Lesson 7 - Session Leadership & Evaluation
Fitness & Water Safety Leadership
•Year 7
•Swimming
•Start Planning Better PE Lessons
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How can we become effective coaches and evaluators of our own training?
Learning Objectives
- To deliver and evaluate their own main training sessions with confidence
- To give and receive constructive feedback on workouts using structured frameworks
- To plan progressive training sessions that develop stamina and fitness
Key Outcomes
- Students will successfully lead a complete training session for their peers
- Students will provide meaningful feedback using WWW and EBI structures
- Students will demonstrate understanding of progressive training principles
- Students will reflect critically on their own coaching and session planning
Equipment & Resources Required
Ensure clear lane markings and safe water temperature (28-30°C ideal for training)
Alternative: N/A - essential facility
Position to create clear swimming lanes with adequate width for safe passing
Alternative: Pool noodles or floating markers if lane ropes unavailable
Store at poolside in accessible location, students collect as needed for their planned sessions
Alternative: Pull buoys can be used for some drills
Place alongside kickboards for student-led session equipment selection
Alternative: Can improvise with empty water bottles (sealed) between legs
Organised by size, students must know correct fitting to avoid blisters
Alternative: Not essential - sessions can be adapted without
Essential for timed intervals - brief students on use before lesson
Alternative: Waterproof watches, pool pace clock if available
For student coaches to write session structure visible to all swimmers
Alternative: Laminated cards with session plans
Waterproof clipboards or keep in dry area for completion after swimming
Alternative: Digital feedback via tablets if available
Key Vocabulary
Student choice with their activities and taking control of own learning
Helping out as a coach when needed and ensuring safety of others
Taking control of personal improvement and actively planning progression
Specific, measurable goals to work towards in training
What Went Well - positive aspects of performance to celebrate
Even Better If - constructive suggestions for improvement
The ability to sustain physical effort over time without excessive fatigue
Gradually increasing training difficulty through distance, intensity, or complexity
Frequency, Intensity, Time, Type - framework for designing effective training programmes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of basic swimming strokes and techniques
- Knowledge of Swim4Fitness training concepts
- Experience following structured training sessions
- Familiarity with warm-up and cool-down principles
- Basic understanding of FITT principles (Frequency, Intensity, Time, Type)
Current Skills
- Session planning and organisation
- Leadership and coaching communication
- Constructive feedback delivery using WWW and EBI
- Critical evaluation of training effectiveness
- Progressive training design for stamina development
- Peer assessment and observation skills
Next Steps
- Developing personalised long-term training programmes
- Advanced coaching techniques and demonstration skills
- Independent training with external qualification goals
- Mentoring younger students in swimming development
- Applying FITT principles to varied training contexts
Milestone Indicators
Key Teaching Points
- WWW (What Went Well) must always come before EBI (Even Better If) to maintain positive, constructive tone in feedback
- Specific feedback is infinitely more valuable than generic praise - encourage students to reference exact moments or observable behaviours
- Stamina training requires sustainable intensity (moderate-high effort, approximately 70-80%) maintained over time, not short sprints
- FITT principles (Frequency, Intensity, Time, Type) provide framework for effective progressive training session design
- Effective coaching requires clear voice projection, strategic positioning for visibility, and active observation during activity delivery
- Session planning must include progressive structure: warm-up preparing body, main session developing fitness, cool-down aiding recovery
- Receiving feedback graciously without defensiveness is crucial professional skill for athletes and coaches - model this explicitly
Common Misconceptions
- MISCONCEPTION: 'Any swimming develops stamina.' CORRECTION: Stamina requires sustained moderate-high intensity work over time - very easy or very hard (sprint) swimming doesn't develop aerobic stamina effectively
- MISCONCEPTION: 'Criticism helps people improve.' CORRECTION: Constructive feedback (EBI format) suggests solutions, whereas criticism identifies problems without helping - always frame as 'even better if...'
- MISCONCEPTION: 'Good coaches just tell people what to do.' CORRECTION: Effective coaches observe, encourage, provide technical corrections, demonstrate, and adapt based on athlete response - it's active, not passive
- MISCONCEPTION: 'Feedback should focus on what went wrong.' CORRECTION: Balanced feedback starts with strengths (WWW) to build confidence, then addresses improvements (EBI) - research shows this approach more effective for learning
- MISCONCEPTION: 'Training harder is always better.' CORRECTION: Progressive training means gradual increases in difficulty; too much too soon causes injury, burnout, or technique breakdown - FITT principles ensure appropriate progression
- MISCONCEPTION: 'Cool-downs aren't important.' CORRECTION: Cool-downs facilitate cardiovascular recovery, prevent blood pooling, reduce muscle soreness, and provide technique practice - essential part of professional training
- MISCONCEPTION: 'Planning sessions takes away from swimming time.' CORRECTION: Thoughtful planning maximises training effectiveness; poorly planned sessions waste time and don't achieve fitness goals - planning IS part of training
SEN Adaptations
ADHD
- Break session planning into smaller chunks with checkpoints; provide regular positive feedback during delivery; allow movement during feedback sessions if needed; use visual timers to show time remaining; clear, concise instructions without lengthy explanations; position near front during whole-class instruction; frequent check-ins during independent planning
dyspraxia
- Provide extra practice time for coaching delivery; allow written notes or prompt cards during session leadership; simplify session structure with fewer components; extend time for transitions; focus on verbal instructions rather than complex demonstrations; provide templates for session planning; partner support for organisation and equipment setup; celebrate effort over technical perfection
autism spectrum
- Provide clear visual schedule of lesson sections and timings; prepare students in advance for peer leadership roles; allow preparation time for session delivery; offer structured feedback templates with clear prompts; permit smaller group sizes for coaching; provide quiet area if overwhelmed; consistent routines for session structure; clear, literal language in instructions
visual impairment
- Pair with sighted buddy for coaching and swimming; use bright coloured equipment for visibility; provide verbal descriptions of session structures; use tactile demonstrations for technique; ensure coaching position allows verbal contact; use pool edge tactile markers; provide written session plans in large print or braille if needed
hearing impairment
- Use visual demonstrations extensively; write session structure on whiteboard clearly; use hand signals for communication in water (thumbs up = good, pointing = direction); position for lip-reading when giving instructions; provide written feedback sheets instead of verbal only; buddy system for safety communication; consider vibrating timer for intervals
physical disability
- Adapt session plans to capabilities - focus on achievable distances; allow use of adaptive equipment (floatation aids if appropriate for stamina work); coaching can be done from poolside or seated position; modify feedback requirements to verbal only if writing difficult; focus on personal progression rather than comparison with others; ensure accessible pool entry/exit
Cross-Curricular Links
English
Oral communication skills in coaching delivery; giving clear verbal instructions; structured feedback writing using WWW/EBI framework; persuasive language to motivate peers; evaluative writing about session effectiveness; professional vocabulary use; active listening during feedback sessions
Maths
Calculating rest intervals and recovery ratios; measuring distances and times; analysing pace (distance ÷ time); percentages for intensity levels (e.g., 70% effort); data collection and analysis from timed sets; creating tables and graphs of progression over weeks
Science
Cardiovascular system response to endurance training; respiration during aerobic exercise; muscle function and fatigue in stamina work; energy systems (aerobic vs anaerobic); principles of training and adaptation; recovery physiology; thermoregulation in water
ICT
Using digital timers/stopwatches for interval management; potential recording and analysis of session data; creating digital session plans or training programmes; researching training principles online; using apps for fitness tracking
PSHE
Leadership and responsibility when coaching peers; giving and receiving constructive criticism; resilience when facing challenges or feedback; self-awareness and reflection on personal development; respect for others in peer leadership contexts; managing emotions during intense training; goal-setting for progression; teamwork and cooperation
Teacher Guidance
Positioning
Continuously circulate between all coaching stations during student-led sessions; never remain static; position for maximum visibility of all swimmers in water; during feedback sessions, stand where you can monitor all groups; during whole-class instruction, position centrally where all can see and hear
Observation Focus
Watch for: coaching clarity and effectiveness; appropriate session intensity for stamina development; swimmer technique quality and fatigue levels; safety maintained throughout; quality and tone of feedback during WWW/EBI; engagement and respect shown by all students; time management by student coaches; equipment use appropriateness
Intervention Points
Intervene immediately if: safety compromised (swimmer in distress, dangerous practices); intensity inappropriate for ability level (too easy provides no development, too hard risks exhaustion/injury); feedback becoming unkind or personal rather than constructive; session lacks structure or clear objectives; time management failing badly; coaching instructions unclear or confusing; students disrespecting peer coaches
Demonstration Notes
Demonstrate coaching positioning during warm-up introduction; model WWW/EBI feedback with specific examples on whiteboard during skill introduction; if needed, demonstrate appropriate stamina training intensity through short swimming example; show how to receive feedback graciously without defensiveness; demonstrate professional session conclusion techniques; model enthusiastic but realistic encouragement; demonstrate effective use of stopwatch for interval management
Verbal Cues
- •'Coaches - remember to position where all swimmers can see you!'
- •'That's excellent specific feedback - it tells the coach exactly what to improve'
- •'Swimmers - show respect for your peer coaches by following instructions carefully'
- •'Remember, stamina training should feel challenging but sustainable - not sprinting!'
- •'WWW comes before EBI - start with positives'
- •'Be specific! What exactly did you observe?'
- •'Coaches - circulate and give feedback during swimming, not just watch'
- •'Two-minute warning coaches - wrap up your final set'
- •'This is cool-down - slow, smooth, quality technique'
- •'Think about FITT principles when planning your homework session'
Safety Considerations
Space & Surface Requirements
Space Requirements
25m or 50m swimming pool with clear lane divisions, minimum depth 1.2m for safe swimming training, adequate space at pool edges for coaching positions and group gatherings (minimum 1.5m clear surround)
Surface Check
Pool water temperature between 28-30°C for comfortable extended training; appropriate chlorine levels for safety; clear water visibility to see all swimmers at depth; poolside surfaces dry and non-slip before gathering groups; no obstacles or hazards around pool perimeter
Equipment Safety
Safety Checks
- •Lane ropes secure and properly tensioned to prevent entanglement
- •All swimming equipment (kickboards, pull buoys, fins) checked for damage before use - no sharp edges or cracks
- •Stopwatches and timing devices waterproof and functioning correctly
- •Whiteboards positioned safely away from pool edge to prevent trip hazard
- •All equipment stored safely when not in use - not left in water or on pool deck where people walk
Risk Management
Key Risks
- •Drowning or water safety incidents during unsupervised peer-led sessions
- •Exhaustion from over-intensive stamina training leading to inability to complete swim
- •Collisions between swimmers in same lane during training sets
- •Slips and falls on wet pool surrounds during transitions
- •Muscle cramps during extended swimming
- •Emotional distress from giving/receiving feedback
- •Cold stress from extended time in water or poolside
- •Breathing difficulties for students with asthma during high-intensity work
Risk Mitigation
- •Teacher continuously circulates and monitors all coaching stations - never leaves pool area
- •Maximum group sizes (5-6 per coach) ensure adequate supervision ratios
- •Clear emergency stop signal established (whistle blast = all stop immediately)
- •Coaches briefed on appropriate intensity levels - never exceed student capabilities
- •Adequate rest intervals mandated in all session plans
- •Swimming direction in lanes clearly established to prevent head-on collisions
- •Pool rules reinforced: no running, no pushing, no diving in shallow areas
- •Warm-up mandatory before intense training to prevent injury
- •Cool-down mandatory after intense training to prevent sudden cardiovascular changes
- •Teacher monitors for signs of exhaustion and intervenes when needed
- •Students with medical conditions (asthma, etc.) have medication poolside and coaches aware
- •Feedback sessions structured to be constructive, not personal, preventing emotional distress
- •Maximum pool time monitored to prevent excessive cold exposure
- •All students confirmed competent swimmers before participating in stamina training
Supervision & Emergency Procedures
Supervision Points
- •Teacher position: circulate continuously between all coaching stations, never static
- •Maintain clear sight lines to all swimmers at all times
- •Position to observe high-activity areas during main training sessions
- •During feedback sessions, position to monitor both discussion groups and any students still in water
- •Monitor for students in distress: excessive breathlessness, technique breakdown, stopping mid-lane
- •Watch changing areas entry/exit to ensure all students accounted for
- •During student-led sessions, intervene immediately if safety compromised
Emergency Procedures
Emergency whistle blast = all swimmers stop immediately and move to pool edge; teacher assesses situation; appropriate first aid administered for minor injuries (cuts, cramps); emergency services called for serious incidents (unconsciousness, suspected injury); emergency evacuation procedure followed for pool evacuation; all students accounted for via register check; accident report completed for any incidents; parents informed of any injuries or incidents