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Lesson 9 - Kicking Techniques & Endurance

Fitness & Water Safety Leadership

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Year 7

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Swimming

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Big Question

How can we swim further and faster using only our legs?

Learning Objectives

To challenge themselves with kicking-focused training over extended periods
To pace themselves effectively during distance kicking sets
To use different kicking techniques for various swimming strokes
To set and achieve personal kicking distance targets through self-directed learning

Key Outcomes

Students will complete extended kicking sets using appropriate pacing strategies
Students will demonstrate correct kicking technique for at least two swimming strokes
Students will achieve their personal kicking distance target or understand why they didn't
Students will understand the difference between kicking endurance and full stroke endurance

Equipment & Resources Required

Swimming Pool

25m or 50m pool with appropriate depth for Year 7

Water temperature 28-30°C, clear visibility, appropriate depth for swimming activities

Alternative: N/A - essential facility

Rope

4-6 lanes

Securely fastened, lanes clearly defined, appropriate width for student numbers

Alternative: Pool noodles or floating markers if lane ropes unavailable

Kickboards

1 per student (minimum 30)

Distributed at pool edge before session, various sizes available for different student heights

Alternative: Pull buoys held in front, or skilled swimmers can practice without support

Stopwatch

1 (large pace clock visible to all students ideal)

Positioned where all students can see, waterproof casing, clear display

Alternative: Smartphone timer app, multiple digital watches

Score Sheets

1 per student + spares

Clipboards or waterproof holders, pencils/pens attached, stored at pool edge

Alternative: Laminated sheets with whiteboard markers, digital recording on tablets

PE Equipment

As per pool safety requirements (reach poles, lifebuoys)

Positioned at designated points around pool, easily accessible, regularly inspected

Alternative: N/A - mandatory safety equipment

First Aid Kit

1 fully stocked kit

Located in accessible position, contents checked before session

Alternative: N/A - mandatory safety equipment

Key Vocabulary

Kicking technique

The specific leg movements used in each swimming stroke, including flutter kick (front crawl/backstroke), breaststroke kick, and butterfly kick

Endurance kicking

Sustained kicking practice over extended periods and distances to build leg strength and cardiovascular fitness

Pacing

Controlling your effort and speed over time to maintain performance without exhausting yourself too early

Independence

Taking ownership of your learning by making choices about activities, effort levels, and personal goals

FITT principles

Frequency, Intensity, Time, Type - the four components used to design effective training programmes

Target setting

Creating specific, measurable goals that are challenging but achievable to motivate improvement

Kickboard

A flotation device held in front to support the upper body while isolating and practicing leg movements

Technique efficiency

Performing movements correctly to achieve maximum distance with minimum energy expenditure

Skill Progression Pathway

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

Prior Learning

Students have completed Lesson 4 focusing on swimming distance
Students understand basic swimming stroke techniques including leg movements
Students have experience with kickboards and pool equipment
Students understand basic fitness concepts and personal challenge

Current Skills

Isolating leg movements and maintaining technique without arm support
Pacing strategies specific to kicking over extended distances
Self-directed goal setting and achievement in aquatic fitness
Understanding the specific demands of kicking endurance versus full stroke

Next Steps

Integrating improved kicking technique into full stroke swimming
Applying FITT principles to design personal swimming training programmes
Working towards external swimming qualifications and certifications
Developing independence in aquatic fitness training

Milestone Indicators

Consistent kick rhythm maintained over 200m without technique breakdown

Ability to switch between different kicking styles whilst maintaining efficiency

Self-selected rest periods are appropriate for continued quality performance

Accurate self-assessment of distance targets and achievement

Key Teaching Points

Kicking technique must originate from the hip joint, not the knee, for maximum efficiency and power
Ankle flexibility and extension are crucial - pointed toes with loose, floppy ankles create effective propulsion
Pacing strategy is essential for distance challenges - starting at sustainable pace prevents early exhaustion
Kickboard position affects body alignment - arms extended, hands on front edge, creates streamlined position
Different strokes require completely different kicking techniques - flutter vs breaststroke vs butterfly
Independence and self-regulation are key learning objectives - students making informed choices about rest and technique
Personal target setting should be challenging but realistic - approximately 60-70% of full stroke distance from Lesson 4

Common Misconceptions

MISCONCEPTION: Kicking harder (with more force) equals faster swimming. REALITY: Efficient technique with appropriate frequency is more effective than powerful but inefficient kicks. Address by: Demonstrate the difference between hard forceful kicking causing body to bounce versus controlled rhythmic kicking maintaining streamline. Emphasise 'smooth and steady beats hard and splashy'.
MISCONCEPTION: You should be able to kick the same distance as you can swim with full strokes. REALITY: Kicking-only distance is typically 30-40% less because arms contribute significantly to propulsion. Address by: Explicitly compare Lesson 4 distances with today's kicking distances, explaining the biomechanics of swimming propulsion and the important role arms play.
MISCONCEPTION: Breaststroke kick should be continuous like flutter kick. REALITY: Breaststroke requires distinct power-and-glide rhythm with clear recovery and drive phases. Address by: Demonstrate exaggerated breaststroke kick showing 'kick... gliiiiide, kick... gliiiiide' rhythm. Explain that glide phase is where propulsion happens, not wasted time.
MISCONCEPTION: Taking rest periods during distance challenge means you're failing or weak. REALITY: Strategic rest periods allow technique quality to be maintained, resulting in better overall performance. Address by: Explicitly praise students who take appropriate rest breaks, emphasising that smart decision-making about rest is a sign of maturity and understanding.
MISCONCEPTION: Keeping your head up out of the water is safer or more comfortable. REALITY: Head position significantly affects body alignment - head too high causes legs and hips to drop increasing drag. Address by: Demonstrate side-by-side comparison of head positions showing how body angle changes. Explain 'where your head goes, your body follows'.

SEN Adaptations

ADHD

Keep instruction segments short with immediate activity following. Provide clear, specific targets with short-term checkpoints throughout 20 minutes. Allow choice of kicking technique to maintain engagement. Use pace clock for visual focus on time remaining. Provide frequent specific feedback and encouragement. Build in structured rest periods rather than 'as needed' to provide routine. Use energy positively through self-directed intensity during challenge. Celebrate effort and focus as well as distance achieved.

dyspraxia

Break down kicking technique into very small sequential steps. Provide additional practice time during skill development phase. Use exaggerated demonstrations showing each movement separately. Allow use of pool noodle or larger flotation aid if kickboard coordination difficult. Reduce distance expectations focusing on quality over quantity. Provide specific verbal cues for technique throughout ('kick-kick-kick, breathe!'). Allow more frequent rest periods. Celebrate improvement in technique coordination over time.

autism spectrum

Provide visual schedule showing lesson structure and timings. Give advance notice of transitions between activities. Allow use of preferred kickboard/equipment for consistency. Provide written personal target to refer to throughout challenge. Designate specific lane to reduce sensory overwhelm. Allow use of ear plugs if sound sensitivity is issue. Provide quiet area for breaks if needed. Use specific concrete language avoiding idioms. Maintain predictable routine structure.

visual impairment

Use brightly coloured kickboards for higher visibility. Provide verbal descriptions of all demonstrations with detailed spatial information. Use physical guidance to establish correct body and kickboard position. Buddy system with sighted partner for lane navigation. Enhanced verbal feedback throughout distance challenge. Use tactile markers at pool edge for orientation.

hearing impairment

Ensure student can see teacher's face clearly during all instructions for lip reading. Use visual demonstrations extensively. Establish clear visual signals for start/stop/emergency. Provide written instructions and distance targets on laminated cards. Use underwater communication signals if student is comfortable. Ensure student paired with hearing buddy for safety information. Position teacher where student can see at all times during activities.

physical disability

Modify kickboard grip if hand function limited - straps or adapted equipment. Allow use of additional flotation devices if needed for stability. Reduce distance expectations appropriately based on individual capability. Permit alternative kicking techniques that accommodate physical limitations. Allow more frequent rest periods without penalty. Buddy support system for safety. Celebrate participation and effort over distance achieved. Consider use of pool hoist for safe water entry if required.

Cross-Curricular Links

English

Specialist vocabulary development - technical terms for swimming techniques. Articulating reflections on performance clearly and specifically. Providing constructive feedback to peers. Following complex verbal instructions during demonstrations and activities.

Maths

Calculate percentage difference between full stroke distance (Lesson 4) and kicking-only distance. Use ratio to compare effort to distance. Time calculations for pacing strategies (e.g., maintaining 50 seconds per 25m length). Graph distance achieved over time to analyse pacing effectiveness.

Science

Biomechanics of efficient kicking technique - forces generated by leg movements. Energy systems used during distance endurance activities (aerobic vs anaerobic). Muscle fatigue and lactic acid buildup during extended exercise. Cardiovascular response to sustained physical activity. Streamlining and drag reduction principles in water.

Geography

Understanding of distances in metres - visualising 25m, 100m, 300m+ lengths. Mapping progress over time tracking distance achievements. Spatial awareness of lane positioning and pool dimensions.

PSHE

Setting personal targets and goals - SMART goal setting principles. Resilience and perseverance when facing challenging tasks. Independence and self-regulation in learning. Taking responsibility for personal improvement. Supporting and encouraging peers - positive social interactions. Honest self-assessment and reflection on performance.

Teacher Guidance

Positioning

Position at pool corner during swimming activities for maximum visibility across all lanes. Move along poolside during distance challenge to provide individual feedback and monitor safety. During demonstrations and reflection, position where all students can see and hear clearly. Maintain proximity to weaker swimmers during challenge phase.

Observation Focus

Continuously monitor: 1) Technique quality - look for hip-driven kicks, ankle extension, streamlined position, 2) Effort levels - appropriate challenge without dangerous exhaustion, 3) Safety awareness - spacing, following instructions, no distress signals, 4) Independence - quality of decision-making about rest and technique choices, 5) Peer interactions - supportive behaviour and encouragement, 6) Progress towards personal targets - motivate students approaching goals.

Intervention Points

Intervene when: 1) Any safety concern observed - immediate action required, 2) Technique breaking down significantly - provide rest and feedback, 3) Student showing signs of unsafe fatigue - enforce rest period or modify activity, 4) Negative peer interactions - redirect to supportive behaviour, 5) Student not participating fully - investigate reason and provide support, 6) Misunderstanding of task - clarify instructions, 7) Inappropriate pacing - guide towards more effective strategy.

Demonstration Notes

During technique demonstrations, show movements slowly and with exaggeration for clarity. Demonstrate both correct and incorrect technique for contrast. Use confident swimmers as peer demonstrators during lesson to provide relatable models. When demonstrating pacing, show clear difference between sprint effort and sustainable distance pace. During stretching, demonstrate each stretch clearly counting duration aloud for students to follow.

Verbal Cues

•'Kick from your hips! Long, loose legs!'
•'Pointed toes! Floppy ankles like flippers!'
•'Arms extended! Push that board away from you!'
•'Remember your pacing strategy! Don't start too fast!'
•'Quality over quantity! Technique first, speed second!'
•'Listen to your body - rest when you need to!'
•'Excellent decision to take that rest - now you can continue with good technique!'
•'You're halfway to your target - keep that steady pace going!'
•'Breathe! Relax your breathing pattern!'
•'Think streamline - body position horizontal to the water!'

Safety Considerations

Space & Surface Requirements

Space Requirements

25m or 50m swimming pool with appropriate depth for Year 7 students (minimum 1.2m depth in swimming areas). Multiple lanes required to accommodate class size with adequate space per student.

Surface Check

Pool water clarity sufficient for visibility of all students throughout depth. Pool surround non-slip and free from water accumulation. Poolside area clear of trip hazards or obstacles.

Equipment Safety

Safety Checks

•Kickboards inspected before use - no cracks, sharp edges, or damaged foam
•Lane ropes securely fastened at both ends, floats intact and functional
•Emergency equipment (reach poles, life rings) positioned at designated points and easily accessible
•First aid kit fully stocked and located in accessible position
•Pace clock/timer functioning correctly if being used
•All students wearing appropriate swimming attire - no loose clothing that could impede movement

Risk Management

Key Risks

•Drowning or submersion - primary risk in any aquatic environment
•Muscle cramps during extended kicking activity due to fatigue
•Collisions between students in shared lanes during distance challenge
•Hyperventilation or difficulty breathing due to overexertion
•Slips and falls on wet poolside surfaces during entry/exit
•Hypothermia if pool temperature too low or session too extended
•Exhaustion leading to unsafe swimming ability during distance challenge

Risk Mitigation

•Qualified lifeguard on duty throughout session (legal requirement)
•Teacher maintains continuous visual supervision of all students
•Students demonstrated competent swimming ability in prior lessons
•Warm-up protocol ensures muscles prepared for extended activity
•Clear lane allocation prevents overcrowding and reduces collision risk
•Students instructed to self-regulate and rest when needed
•Emergency stop signal established and understood by all students
•Adequate rest periods built into lesson structure
•Pool temperature maintained at 28-30°C for comfort and safety
•Distance challenge limited to 20 minutes to prevent excessive fatigue
•Cool-down period ensures safe reduction of heart rate and body temperature
•Teacher positioned for rapid intervention if any student showing distress
•Regular head counts to ensure all students accounted for throughout session

Supervision & Emergency Procedures

Supervision Points

•Position at pool corner for visibility across multiple lanes
•Continuously scan all swimming areas using systematic pattern
•Monitor high-activity areas during distance challenge phase
•Watch for signs of fatigue: technique breakdown, laboured breathing, distress signals
•Position near weaker swimmers during challenge for close monitoring
•Ensure adequate spacing maintained in lanes throughout
•Monitor that rest periods are being taken appropriately
•Be alert to any student not participating or at pool edge looking unwell

Emergency Procedures

STOP signal (whistle blow) - all students immediately stop activity and hold pool edge. Assess situation. For student in difficulty: use reaching aid first (pole/kickboard), if necessary enter water for rescue following training protocols. Clear pool if serious incident. Summon additional help (lifeguard/other staff). Administer first aid as appropriate. Follow school incident reporting procedures. Contact emergency services if required. DO NOT continue session until situation fully resolved and area confirmed safe.