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Lesson 5 - Fitness Training Intensity

Fitness & Water Safety Leadership

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Year 7

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Swimming

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Big Question

How can we use technology and training principles to become more independent swimmers?

Learning Objectives

To access and use online swimming training resources effectively
To complete a timed swimming assessment and understand personal performance data
To understand and apply different training intensity levels (gears) in swimming
To plan and design their own warm-up sessions using fitness principles

Key Outcomes

Students will successfully register on Swim4Fitness and navigate training resources
Students will complete a 100m time trial with recorded times for future comparison
Students will experience three different training intensities and describe how each feels
Students will create a personalised warm-up plan using appropriate exercises and progressions

Equipment & Resources Required

Swimming Pool

25m pool with minimum 4 lanes

Water temperature 27-29°C, appropriate depth for all students, clear visibility of pool bottom

Alternative: Can adapt for shorter pools by adjusting distances proportionally

Rope

4-6 lanes

Securely fastened, appropriate spacing for group size, different ability lanes if needed

Alternative: Use floating markers if full lane ropes unavailable

Stopwatch

1 primary + 1 backup

Positioned where teacher can clearly see all swimmers, backup ready in case of failure

Alternative: Smartphone timer app, pool pace clock

Computer/Tablet

1 per student or class set

Devices in waterproof location away from pool edge, fully charged, internet access tested

Alternative: Smartphones with internet access, printed Swim4Fitness resources

Kickboards

1 per student (30)

Positioned at pool end for easy access, checked for damage/sharp edges

Alternative: Pull buoys for upper body isolation, fins for leg work support

Score Sheets

1 per student

Includes student name, 100m time, gear observations, space for notes

Alternative: Waterproof clipboard, digital recording on tablet

Pace Clock

1 visible from all lanes

Positioned where all students can see, showing seconds clearly

Alternative: Large digital timer, teacher countdown announcements

Key Vocabulary

Independence

Taking control of your own learning and making appropriate choices about activities and effort levels

Responsibility

Helping others and acting as a coach when needed, taking ownership of poolside behaviour and safety

Ownership

Taking personal control of your improvement by setting goals, tracking progress and adjusting training

Time trial

Swimming a set distance as fast as possible whilst maintaining good technique throughout

Training gears

Different levels of exercise intensity from easy (Gear 1-2) through moderate (Gear 3) to maximum (Gear 5)

Recovery time

Rest period between exercise efforts allowing heart rate to decrease and muscles to recover before next effort

FITT principles

Frequency, Intensity, Time and Type - the four key elements to consider when planning training sessions

Pacing

Distributing your effort evenly across a distance to achieve the best overall time without exhausting early

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students can swim at least 100m continuously
Students understand basic swimming strokes (freestyle, breaststroke, backstroke)
Students have experienced group swimming lessons with teacher-led activities
Students understand basic safety procedures in the pool environment

Current Skills

Using digital resources to support independent swimming training
Understanding training intensity through the gears system
Self-pacing during timed assessments
Planning appropriate warm-up activities
Recording and tracking personal swimming data

Next Steps

Designing complete training sessions independently
Working towards external swimming qualifications
Applying FITT principles to create periodised training plans
Coaching and supporting other swimmers effectively

Milestone Indicators

Completes 100m time trial maintaining consistent pace throughout

Successfully differentiates effort levels across all three gears

Creates a warm-up plan that includes multiple stroke types and intensities

Logs training data independently on Swim4Fitness platform

Key Teaching Points

Training gears (intensity levels) are based on personal effort perception not absolute speed - each student's Gear 3 pace will differ based on their fitness and ability
Proper pacing in time trials means even effort across all lengths - starting too fast leads to poorer overall performance than starting controlled
Recovery time is essential training component not wasted time - 30 seconds rest between efforts allows quality performance on subsequent efforts
Different training intensities serve different purposes - Gear 3 builds aerobic base, Gear 4 improves fitness ceiling, Gear 5 develops speed and power
Technique should be maintained even at maximum intensity - speed gained through poor technique is inefficient and risks injury
Digital training resources like Swim4Fitness provide structure for independent training making students autonomous athletes
Planning training sessions requires considering multiple factors - distance, intensity, recovery, stroke choice, individual goals

Common Misconceptions

Misconception: Training at maximum intensity (Gear 5) all the time will improve fitness fastest. Reality: Variety of intensities develops complete fitness; constant maximum effort leads to overtraining, injury and burnout. Most training should be Gear 2-3 with smaller amounts of higher intensity.
Misconception: Faster swimmers should use higher gear numbers than slower swimmers for same activity. Reality: Gears are personal effort levels - both fast and slow swimmers should experience same physical intensity at same gear number, just at different absolute speeds.
Misconception: Good pacing means starting slow then finishing fast. Reality: Most efficient pacing is even effort throughout - starting controlled but strong, maintaining pace, potentially finishing slightly faster if energy reserves remain.
Misconception: Recovery time is for chatting with friends or resting completely still. Reality: Active recovery with gentle movement and focused breathing is most effective - helps clear waste products and prepare for next effort while staying mentally engaged.
Misconception: Time trials are about beating other people. Reality: Time trials are personal assessment tools measuring individual progress - comparing to others misses the point of tracking your own improvement journey.
Misconception: If you can't maintain perfect technique at high intensity, you should slow down. Reality: Some technique degradation at maximum effort is normal and acceptable - balance between maintaining efficiency and achieving training stimulus. Complete breakdown requires correction but minor changes expected.
Misconception: Warm-up is optional or can be rushed. Reality: Proper warm-up is essential for performance and injury prevention - gradually preparing cardiovascular system, muscles and mental focus for hard work ahead.

SEN Adaptations

ADHD

Break activities into shorter segments with frequent changes maintaining engagement. Clear boundaries and structure throughout lesson. Regular feedback and encouragement sustaining motivation. Allow appropriate movement during instruction time (treading water rather than standing still). Visual reminders of task and expectations. Build in fast-paced intense activities channeling energy productively (gear training suits this well). Simplified instructions with one step at a time. Use timer or pace clock to externalize time management. Positive behaviour specific praise frequently. Strategic positioning away from potential distractions.

dyspraxia

Allow extended practice time for technique development. Break down skills into smaller component parts. Use of floatation equipment providing stability if needed. Reduced distances allowing success without overwhelming coordination demands. Extra time for time trial completion without pressure. Visual demonstrations and physical guidance for technique corrections. Simplified stroke patterns if needed (single arm drills, leg-only work). Patience with slower skill acquisition. Focus on participation and personal improvement. Larger equipment (bigger kickboards) easier to manipulate. Clear spatial organisation with obvious lane markers.

autism spectrum

Provide clear written schedule of lesson structure in advance reducing anxiety about unknown activities. Visual supports showing each section and timing. Quiet zone available if sensory overload occurs (separate area of pool or permission to exit). Clear, concrete instructions avoiding figurative language. Consistent routines and procedures across lessons. Advance notice of assessment/time trial reducing anxiety. Allow use of preferred stroke throughout if changing strokes causes distress. Buddy support from familiar trusted peer. Minimise loud noises and chaotic environments. Clear endings to activities - 'one more length' rather than ambiguous finishing.

visual impairment

Use brightly coloured lane ropes and equipment for better visibility. Provide clear verbal descriptions of all activities and expectations. Buddy system with sighted peer for orientation and safety. Allow extra time to familiarize with pool layout and equipment locations. Use tactile markers at lane ends if needed. Verbal countdown for time trials rather than visual signals. Audio descriptions of Swim4Fitness content or screen reader compatible access. Teacher maintains closer proximity for safety.

hearing impairment

Use visual signals for starts, stops and timing (flag, hand signals). Ensure student can see teacher clearly for lip reading. Provide written instructions for lesson structure and homework. Demonstrate all activities visually before verbal explanation. Use visual pace clock rather than verbal countdowns. Check understanding through demonstration not just verbal confirmation. Position in lane where can see teacher signals easily. Partner with hearing peer for buddy support. Consider waterproof hearing aid if used.

physical disability

Modify distances based on individual capability (50m or 75m time trial instead of 100m). Allow use of adaptive equipment (flotation devices, swim fins) if appropriate for individual. Supported entry and exit from water using hoist or ramp if needed. Modified stroke techniques accommodating physical limitations. Adjust gear expectations to personal capacity rather than standard definitions. Extra rest time between efforts if fatigue is greater. Focus on personal improvement and effort rather than absolute performance. Ensure adequate support staff available for physical assistance.

Cross-Curricular Links

English

Using subject-specific vocabulary accurately (gears, intensity, pacing, recovery, time trial). Following complex multi-step verbal instructions. Articulating physical sensations and experiences during reflection. Writing training plans using clear instructional language. Reading and interpreting training session descriptions on digital platforms. Presenting information clearly when coaching peers. Developing explanations of technical concepts to others.

Science

Understanding cardiovascular system responses to different exercise intensities - heart rate, breathing rate, blood flow. Exploring energy systems - aerobic at lower gears, anaerobic at Gear 5. Understanding muscle fatigue and lactic acid accumulation at high intensities. Investigating forces in swimming - drag, propulsion, buoyancy. Understanding Newton's laws of motion applied to swimming - action-reaction in propulsion. Exploring temperature regulation - why body heats during exercise, role of water in cooling. Respiratory system changes during exercise - increased oxygen demand and carbon dioxide removal.

Geography

Understanding spatial awareness in lane organisation and pool layout. Interpreting maps if training plans include open water progression. Exploring swimming as transport in different global contexts. Understanding environmental factors affecting swimming (water quality, temperature). Investigating geographical locations of major swimming competitions. Discussing access to swimming facilities in different communities and countries.

ICT/Computing

Using Swim4Fitness digital platform for training planning and logging. Digital literacy in account registration and navigation. Recording and storing performance data electronically. Using spreadsheets to track times and calculate improvements. Potential use of timing apps and swimming analysis software. Online safety when using school accounts and websites. Understanding how wearable technology (swim watches) tracks performance.

Mathematics

Recording and analysing time trial data in minutes and seconds. Calculating pace per 25m length (time divided by distance). Understanding percentages when applying effort levels (Gear 3 = 70%, Gear 4 = 85%, Gear 5 = 100%). Creating graphs to track improvement over time. Interpreting pace clocks and countdown timers. Calculating rest intervals (30 seconds between efforts). Understanding ratio in student groupings and lane organisation.

PSHE

Building resilience and mental toughness during challenging maximum effort activities. Developing growth mindset - viewing assessment as opportunity not threat. Understanding personal responsibility for health and fitness. Goal-setting and planning for improvement. Self-awareness of effort levels and honest self-assessment. Supporting and encouraging others developing empathy and teamwork. Managing emotions during competitive situations or when facing disappointing results. Understanding importance of regular physical activity for mental and physical wellbeing.

Teacher Guidance

Positioning

Maintain position where all students visible at all times. During time trials position at finish end with clear view of approaching swimmers. Move along poolside during warm-up and training sets to observe technique from multiple angles. Never turn back to pool or leave pool area while students in water. During digital learning section position where you can see both devices and pool if any students remain in water.

Observation Focus

Primary focus safety - constantly scan for any students in difficulty. Secondary focus technique - observe stroke efficiency, body position, breathing patterns. Monitor effort levels particularly during gear training watching for students over-exerting or under-performing. Watch pacing during time trial noting athletes who start too fast. Observe social interactions and peer support behaviours. Check appropriate use of recovery time. Identify students requiring intervention or additional support.

Intervention Points

Step in immediately if any safety concern arises. Provide technique corrections if stroke mechanics breaking down significantly affecting efficiency or safety. Intervene if students swimming at incorrect intensity for prescribed gear - too hard or too easy. Support students showing excessive fatigue or distress providing recovery time or modified activities. Address behavioural issues that impact safety or learning. Assist students struggling with digital platform access or homework understanding. Provide encouragement to students lacking confidence or showing anxiety about assessment.

Demonstration Notes

Demonstrate proper technique yourself in the water if qualified and safe to do so (maintaining supervision). Alternatively use confident competent student to demonstrate while you narrate teaching points. Use exaggerated movements to highlight key features. Show both correct and incorrect techniques for comparison. Demonstrate at different intensity levels so students understand pace differences between gears. When demonstrating pacing, show even sustainable pace versus unsustainable sprint-then-fade. Model appropriate recovery behaviours during rest intervals. Demonstrate correct use of equipment (kickboards, timing procedures).

Verbal Cues

•'Smooth and controlled - you're warming up not racing!'
•'Long, strong strokes - reach forward, pull through!'
•'Breathe every 2-3 strokes - get that oxygen in!'
•'Kick from your hips not your knees!'
•'Remember your pacing - even effort on every length!'
•'This is Gear 3 - comfortable but working!'
•'Gear 4 now - you should be breathing hard!'
•'Gear 5 - everything you've got!'
•'Use your recovery time - breathe deep and steady!'
•'Maintain that technique even when you're tired!'
•'Strong push off the wall - streamline your body!'
•'Focus on quality not just speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

25m swimming pool with minimum 4 lanes. Water depth appropriate for all students (minimum 0.9m in shallow end, adequate depth for safe diving starts if used). Clear visibility of pool bottom. Adequate poolside space for lesson activities and equipment storage.

Surface Check

Pool water chemistry correctly balanced (pH 7.2-7.8, chlorine 1-3ppm). Water temperature appropriate for sustained activity (27-29°C). Pool floor and walls clear of hazards or damage. Anti-slip surfaces around pool edge in good condition. Adequate lighting throughout facility. Clear depth markers visible.

Equipment Safety

Safety Checks

•All kickboards checked for cracks, sharp edges or damage before use
•Lane ropes securely fastened at both ends and appropriate tension maintained
•Stopwatches/timers waterproofed or kept safely away from pool edge
•Electronic devices (tablets/computers) positioned in dry zone away from water
•All equipment stored safely when not in use preventing trip hazards
•Emergency equipment (reaching pole, rescue tube) accessible and within date

Risk Management

Key Risks

•Drowning - primary risk in aquatic environment
•Slips and falls on wet surfaces around pool
•Collisions between swimmers in lanes particularly during time trial
•Over-exertion during maximum intensity efforts leading to distress
•Hyperthermia or hypothermia from inappropriate water temperature or duration
•Cramp or muscle strain during high-intensity swimming
•Breath-holding activities leading to shallow water blackout

Risk Mitigation

•Teacher maintains constant active supervision with clear view of all students at all times
•Adequate student:teacher ratio maintained (maximum 20:1 for competent swimmers in public pool)
•All students assessed as competent to swim 100m+ before participating in this lesson
•Clear lane organisation prevents collision risk during time trials and training sets
•Adequate spacing between swimmers (minimum 5 seconds between starts)
•Regular monitoring of student exertion levels during high-intensity work
•Clear stop signal established that all students understand (whistle, raised hand)
•Adequate recovery time enforced between maximum efforts preventing over-exertion
•No breath-holding challenges or underwater swimming competitions
•Clear procedures for students feeling unwell or struggling during activities
•Walking only on poolside - no running rule strictly enforced
•Controlled entry and exit from water at designated points only

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned for maximum visibility of all lanes and all students constantly
•During time trials, teacher at finish end with clear view of all swimmers approaching
•Regular scanning of whole pool environment not fixating on single student
•Particular attention to students during maximum intensity efforts watching for distress signals
•Monitor students during recovery periods ensuring appropriate rest behaviours
•Awareness of students with specific medical conditions (asthma, epilepsy, diabetes) and action plans
•Assistant supervisor or lifeguard present if available for additional oversight

Emergency Procedures

Stop signal immediately halts all activity. Teacher enters water if rescue required or directs pool staff/lifeguard. Emergency services called for serious incidents (999). First aid administered by qualified person. Incident recorded according to school policy. Parents contacted for any concerning incidents. Normal Resuscitation Council UK protocols followed. Emergency equipment used appropriately (reaching pole for conscious casualty within reach, rescue tube for swimming rescue). Pool evacuation procedures followed if necessary.