Lesson 10 - Gliding and Arm Action Development
Foundations & Water Confidence
•Year 2
•Swimming
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How can we combine gliding and arm movements to become stronger swimmers?
Learning Objectives
- To develop the pulling arm action for effective propulsion
- To begin developing gliding technique on front
- To maintain body position and streamlined shape during water activities
Key Outcomes
- Students will demonstrate improved arm pulling technique with cupped hands
- Students will achieve consistent gliding position with straight body shape
- Students will combine gliding and swimming movements to travel across the pool
Equipment & Resources Required
Distributed around pool edge before lesson begins
Alternative: Kickboards, float aids
Available for students needing additional arm support
Alternative: None required
For students requiring extra flotation support
Alternative: Additional noodles
Key Vocabulary
Moving through water in a streamlined position using momentum from push-off
A straight, narrow body shape that moves efficiently through water
Using arms to move water backwards to propel body forwards
Using legs to push against the pool wall to create forward momentum
Slightly curved hand position that catches more water when swimming
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic water confidence and entry/exit skills
- Floating with support equipment
- Simple kicking movements in water
Current Skills
- Coordinated arm pulling action
- Front gliding from wall push-off
- Combining gliding with swimming movements
Next Steps
- Developing rhythmic breathing techniques
- Extending gliding distances
- Introduction to basic stroke cycles
Milestone Indicators
Key Teaching Points
- Safety first - constant supervision and clear boundaries essential
- Body position is crucial for effective gliding - emphasise straight, streamlined shape
- Arm technique requires cupped hands and full range pulling motion
- Build confidence gradually through supported practice before independent attempts
- Use positive reinforcement to encourage personal improvement rather than comparison
- Ensure all students can access learning through appropriate differentiation
- Connect gliding skills to future swimming stroke development
Common Misconceptions
- Faster arm movements are always better - emphasise technique over speed
- Gliding is just about pushing hard - body position is equally important
- Arms should be straight during swimming - show importance of bent elbow recovery
- Looking forward helps with direction - explain benefits of neutral head position
- Competition focus - emphasise personal improvement and skill development
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, immediate positive feedback
dyspraxia
- Additional practice time, simplified movement patterns, extra adult support for coordination
autism spectrum
- Clear routine structure, visual schedule of activities, quiet practice areas available
visual impairment
- Use bright coloured equipment, clear verbal instructions, tactile guidance for body positioning
hearing impairment
- Visual demonstrations, hand signals for underwater communication, written instruction cards
physical disability
- Adapted entry/exit methods, additional flotation support, modified techniques as needed
Cross-Curricular Links
Maths
Measuring gliding distances, comparing personal improvements, counting arm cycles
Science
Understanding forces and motion in water, buoyancy concepts, body systems during exercise
Geography
Directions and spatial awareness in water, understanding of water environments
PSHE
Personal safety around water, resilience and determination, supporting others' learning
Teacher Guidance
Positioning
Central position in teaching area with clear view of all students and easy access to pool edge
Observation Focus
Body position during gliding attempts; Arm technique and hand positioning; Safe entry and exit procedures; Signs of fatigue or discomfort
Intervention Points
["If students show unsafe behaviour near pool edge", "When technique significantly impacts safety or progress", "If students appear cold or overly fatigued"]
Demonstration Notes
Use clear, exaggerated movements when demonstrating. Show techniques both in water and on deck for maximum understanding.
Verbal Cues
- •'Body like an arrow!'
- •'Push hard with your legs!'
- •'Cup your hands to catch the water!'
- •'Smooth and strong movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with shallow teaching area where all students can stand comfortably
Surface Check
Pool water clear and at appropriate temperature (29-30°C for beginners)
Equipment Safety
Safety Checks
- •Check noodles have no tears or damage
- •Ensure swimming aids are appropriate size for students
- •Verify all equipment is pool-appropriate and hygienic
Risk Management
Key Risks
- •Slipping on wet pool deck
- •Students going out of depth
- •Collision during gliding activities
- •Fatigue from extended water activities
Risk Mitigation
- •Clear boundaries established for teaching area
- •Adequate spacing between students during gliding
- •Constant supervision with qualified swimming instructor
- •Emergency equipment accessible poolside
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Ensure additional adult support for less confident swimmers
- •Monitor students for signs of cold or fatigue
Emergency Procedures
Stop all activity immediately, ensure student safety, appropriate first aid response, emergency action plan activation if required