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Lesson 2 - Stroke Variation & Interval Training

Fitness & Water Safety Leadership

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Year 7

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Swimming

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Big Question

How can varying strokes and pacing strategies improve our swimming fitness and technique?

Learning Objectives

To vary training sessions with different stroke combinations
To use sets and repetitions with multiple strokes effectively
To challenge themselves with faster intervals and different rest periods
To pace different swimming strokes effectively throughout a training session

Key Outcomes

Students will complete a structured swim training session using multiple strokes
Students will demonstrate appropriate pacing strategies for different intensities
Students will understand how to structure sets and reps with varying rest intervals
Students will show improved stroke technique under different intensity levels

Equipment & Resources Required

Swimming Pool

25m pool with minimum 4 lanes

Ensure water temperature appropriate (28-30°C for training), adequate pool depth for all strokes, clear visibility of pool bottom

Alternative: Can adapt distances for shorter pools (e.g., 20m or 15m) - adjust rep counts accordingly

Rope

4-6 lanes

Secure lane ropes to prevent drift during session, ensure adequate spacing for safe stroke execution (minimum 2m wide per lane)

Alternative: If limited lane ropes, can use cones on poolside to mark lane divisions

Kickboards

1 per student (30 minimum)

Check all kickboards for damage before lesson, distribute at poolside before students enter water

Alternative: Pull buoys can be used for variation, or small floats if kickboards unavailable

Stopwatch

1 large pace clock visible to all, or 1 stopwatch per lane

Position pace clock where all swimmers can see clearly from pool, or assign timekeeper role to students rotating

Alternative: Can use waterproof watches or phone timers in waterproof cases

Sun Markers

1 large poolside whiteboard

Position at shallow end where all can see, write training sets clearly before lesson starts

Alternative: Laminated cards with session plan, or verbal instructions repeated

Key Vocabulary

Interval training

A training method involving periods of intense activity followed by periods of rest or lower intensity

Stroke alternation

Changing between different swimming strokes within a training session to work different muscle groups and maintain engagement

Pacing

Controlling swimming speed and effort throughout a session to achieve training goals without exhausting oneself too early

Sets and repetitions

A structured training format where 'reps' are individual swim lengths and 'sets' are groups of reps (e.g., 5 x 25m = 5 repetitions of 25 metres)

Rest interval

The recovery time between swimming repetitions, allowing heart rate to lower and muscles to recover

Independence

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

FITT principles

Frequency (how often), Intensity (how hard), Time (how long), Type (which activity) - a framework for designing training programmes

Kickboard

A buoyancy aid held in front to isolate and develop leg kick strength and technique

Skill Progression Pathway

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

Prior Learning

Basic competency in at least two swimming strokes (typically freestyle and backstroke)
Understanding of pool safety and lane discipline
Experience with structured warm-up activities in water
Awareness of different swimming paces (easy, moderate, fast)

Current Skills

Effective use of kickboards for specific training purposes
Understanding and application of interval training concepts
Stroke alternation within a structured training session
Pacing strategies for different stroke types and intensities
Managing personal effort levels and recovery periods

Next Steps

Introduction to more complex training sets with varied distances
Development of personal training programmes aligned with goals
Advanced pacing strategies for competition preparation
Integration of stroke-specific drills within training sessions
Understanding periodisation and training cycles

Milestone Indicators

Can maintain consistent stroke technique across multiple repetitions

Demonstrates appropriate pacing with minimal coach intervention

Shows improvement in stroke efficiency when fatigued

Can self-regulate intensity based on training goals

Provides helpful peer coaching feedback

Key Teaching Points

Safety is paramount: establish and enforce pool rules consistently throughout session, maintain constant visual supervision
Progressive structure: warm-up prepares body, skill development teaches concepts, main set applies learning, cool-down recovers safely
Pacing is sophisticated skill: students must learn difference between easy (50-60%), moderate (70%), and fast (80-90%) effort through experience and guidance
Differentiation through choice: offering Standard vs Challenging options empowers students and increases engagement while ensuring appropriate challenge
Technique over speed always: if stroke technique deteriorates, student is working too hard - slow down to maintain quality
Rest intervals are non-negotiable: they're part of the training stimulus, not 'cheating' - enforce them strictly for both physiological benefit and discipline
Stroke alternation works different muscle groups and maintains engagement - explain the 'why' to increase understanding and buy-in
Independence and responsibility: Year 7 students can make training decisions with guidance - this builds ownership and athlete mindset
Reflection is learning: the cool-down discussion is as valuable as the physical work for developing cognitive understanding of training principles
Positive, growth-focused language: emphasise personal progress and effort over comparison with others; celebrate character and determination not just physical success

Common Misconceptions

MISCONCEPTION: 'Rest intervals are for weak swimmers - strong swimmers should skip them.' CORRECTION: 'Rest intervals are a crucial part of training design. Even Olympic swimmers use structured rest. The rest allows you to swim the next rep at the correct intensity. Without rest, you're just swimming tired, not training smart.'
MISCONCEPTION: 'Fast pace means going as hard as possible every single rep.' CORRECTION: 'Fast in training means 80-90% effort so you can repeat it multiple times with good technique. If you go 100% maximum on the first rep, you'll be exhausted and your technique will fall apart. Smart swimmers pace themselves.'
MISCONCEPTION: 'Swimming more lengths is always better than swimming fewer.' CORRECTION: 'Quality matters more than quantity. It's better to swim 5 lengths with excellent technique than 10 lengths with poor technique. Your body learns what you practice, so practice good technique.'
MISCONCEPTION: 'Cool-down is optional and doesn't really matter.' CORRECTION: 'Cool-down is essential for safe recovery. It prevents dizziness, reduces muscle soreness, and helps your heart rate return to normal gradually. Skipping cool-down can make you feel unwell and increases injury risk.'
MISCONCEPTION: 'Choosing the Standard option means you're not as good as people who choose Challenging.' CORRECTION: 'Choosing the right option for YOUR ability is what smart athletes do. Standard might be perfect challenge for you today. Someone else's challenge level doesn't matter - what matters is whether you're pushing yourself appropriately.'
MISCONCEPTION: 'Stroke alternation is just to make it more interesting, it doesn't really help training.' CORRECTION: 'Different strokes work different muscle groups. If you only swim freestyle, you work the same muscles repeatedly and miss developing other areas. Alternating strokes makes you a more complete, versatile swimmer and prevents overuse injuries.'
MISCONCEPTION: 'Kickboard exercises are just for beginners.' CORRECTION: 'Even elite swimmers use kickboards in training. Kickboards isolate your leg kick so you can work on that specific component. Strong legs are crucial for all strokes, and kickboard work develops that strength and technique.'

SEN Adaptations

ADHD

Keep activity transitions brisk - minimise waiting time which can lead to distraction or impulsive behaviour. Provide clear, concise instructions in chunks rather than long explanations. Use frequent specific feedback to maintain focus: name the student and give precise point every 2-3 minutes. Allow movement breaks if needed (ADHD students may actually focus better with activity, so swimming suits them). Establish clear visual boundaries with lane ropes. Assign specific roles (timekeeper) to maintain engagement. Use enthusiastic, energetic coaching style. Break main set into smaller parts: 'first you'll do 5 lengths, then we'll check in' rather than presenting entire 15+ length set at once. Provide fidget option during reflection time (holding kickboard). Position near front where you can maintain eye contact.

dyspraxia

Allow extra time for processing movement instructions - demonstrate multiple times. Break stroke techniques into very small components: 'first just the arm movement... now just the leg... now combine'. Provide additional support with body positioning using kickboard to isolate leg kick. Use larger, easier to grip equipment if available. Give extra time for transitions in and out of pool. Avoid overcomplicated skills - stick to most comfortable strokes. Reduce number of reps if coordination challenge causes significant fatigue. Use positive reinforcement frequently. Pair with patient supportive buddy. Allow use of fins or other equipment that makes movement easier and builds confidence. Focus on participation and effort over perfect technique. Consider that water actually helps dyspraxic students sometimes as buoyancy supports movement.

autism spectrum

Provide written visual schedule of lesson structure at poolside so student can see what's coming next. Give advance warning before transitions: 'In 2 minutes we'll move to...' Use clear, literal language avoiding idioms. Minimise unexpected changes to plan. Provide quiet zone option if pool environment becomes overwhelming (sensory). Consider sensory sensitivities: some autistic students dislike water on face - goggles essential, may need gradual face immersion work. Use consistent routines each lesson. Provide timer so student can see rest interval countdown visually. Allow processing time after instructions before expecting response. Pair with understanding, patient buddy. Explain social expectations explicitly: 'When someone finishes their length, we say well done'.

visual impairment

Use brightly coloured lane ropes and kickboards for contrast. Provide clear verbal descriptions of all activities without relying on visual whiteboard - read aloud all written information. Assign buddy swimmer to stay close and provide verbal cues about wall proximity. Consider using tapping device on lane rope to indicate wall approach. Use tactile demonstrations: guide student's arm through correct stroke movement. Ensure student oriented to pool layout before starting. Use whistle or audible signals clearly for start/stop commands.

hearing impairment

Ensure student positioned where they can see teacher's face for lip-reading before entering water. Use clear visual demonstrations for all instructions - exaggerate movements. Provide written copy of training plan on laminated card they can keep at lane end. Use visual signals: thumbs up (good), hand wave (come here), raised fist (stop). Assign buddy to tap on shoulder for attention if teacher calling. Consider underwater visual markers or lights if available. Use visual timer or pace clock rather than purely verbal time calls.

physical disability

Modify strokes based on capability: if leg impairment, focus on arm propulsion and upper body technique; if arm impairment, focus on leg strength and can use fins. Provide pull buoy for leg support or fins for additional propulsion as needed. Adjust distances: may complete 2 x 25m instead of 5 x 25m with same rest. Allow longer rest intervals as needed. Ensure safe entry/exit method available (hoist, ramp, or buddy support). Modify training options: create personalized option at appropriate volume. Celebrate distance covered not speed. Assign supportive lane mates. Consult with student about their capabilities and preferences - they know their body best.

Cross-Curricular Links

English

Technical vocabulary development and accurate use (interval, alternation, pacing, repetitions). Verbal communication during peer discussions in reflection time. Listening skills: following complex multi-step instructions for training sets. Articulating learning and experience during reflection discussions. Reading comprehension: understanding written training plans on whiteboard. Speaking and presenting: sharing reflections with whole class, explaining observations.

Maths

Calculating rest intervals and total session time using stopwatches. Measuring distances swum (number of lengths x 25m = total metres). Understanding ratios in work:rest intervals (e.g., 25m work:60 sec rest). Analysing pacing data: comparing times for each fast length to identify consistency. Calculating heart rate: 10-second pulse count x 6 = beats per minute. Percentages: understanding 80-90% effort levels. Statistics: average pace, fastest/slowest rep, improvement over time.

Science

Cardiovascular system: heart rate increase during exercise, recovery during rest intervals. Respiratory system: breathing rate changes with intensity, oxygen debt. Muscular system: different strokes work different muscle groups (stroke alternation application). Forces in water: drag resistance, propulsion, buoyancy affecting body position. Energy systems: aerobic vs anaerobic work at different intensities. Temperature regulation: body heating during work, cooling during recovery. Lactic acid build-up during fast intervals and dissipation during rest.

Design & Technology

Designing training programmes using FITT principles (extension students). Understanding how training plans are structured to achieve specific goals. Problem-solving: how to structure a session to improve particular aspects of swimming. Evaluation: analysing effectiveness of own training session and identifying improvements.

Geography

Understanding spatial awareness within lanes and pool environment. Concepts of direction and lane discipline (clockwise swimming pattern). Distance measurement: metres, lengths, using flags as distance markers (5m from end). Mental mapping: knowing where you are in pool even when head underwater or swimming backstroke.

PSHE

Setting appropriate personal goals and working towards them independently. Making informed decisions about challenge level (Standard vs Challenging option). Self-awareness: recognising physical limits and capabilities honestly. Resilience and perseverance: continuing through difficult fast intervals when tired. Peer support: encouraging others, timing for lane, offering constructive feedback. Honesty and integrity: taking proper rest intervals even when tempted to skip. Growth mindset: viewing challenges and mistakes as learning opportunities. Leadership: those timing for lane or coaching peers. Responsibility: taking ownership of personal improvement and training choices.

Teacher Guidance

Positioning

Stand at poolside approximately 12-15m from shallow end (mid-pool position) for optimal view of all lanes. During warm-up and cool-down, position near shallow end. During main training set, move around poolside to observe different angles and provide feedback. Never turn back fully on pool - maintain peripheral vision at minimum.

Observation Focus

TECHNIQUE: Watch for stroke-specific technique points (arm recovery, body rotation, leg kick, breathing pattern). SAFETY: Scan for signs of distress, over-exertion, or unsafe behaviour. EFFORT: Monitor whether students are working at appropriate intensity for prescribed pace (easy/moderate/fast). ENGAGEMENT: Note which students are motivated vs struggling vs disengaged. DIFFERENTIATION: Identify who needs more challenge or more support in real-time.

Intervention Points

TECHNIQUE: Intervene if technique is unsafe (e.g., neck hyperextension) or significantly inefficient. SAFETY: Intervene immediately if student showing distress, unsafe behaviour, or rule violation. PACING: Intervene if student clearly working at wrong intensity (too hard too early, or not challenging themselves). SOCIAL: Intervene if students being unkind, exclusive, or overly competitive. MODIFICATION: Intervene to offer modified option if student visibly struggling to complete prescribed work.

Demonstration Notes

Demonstrate at START of lesson: kickboard technique, body position, easy pace. Demonstrate DURING lesson: if common error observed across multiple students (e.g., head position), stop session briefly, re-demonstrate correct form. Demonstrate PACING: show visible difference between easy, moderate, and fast by swimming short distances. Use STUDENT DEMONSTRATIONS: identify student showing excellent technique and ask them to demonstrate for class with their permission - powerful peer modelling. Demonstrate STRETCHES: clear, slow demonstration of each stretch with explanation of what should be felt and where.

Verbal Cues

•During kickboard warm-up: Say: 'Arms extended!' Say: 'Body flat like a table!' Say: 'Kick from hips not knees!'
•During stroke swimming: Say: 'Smooth rhythm!' Say: 'Breathe regularly!' Say: 'Reach and pull!'
•During fast intervals: Say: 'Push yourself!' Say: 'Strong finish!' Say: 'Hold your technique!'
•For pacing: Say: 'This should be moderate - you're going too fast!' Say: 'Save energy for the fast section!'
•For encouragement: Say: 'Excellent determination!' Say: 'Keep going, you've got this!' Say: 'Well done!'
•For rest intervals: Say: 'Take your full rest!' Say: '30 seconds... 15 seconds... 5, 4, 3, 2, 1... go!'
•For safety: Say: 'Wait at the wall!' Say: 'One at a time!' Say: 'Raise your hand if you need help!'

Safety Considerations

Space & Surface Requirements

Space Requirements

25-metre swimming pool with minimum 4 lanes, each lane minimum 2 metres wide for safe stroke execution. Water depth appropriate for all strokes: minimum 1.2m throughout for breaststroke and butterfly, though most pools will be deeper. Clear visibility of pool bottom. Temperature 28-30°C for training.

Surface Check

Pool water clarity checked before lesson - must be able to see bottom clearly. Pool chemicals properly balanced (pH, chlorine levels). No debris or hazards in water. Lane ropes securely fastened and in good condition. Pool deck non-slip and dry, no standing water creating slip hazards. Steps/ladders secure and clearly marked.

Equipment Safety

Safety Checks

•All kickboards inspected for cracks, sharp edges, or damage before distribution
•Sufficient kickboards for all students - no sharing during activities to prevent collisions
•Lane ropes taut and secure, checked before session to prevent entanglement hazards
•Stopwatch or pace clock functioning correctly for accurate rest interval timing
•Rescue equipment (reaching pole, rescue tube) accessible at poolside and staff trained in use
•First aid kit available poolside with cold packs, bandages, and emergency supplies

Risk Management

Key Risks

•Drowning or near-drowning through over-exertion, panic, or cardiac event - most serious risk
•Collision between swimmers within lane or across lanes during busy sections
•Slips and falls on wet pool deck during entry/exit or transitions
•Shoulder, elbow, or neck strain from poor technique or over-exertion, especially during fast intervals
•Muscle cramps from insufficient warm-up, dehydration, or over-exertion
•Hyperventilation or breath-holding leading to dizziness or shallow-water blackout
•Chemical exposure (chlorine) causing eye or skin irritation
•Hypothermia if water temperature too low or students in water too long with inadequate movement
•Impact injuries from hitting wall or lane ropes at speed during fast intervals
•Emotional distress or panic from fear of water or perceived inability to complete tasks

Risk Mitigation

•Confirm all students are confident swimmers (minimum 25m unaided competency) before lesson starts
•Establish and enforce clear pool rules at start: no running, follow lane direction, no diving in shallow end, raise hand if need help
•Teacher positioned for constant visual supervision of all students in all lanes throughout lesson
•Lifeguard present if required by facility policy, or teacher holds current lifeguard qualification
•Staggered starts maintain 5-second and 5-metre spacing between swimmers to prevent collisions
•Mandatory rest intervals prevent continuous over-exertion and allow teacher to check in with students
•Differentiated training options ensure all students work at appropriate intensity for their capability
•Emphasise technique maintenance over speed throughout - 'if technique breaks down, slow down'
•Comprehensive warm-up and cool-down protocols reduce injury risk and cardiovascular stress
•Regular verbal check-ins during rest intervals: 'How are you feeling? Any pain or problems?'
•Clear emergency procedure established: student raises hand and calls for help, teacher responds immediately
•Students briefed on signs of over-exertion: excessive breathlessness, dizziness, chest pain - must report immediately
•Teacher monitors for signs of distress: stopping mid-length, holding wall for extended time, facial distress
•Goggles recommended but not mandatory; if used, must fit properly to prevent eye irritation
•Adequate hydration: students encouraged to drink water before and after session, especially in warm pool environment
•Buddy system awareness: students aware of lane mates and should alert teacher if anyone struggling
•No jewelry, watches, or loose clothing that could cause entanglement
•Exit procedures clear and controlled: use steps/ladder only, no jumping or diving out, teacher supervises all exits

Supervision & Emergency Procedures

Supervision Points

•Teacher position at side of pool approximately mid-length for maximum visibility of all lanes simultaneously
•Never turn back on pool - even when writing on whiteboard, maintain visual contact with swimmers
•During main training set when students at various stages, constantly scan all lanes in rotation
•Position yourself to see both ends of pool during interval training - watch starts and finishes
•Move around poolside during longer sets to observe from different angles and check technique from multiple views
•Pay particular attention during fast intervals - highest risk time for technique breakdown and over-exertion
•During reflection and cool-down, maintain supervision even though physical intensity lower - students still in water
•Ensure clear communication: use whistle for attention, loud clear voice, ensure all students can hear instructions
•Keep register/class list poolside with medical information, allergies, swimming competency levels easily accessible
•Mobile phone or communication device available to summon emergency services if needed

Emergency Procedures

STOP activity immediately if any concern. ASSESS situation: minor issue (muscle cramp, technique problem) vs major emergency (student in distress, potential drowning, injury). RESPOND appropriately: Minor - assist student to safety, provide support, rest, reassess before continuing. Major - activate emergency protocol: clear pool if necessary, perform rescue using equipment or enter water if trained, call for backup (lifeguard, other staff, emergency services), administer first aid or CPR if qualified and necessary, ensure other students safely supervised by another adult, document incident thoroughly. POST-INCIDENT: notify parents, complete accident report, review procedures to prevent recurrence.