🏊

Lesson 3 - Individual Medley & Transitions

Fitness & Water Safety Leadership

•

Year 7

•

Swimming

•

Big Question

How can you maintain excellent technique whilst swimming all four strokes in sequence?

Learning Objectives

To swim individual medley sequences using all four competitive strokes
To execute smooth transitions between different swimming strokes
To pace effort effectively across different strokes in a medley set

Key Outcomes

Students will complete at least 4 x 25m medley sets with recognisable stroke technique
Students will demonstrate improved transitions between strokes with minimal time loss
Students will identify their strongest and weakest strokes and create improvement strategies

Equipment & Resources Required

Swimming Pool

25m or 50m pool with adequate depth for all strokes

Water temperature should be 27-29°C for training sessions. Ensure good visibility throughout pool

Alternative: N/A - essential facility

Rope

Sufficient to divide pool into appropriate lanes

Divide pool into lanes based on ability - faster swimmers in centre lanes, developing swimmers in outer lanes

Alternative: If limited lane ropes, use alternative markers to designate swimming areas

Pace Clock

1.5 visible from all lanes

Position where all students can see to manage their own rest intervals

Alternative: Large waterproof stopwatch, smartphone with timing app in waterproof case

Whiteboards

Available poolside for students who need additional support or stroke-specific practice

Alternative: Pull buoys for stroke-specific practice

Key Vocabulary

Individual Medley (IM)

Swimming all four competitive strokes in sequence: freestyle, backstroke, breaststroke, and butterfly

Transitions

The change from one stroke to another, ideally executed smoothly at the wall with minimal time loss

Stroke Order

For individual medley: butterfly, backstroke, breaststroke, freestyle. In this lesson we practice alternating strokes

Pacing

Managing your effort level across multiple sets to maintain quality without excessive fatigue

FITT Principles

Frequency, Intensity, Time, Type - a framework for designing effective training programmes

Independence

Taking ownership of your learning by making choices about your training intensity and progression

Technique Degradation

When stroke quality deteriorates due to fatigue or rushing

Skill Progression Pathway

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

Prior Learning

Students can swim at least 25m in freestyle, backstroke, and breaststroke
Students have basic understanding of butterfly stroke or can attempt it
Students understand pool safety and can swim continuously for extended periods

Current Skills

Swimming individual medley sequences using all four strokes
Transitioning smoothly between different strokes
Pacing effort across multiple medley sets
Self-assessing stroke quality and setting improvement targets

Next Steps

Developing racing turns for medley transitions
Swimming longer medley distances (50m, 100m sets)
Competitive medley swimming with time trials
Advanced stroke refinement under fatigue

Milestone Indicators

Completing medley sets without stopping or reverting to easier strokes

Maintaining stroke technique in later sets despite fatigue

Executing smooth transitions with controlled breathing

Demonstrating understanding of pacing strategies across different strokes

Key Teaching Points

Individual medley stroke order is: Butterfly, Backstroke, Breaststroke, Freestyle (remember: Big Beautiful Brown Fish)
Smooth transitions save energy and time - practice touch, turn, push-off as one continuous movement
Pacing is critical in medley swimming - aim for 70-80% effort to maintain technique across all sets
Each stroke uses different muscle groups and energy systems - recognise that some will feel harder than others
Technique quality should be maintained even when fatigued - slow down rather than develop poor habits
Rest periods are essential for recovery and performance - enforce 1-2 minute rests between sets
Self-awareness of strengths and weaknesses enables targeted improvement and realistic goal-setting

Common Misconceptions

MISCONCEPTION: 'Individual medley and relay medley have the same stroke order.' CORRECTION: Individual medley is Butterfly-Backstroke-Breaststroke-Freestyle; relay medley is Backstroke-Breaststroke-Butterfly-Freestyle.
MISCONCEPTION: 'Swimming faster is always better.' CORRECTION: In training, maintaining excellent technique at controlled pace builds better long-term skills than racing with poor form.
MISCONCEPTION: 'If I'm good at one stroke, I should be good at all strokes.' CORRECTION: Each stroke requires different skills, strength, and coordination - having a strongest and weakest stroke is completely normal.
MISCONCEPTION: 'Resting between sets is lazy or wasting time.' CORRECTION: Rest is essential for muscle recovery, maintaining technique quality, and preventing injury or exhaustion.
MISCONCEPTION: 'Butterfly is impossible for beginners.' CORRECTION: While butterfly is the most technically demanding stroke, everyone can attempt it and improve with practice - even a few strokes show progress.
MISCONCEPTION: 'You have to be naturally talented to swim medley.' CORRECTION: Individual medley can be learned by anyone willing to practice all four strokes and develop smart pacing strategies - effort and persistence matter more than natural talent.

SEN Adaptations

ADHD

Break activities into short, clear chunks with explicit time boundaries, provide frequent positive feedback and encouragement, allow brief movement breaks if needed during rest periods, use visual timers for rest intervals to make time concrete, position near teacher for proximity support and redirection, offer choice within boundaries (stroke choice, challenge level), celebrate effort and focus alongside achievement.

dyspraxia

Allow additional practice time for transition techniques before main sets, use larger lane spaces to reduce collision anxiety, provide simplified coordination cues for complex strokes (butterfly), break skills into smaller steps with extra demonstration, celebrate progress in any stroke rather than requiring equal competence in all four, permit use of equipment aids (fins, pull buoys) if helpful for confidence, allow longer rest periods to process and plan next set.

autism spectrum

Provide clear visual schedule of lesson structure before starting, minimise unexpected changes to planned activities, offer quiet zone at pool edge if sensory overwhelm occurs, use consistent language and signals throughout, allow use of ear plugs if chlorine smell or noise is overwhelming, provide clear numerical targets (e.g., 'swim 4 sets' rather than 'swim until I tell you to stop'), allow transition time between activities.

visual impairment

Use high-contrast lane ropes if available, provide verbal descriptions of all demonstrations, use tactile guidance for stroke technique corrections (hand-over-hand with permission), assign swimming buddy for safety and orientation, give clear verbal cues for wall approaches ('three more strokes to wall'), use tapping on shoulder to signal turns or changes.

hearing impairment

Ensure student can see teacher for all instructions (no speaking while facing away), use clear hand signals for start/stop/rest (establish these at lesson start), provide written set structure on laminated card student can keep at pool edge, demonstrate all activities visually, use visual timer or light system for rest intervals, position near student for important instructions.

physical disability

Modify strokes as needed (e.g., arm-only versions if legs impaired), adjust distance (width instead of length if needed), allow use of flotation devices if appropriate, provide additional rest time between sets, permit alternative strokes if one or more competitive strokes not achievable, ensure pool access equipment available (hoist if needed), celebrate adapted achievements equally.

Cross-Curricular Links

Maths

Calculating rest intervals and total session time, measuring and comparing lap times, understanding percentages when discussing effort levels (70-80% effort), calculating training load using FITT principles, data collection and analysis of performance across multiple sets.

Science

Understanding energy systems during exercise (aerobic vs anaerobic), forces in water (drag, buoyancy, propulsion), cardiovascular and respiratory system responses to prolonged exercise, muscle groups used in different swimming strokes, principles of biomechanics in efficient stroke technique.

Geography

Understanding how Olympic swimming pools are standardised globally (50m), awareness of swimming as global sport with international competitions, water safety relevant to different aquatic environments.

PSHE

Resilience and mental toughness when facing physical challenges, setting realistic and achievable personal goals, self-awareness through reflection on strengths and weaknesses, managing emotions during frustration or fatigue, supporting and encouraging peers.

Teacher Guidance

Positioning

Position centrally along pool edge with ability to move quickly to either end. During medley sets, roam continuously to observe all lanes from different angles. During transitions, position at wall end to observe technique close-up. During rest periods, remain visible and accessible for questions but maintain observation of all students.

Observation Focus

Watch for: stroke technique quality (arm recovery, kick timing, body position), transition execution (legal touches, smooth rotations, efficient push-offs), pacing appropriateness (consistent effort vs. sprinting then struggling), breathing patterns (controlled vs. panicked), student interactions during rest (supportive vs. negative), signs of excessive fatigue or distress requiring intervention.

Intervention Points

Intervene immediately if: any student in distress or unsafe situation, stroke technique creating injury risk (e.g., hyperextended elbows), student stopping mid-pool (guide to wall), collision imminent, student attempting unsafe behaviour. Provide technique correction when: stroke errors are consistent and impacting progress, student appears frustrated and needs specific guidance, group-wide error pattern observed (whole-class teaching point). Offer encouragement when: student showing resilience despite difficulty, excellent technique or effort observed, student needs motivation to complete remaining sets.

Demonstration Notes

Demonstrate: each stroke transition in slow motion during skill introduction, showing the touch, rotation, and push-off sequence. Demonstrate: appropriate 'easy' pace during warm-up and cool-down by swimming a length. Demonstrate: all stretches clearly during cool-down with correct form. Use confident swimmers as positive demonstrations during lesson when appropriate with their permission. Use video or images of Olympic medley swimmers if technology available to show excellent technique.

Verbal Cues

•'Smooth transitions - touch and go!'
•'Control your pace - this isn't a race!'
•'Excellent stroke technique, maintain that!'
•'Breathe regularly - find your rhythm!'
•'Strong push-off from that wall!'
•'Three more strokes to the wall - you've got this!'
•'Rest properly - take your full minute!'
•'Quality over speed - show me beautiful technique!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Swimming pool minimum 25m length with depth appropriate for all strokes (minimum 1.2m recommended for butterfly). Multiple lanes required for ability grouping - minimum 3 lanes, ideal 4-6 lanes.

Surface Check

Pool water clear with good visibility to bottom. No debris, equipment, or hazards in water. Poolside surfaces checked for excessive water pooling creating slip hazards. Lane ropes secure and properly tensioned.

Equipment Safety

Safety Checks

•Lane ropes inspected for secure attachment and no damage
•Pool clock or timing device functioning and visible from all lanes
•Emergency equipment accessible: reaching pole, lifebuoy, first aid kit
•Any kickboards or equipment stored safely at pool edge, not creating trip hazards
•Backstroke flags in place if available (safety for wall approach)

Risk Management

Key Risks

•Collision between swimmers in same lane or between lanes
•Swimmer misjudging wall distance particularly during backstroke
•Exhaustion or cramping during demanding medley sets
•Slips and falls on wet poolside surfaces during entry/exit
•Aspiration of water during fatigued breathing in later sets
•Hypothermia from extended water exposure if pool temperature inadequate

Risk Mitigation

•Staggered starts within lanes (5-10 second gaps) to prevent collisions
•Ability grouping in lanes ensures similar pace swimmers together
•Clear instruction on backstroke wall approach and use of stroke counting
•Adequate rest periods enforced (1-2 minutes minimum) to prevent over-exertion
•Teacher actively monitoring all lanes continuously with roaming position
•Clear rules about stopping at wall only, never mid-pool if struggling
•Modified activities available for students showing excessive fatigue
•Walk, don't run policy enforced on all poolside areas
•Pool temperature verified at appropriate range (27-29°C) before session
•Emergency action plan reviewed and emergency equipment accessible

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned with clear sight-lines to all lanes at all times
•Roaming position along pool edge to observe different angles and distances
•Special attention to backstroke swimmers approaching walls
•Monitor students during butterfly stroke for signs of excessive struggle or distress
•Observe breathing patterns - intervene if panicked or irregular breathing noted
•Position near potential weak swimmers identified during warm-up
•During rest periods, scan pool for any student in difficulty
•Assistant or lifeguard present if available for additional supervision

Emergency Procedures

In event of swimmer in distress: 1) Immediate verbal instruction to stop and hold wall if possible, 2) Use reaching pole if within range or enter water for rescue if necessary, 3) Alert lifeguard/assistance immediately, 4) Remove student from water if needed and assess, 5) Administer first aid as appropriate (recovery position, CPR if required), 6) Contact emergency services if serious incident, 7) Complete accident report and notify senior leadership and parents. All staff must know location of emergency equipment and emergency contact procedures.