Lesson 11 - Kicking and Gliding on Backs
Water Confidence & Play Skills
•Year 1
•Swimming
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How can we use our legs to propel ourselves backwards through the water whilst maintaining a straight body position?
Learning Objectives
- To develop the kicking action whilst floating on backs with support
- To practise gliding backwards from the wall in a streamlined position
- To combine gliding and kicking to travel across the water on backs
Key Outcomes
- Students will demonstrate controlled kicking on their backs using a kickboard
- Students will glide backwards from the wall maintaining body alignment
- Students will show improved confidence when floating on their backs
Equipment & Resources Required
Scatter mix of floating and sinking objects in teaching area centre
Alternative: Floating toys, rubber ducks, lightweight objects
Stack at pool edge for easy distribution during activities
Alternative: Pool noodles, foam floats
Available for students requiring additional buoyancy support
Alternative: Inflatable armbands, swim vests
For students needing core support during back floating
Alternative: Buoyancy jackets, foam supports
Can be used under back or held across chest for support
Alternative: Foam logs, flexible pool aids
Key Vocabulary
Moving smoothly through water using momentum from a push-off
Raising the hips toward the surface to improve floating position
Body position that reduces resistance as you move through water
Kicking with one leg then the other in a rhythmic pattern
Using leg strength to propel yourself away from the wall
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic water confidence and entry techniques
- Holding onto pool edge safely
- Understanding of floating concepts
- Basic front stroke movements
Current Skills
- Back kicking technique with support
- Backwards gliding from wall
- Body positioning for backstroke
- Using equipment to aid floating
Next Steps
- Independent back kicking without support
- Introduction to back stroke arm actions
- Longer distance back swimming
- Combination of strokes and breathing
Milestone Indicators
Key Teaching Points
- Hip lift is crucial for successful back floating - emphasise 'belly button to sky' imagery
- Kicking action must come from hips, not knees - demonstrate difference clearly
- Streamlined position during gliding maximises distance - hands together overhead
- Partner feedback should be specific and constructive - model good coaching language
- Safety during entry and exit is paramount - never rush these procedures
- Build confidence gradually from wall support to independence in back floating
- Use games and challenges to maintain engagement while reinforcing technique
Common Misconceptions
- Students think lifting their head helps them see better but it causes hips to sink
- Many believe kicking harder from knees is better than smooth hip-driven action
- Some students think they need to kick constantly rather than using glide momentum first
- Children often assume back floating is more difficult than front floating
- Students may think they need to hold breath during back floating instead of relaxed breathing
- Some believe they can't float without equipment when they may have sufficient natural buoyancy
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, immediate feedback and encouragement, physical activity breaks, clear visual boundaries in water
dyspraxia
- Larger kickboards for easier handling, simplified instructions broken into small steps, extra practice time for coordination skills, patient encouragement
autism spectrum
- Clear predictable routine for lesson structure, visual schedule of activities, quiet area available if needed for breaks, consistent instructor language
visual impairment
- Use bright coloured kickboards for visibility, provide clear verbal descriptions of all techniques, buddy system with sighted partner for safety
hearing impairment
- Clear visual demonstrations of all skills, use hand signals for communication, written instruction cards if needed, visual cues for timing
physical disability
- Adapted equipment such as specialist buoyancy aids, modified techniques based on individual needs, additional adult support in water if required
Cross-Curricular Links
Maths
Measuring glide distances and recording improvements, counting kick beats and timing, comparing distances and making calculations
Science
Forces in water - push and pull forces during swimming, buoyancy and floating principles, water resistance and streamlined shapes
Geography
Understanding water safety in different environments, map work related to swimming pool layout and space
PSHE
Personal safety around water, building confidence and resilience, supporting others and giving constructive feedback
Teacher Guidance
Positioning
Stand at corner of teaching area for visibility of all students, move around pool edge during individual skill practice, enter water if necessary for close support of struggling students
Observation Focus
Watch for proper breathing and comfort levels during back floating, monitor push-off technique for safety, observe hip position and kicking action quality
Intervention Points
Step in if students show signs of panic during back floating, assist with pool exit if students struggling, provide extra support during first attempts at new skills
Demonstration Notes
Demonstrate: Proper back floating position with exaggerated hip lift, show kick technique on pool side first, model streamlined gliding position, demonstrate safe pool exit method clearly
Verbal Cues
- •'Belly button to the sky!' for hip lift
- •'Head on your pillow!' for relaxed back position
- •'Long straight legs like rulers!' for kick technique
- •'Push the pool away!' for exit technique
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with shallow end suitable for Year 1 students (1.0-1.2m depth), minimum 10m x 6m teaching area
Surface Check
Pool water temperature 28-30°C, clear visibility throughout teaching area, non-slip pool surround
Equipment Safety
Safety Checks
- •All kickboards checked for cracks or sharp edges
- •Foam objects confirmed as pool-safe and non-toxic
- •Buoyancy aids properly inflated and fitted if used
- •Pool entry/exit points clear of obstacles
Risk Management
Key Risks
- •Drowning during back floating attempts
- •Collisions during push-off or crossing activities
- •Slips on wet pool deck during entry/exit
- •Panic or distress when transitioning to back position
- •Equipment failure causing unexpected submersion
Risk Mitigation
- •Constant visual supervision of all students in water
- •Progressive skill building from wall support to independence
- •Clear boundaries established for teaching area
- •Adequate buoyancy support available for less confident students
- •Safe entry and exit procedures practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Move around teaching area to provide close support during new skills
- •Monitor high-activity areas during games and partner work
- •Maintain rescue equipment accessibility at all times
Emergency Procedures
Stop activity immediately if any student in distress, clear rescue access, appropriate water rescue or first aid response, emergency services contact if required