Lesson 7 - Kicking Action Development
Water Confidence & Play Skills
•Year 1
•Swimming
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How can we use our legs to move through water like a fish?
Learning Objectives
- To develop the kicking action on front
- To improve body position and buoyancy control
- To practise water safety skills through floating
Key Outcomes
- Students will demonstrate improved kicking technique with better hip position
- Students will show increased confidence moving through water using kickboards
- Students will apply water safety knowledge through star floating activities
Equipment & Resources Required
Distributed around teaching area for retrieval activities
Alternative: Floating toys, foam shapes, plastic bottles
Stored at pool edge, easily accessible for students
Alternative: Pool noodles, floating mats if kickboards unavailable
Available for students needing extra buoyancy support
Alternative: Swim belts, arm bands for additional support
Ready for students requiring additional arm support
Alternative: Arm bands, water wings for nervous swimmers
For students needing core buoyancy assistance
Alternative: Foam back floats, noodles under arms
Key Vocabulary
Alternating leg movement from the hips to propel through water
Lifting hips up towards surface to maintain good body alignment
Body shape that reduces drag and moves efficiently through water
Buoyancy aid held in front to support upper body while practising leg kicks
Floating position on back with arms and legs spread wide like a star
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic water confidence and entry skills
- Ability to submerge face and blow bubbles
- Understanding of star float position
Current Skills
- Coordinated leg kicking action from hips
- Improved body position and buoyancy
- Integration of kicking with breathing patterns
Next Steps
- Introduction of basic arm movements
- Combining arms and legs for basic swimming stroke
- Developing rhythmical breathing patterns
Milestone Indicators
Key Teaching Points
- Kick from hips not knees - demonstrate the difference clearly
- Maintain straight body shape with hips lifted near surface
- Develop rhythmic alternating leg action with consistent timing
- Coordinate breathing with kicking without disrupting technique
- Use proper kickboard grip with arms extended and shoulder-width apart
- Emphasise water safety through star floating and emergency procedures
- Build confidence through progressive skill development and positive reinforcement
Common Misconceptions
- Thinking faster kicking always means better swimming - quality over speed
- Believing arms do all the work in swimming - legs provide essential propulsion
- Assuming floating requires constant effort - relaxation aids buoyancy
- Expecting immediate perfection - swimming skills develop through practice and patience
- Focusing only on technique - water confidence and safety are equally important
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries and rules, offer regular positive feedback, allow movement breaks
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use larger equipment, offer physical guidance when needed
autism spectrum
- Provide clear structure and routine, use visual schedules, allow processing time, create quiet spaces if overstimulated
visual impairment
- Use verbal descriptions of all movements, provide physical guidance for hand placement, use bright coloured equipment for contrast
hearing impairment
- Use clear visual demonstrations, simple hand signals for instructions, ensure student can see teacher's face for lip reading
physical disability
- Modify entry/exit methods using ramps or hoists, provide additional buoyancy support, adapt kicking exercises for individual needs
Cross-Curricular Links
English
Learning new vocabulary, giving clear instructions to partners, describing movements
Maths
Counting kick sequences, timing activities, measuring distances travelled
Science
Understanding forces in water, buoyancy principles, breathing and oxygen use
PSHE
Building confidence, supporting others, following safety rules and instructions
Teacher Guidance
Positioning
In water with students, positioned to maintain visual contact with all participants at all times
Observation Focus
Monitor kicking technique, body position, breathing patterns, and confidence levels
Intervention Points
Step in if students show signs of fatigue, anxiety, or unsafe behaviour
Demonstration Notes
Use exaggerated movements to highlight key technique points, demonstrate both correct and incorrect technique for comparison
Verbal Cues
- •'Kick from your hips like you're flicking water with your toes!'
- •'Lift those hips up like you're trying to balance a cup on your back!'
- •'Blow bubbles gently - don't hold your breath!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Designated shallow teaching area with clear boundaries, minimum 4m x 8m space
Surface Check
Non-slip pool deck, clear visibility underwater, appropriate water depth for standing
Equipment Safety
Safety Checks
- •Check kickboards for cracks or sharp edges before use
- •Ensure foam balls are clean and in good condition
- •Verify all buoyancy aids are properly inflated and secure
Risk Management
Key Risks
- •Drowning - constant supervision required
- •Slipping on wet surfaces around pool
- •Collisions between students during games
- •Fatigue leading to reduced swimming ability
- •Panic or anxiety in water environment
Risk Mitigation
- •Maintain constant visual supervision of all students
- •Ensure appropriate adult-to-student ratios (1:6 maximum)
- •Clear pool deck of equipment when not in use
- •Monitor student energy levels and provide rest breaks
- •Create calm, supportive atmosphere to reduce anxiety
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students at all times
- •Stay within immediate reach of less confident swimmers
- •Monitor breathing patterns during submersion activities
- •Watch for signs of fatigue or distress
Emergency Procedures
Stop activity immediately, assist student to safety, assess need for first aid, contact emergency services if required