry and exit are as important as the swimming skills
- Building confidence through progressive challenges and support
Common Misconceptions
- Misconception: 'I need to hold my breath to float' - Correction: Normal breathing helps relaxation and floating
- Misconception: 'Big movements help me float better' - Correction: Controlled, small adjustments are more effective
- Misconception: 'Front floating is harder than back floating' - Correction: Both use same principles, just different comfort levels
- Misconception: 'I need to kick to stay up' - Correction: Proper body position allows natural floating without kicking
- Misconception: 'The deeper water will make floating easier' - Correction: Floating technique works in any depth
SEN Adaptations
ADHD
- Frequent activity changes, clear physical boundaries in pool, immediate feedback and praise
dyspraxia
- Extra time for skill development, simplified instructions, additional physical support for positioning
autism spectrum
- Clear routine structure, quiet area available, visual schedule of activities, predictable partner pairings
visual impairment
- Clear verbal descriptions of water position, tactile guidance for body positioning, buddy system for navigation
hearing impairment
- Visual demonstrations of techniques, clear visual signals for activities, written instruction cards
physical disability
- Adapted floating positions, additional buoyancy aids, modified entry/exit techniques
Cross-Curricular Links
Maths
Counting during activities, timing challenges, measuring floating duration
Science
Understanding buoyancy, forces in water, how body position affects floating
PSHE
Personal safety awareness, cooperation and trust in partner work, building confidence
Teacher Guidance
Positioning
Move around pool edge to maintain visual contact with all students, enter water if needed for demonstrations
Observation Focus
Watch for proper hip lift, muscle engagement, and confident floating positions
Intervention Points
Step in if students show distress, incorrect technique affecting safety, or partner issues
Demonstration Notes
Use clear, exaggerated movements to show proper technique, demonstrate from in water when possible
Verbal Cues
- •'Lift those hips up high!'
- •'Squeeze your tummy muscles!'
- •'Make yourself wide like a star!'
- •'Head back, ears in the water!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with shallow area suitable for Year 1 students (ideally 0.8-1.2m depth)
Surface Check
Pool water quality checked, appropriate temperature (29-30°C), clear visibility to bottom
Equipment Safety
Safety Checks
- •Pool noodles checked for damage or sharp edges
- •Diving discs suitable for shallow water use
- •Emergency equipment accessible and checked
Risk Management
Key Risks
- •Drowning - constant supervision required
- •Slips on pool surround - wet surfaces
- •Collision between students during activities
- •Panic or distress in water
Risk Mitigation
- •Qualified swimming instructor present at all times
- •Maximum class size appropriate for pool and supervision
- •Clear pool entry/exit procedures established
- •Students work within comfort zones with progressive challenges
- •Emergency action plan known by all staff
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight of all students at all times
- •Monitor closely during floating activities
- •Particular attention during partner work
- •Immediate response capability for any distress
Emergency Procedures
Stop all activity, assess situation, provide immediate assistance, follow pool emergency protocols