Lesson 4 - Submerging and Bubble Blowing
Foundations & Water Confidence
•Year 2
•Swimming
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How can we use our breath and body position to feel confident underwater?
Learning Objectives
- To develop confidence to submerge in water safely
- To master controlled breathing techniques while submerged
- To demonstrate correct body positioning for water entry and exit
Key Outcomes
- Students will confidently submerge their faces and bodies in water
- Students will demonstrate proper bubble blowing technique
- Students will show improved water confidence and safety awareness
Equipment & Resources Required
Water depth should allow all students to stand comfortably with heads above water
Alternative: Shallow pool area suitable for standing
Have available at pool side for students who need extra confidence
Alternative: Pool noodles, kickboards for nervous swimmers
Use only if absolutely necessary for very nervous swimmers
Alternative: Armbands, flotation aids
Ensure non-slip surfaces and clear entry/exit points
Alternative: Pool steps or ramp access
Key Vocabulary
To go completely under the water surface
Exhaling air through mouth or nose while underwater to create bubbles
The technique of returning to a standing position from floating or submerged state
Body position where the swimmer lies flat, parallel to the water surface
Holding the side of the pool with hands for support and safety
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Safe pool entry and exit techniques
- Basic water walking and movement
- Understanding of pool safety rules
Current Skills
- Controlled submersion techniques
- Breathing control underwater
- Body positioning for floating
Next Steps
- Extended breath holding
- Independent floating
- Basic swimming strokes preparation
Milestone Indicators
Key Teaching Points
- Always maintain visual contact with all students during water activities
- Emphasise progressive skill development - don't rush submersion stages
- Use positive reinforcement to build confidence in nervous swimmers
- Demonstrate all breathing techniques clearly before student practice
- Ensure wall contact maintained during all submersion practice
- Monitor individual confidence levels and adapt accordingly
- Celebrate all progress, regardless of final achievement level
Common Misconceptions
- Students thinking they must hold their breath above water before submersion - teach normal breathing until submersion
- Believing that floating requires physical effort - emphasise relaxation and natural buoyancy
- Fear that going underwater means losing control - reinforce that feet stay on bottom throughout lesson
- Assumption that bubble blowing is just for fun - explain how it develops breath control for swimming
- Thinking that pool exit requires upper body strength only - teach coordinated push and kick technique
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, frequent positive feedback, designated rest areas if needed
dyspraxia
- Extra time for skill practice, simplified movement patterns, focus on one skill element at a time
autism spectrum
- Clear visual schedule of activities, quiet preparation time, consistent routines and familiar teacher
visual impairment
- Use verbal descriptions of all movements, provide tactile guidance for hand positioning, bright coloured equipment for visibility
hearing impairment
- Use clear visual demonstrations, simple hand signals for underwater communication, written instruction cards
physical disability
- Adapted entry/exit methods, specialised flotation equipment, modified expectations based on individual needs
Cross-Curricular Links
Maths
Counting bubble streams, timing submersion duration, measuring water depth and distances
Science
Understanding air pressure, buoyancy forces, and how lungs work during breathing exercises
Geography
Learning about water bodies, understanding water safety in different environments
PSHE
Building self-confidence, overcoming fears, supporting and encouraging classmates
Teacher Guidance
Positioning
Teacher moves around pool edge maintaining visual contact with all students, never turning back on group
Observation Focus
Watch for signs of distress, monitor submersion technique, check confidence levels continuously
Intervention Points
Step in immediately if any student shows distress, provide individual support for nervous swimmers
Demonstration Notes
Always demonstrate each skill clearly before students attempt, emphasise safety aspects, show breathing patterns visibly
Verbal Cues
- •'Take your time, there's no rush'
- •'Big breath in before you go under'
- •'Feel your feet on the bottom for safety'
- •'Beautiful bubbles! You're doing great!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with shallow teaching area minimum 10m x 6m, water depth allowing all students to stand with heads above water
Surface Check
Pool deck non-slip and clear of obstacles, pool water clarity checked for visibility
Equipment Safety
Safety Checks
- •Pool ladders and steps checked for stability
- •Flotation aids inspected for damage
- •Emergency equipment readily accessible
Risk Management
Key Risks
- •Submersion panic or distress
- •Slipping on wet pool deck
- •Collision between students during games
- •Over-confidence leading to unsafe behaviour
Risk Mitigation
- •Progressive skill introduction with constant teacher oversight
- •Clear boundaries established and maintained
- •Emphasis on wall contact during submersion practice
- •Immediate response protocols for any distress
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned for clear view of all students at all times
- •Extra attention during submersion activities
- •Monitor individual confidence levels continuously
Emergency Procedures
Stop activity immediately, ensure student safety, provide reassurance and support, contact first aid if needed