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Lesson 10 - Swimming in Clothing & Safety

Fitness & Water Safety Leadership

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Year 7

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Swimming

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Big Question

How would you survive if you fell into water fully clothed?

Learning Objectives

To swim effectively whilst wearing additional clothing
To adapt swimming technique for challenging conditions with increased resistance
To understand safety aspects of swimming in clothing and real-world water survival scenarios

Key Outcomes

Students will successfully complete swimming lengths whilst wearing clothing
Students will demonstrate adapted stroke techniques to compensate for increased resistance
Students will articulate the importance of water safety and survival skills in real-world contexts
Students will experience and reflect on the physical demands of resistance training in water

Equipment & Resources Required

Swimming Pool

25m pool with appropriate depth zones

Ensure temperature appropriate (28-30°C); depth markers clearly visible

Alternative: N/A - essential facility

Rope

Sufficient to divide pool into safe swimming lanes

Set up lanes to separate ability groups and prevent collisions

Alternative: Clear spacing markers if lane ropes unavailable

T-shirts

1 per student (approximately 30)

Medium size suitable for most; ensure no heavy embellishments that could cause injury; students should bring own if possible for hygiene

Alternative: Lightweight swimming shirts, rash vests, or old cotton t-shirts

Kickboards

1 per student (30)

Place at pool edge within easy reach; check for damage before use

Alternative: Pull buoys if kickboards unavailable

Pace Clock

1.5 visible from all lanes

Position where all students can see clearly; ensure fully functional

Alternative: Stopwatches or visible timer display

Whistles

1 for teacher

Keep accessible at all times for emergency stops

Alternative: Clear hand signals if whistle not suitable

Key Vocabulary

Independence

Making your own choices about activities and taking control of your own learning journey

Responsibility

Taking ownership of your safety and supporting others, including offering helpful coaching when needed

Ownership

Taking control of your personal improvement by setting goals and monitoring your own progress

Targets

Specific, measurable goals to work towards in your training programme

Improvement

Making progress in technique, fitness or mental approach over time

Water Safety

Understanding risks and taking appropriate precautions around water to prevent accidents

Resistance Training

Exercise performed against increased opposition to build strength and endurance

Adaptation

Adjusting your technique or approach to meet changing conditions or challenges

Buoyancy

The upward force that allows objects to float in water; clothing can trap air affecting this

Drag

The resistance force that opposes movement through water; increased by loose clothing

Skill Progression Pathway

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

Prior Learning

Students can swim at least 25 metres competently using one stroke
Students understand basic swimming techniques for freestyle, breaststroke and backstroke
Students have experience of fitness-based swimming sessions
Students understand basic water safety rules in a pool environment

Current Skills

Adapting swimming technique for increased resistance
Maintaining stroke efficiency under challenging conditions
Understanding real-world application of water safety skills
Experiencing resistance training principles in aquatic environment
Self-regulating effort and pace during demanding activities

Next Steps

Applying water survival techniques in more complex scenarios
Developing personal fitness programmes with progressive overload
Taking responsibility for peer coaching and water safety awareness
Working towards external swimming qualifications and lifesaving awards

Milestone Indicators

Maintains recognisable stroke pattern despite added resistance

Adjusts breathing patterns appropriately for increased demand

Demonstrates awareness of personal limits and safety boundaries

Shows resilience and mental toughness during challenging sets

Can articulate the 'why' behind water safety practices

Key Teaching Points

Safety is paramount: establish clear stop signals, permission to modify, and constant supervision before beginning challenging activity
Psychological preparation is essential: discuss water safety context, demonstrate clothing effects, and normalize the challenge before students experience it
Technique adaptation is key skill: explicitly teach shorter strokes, increased breathing frequency, and steady pacing as responses to increased resistance
Differentiation must be meaningful: Standard vs Challenging options should genuinely meet different ability levels, not arbitrary divisions
Reflection and metacognition enhance learning: regular discussion, questioning, and self-assessment consolidate physical experience into lasting understanding
Real-world relevance increases engagement and importance: consistently connect activity to water safety scenarios, survival skills, and potential life-saving applications
Recovery is part of training: enforce rest intervals, provide adequate cool down, and teach students that recovery is when adaptation and learning occur

Common Misconceptions

Misconception: 'Swimming in clothes is impossible' - Reality: It's significantly harder but definitely possible with adapted technique; this lesson proves students CAN do it
Misconception: 'Fast lengths should be maximum sprint effort' - Reality: Fast lengths should be controlled 80% effort sustainable across multiple repetitions; sprinting leads to burnout
Misconception: 'If you can swim well in normal swimwear, clothing won't affect you much' - Reality: Even elite swimmers experience dramatic performance decrease with clothing; affects everyone significantly
Misconception: 'Water safety training is only for weak swimmers' - Reality: Anyone can find themselves in unexpected water emergency; strong swimmers also benefit from survival skills training
Misconception: 'The goal is to complete all lengths at any cost' - Reality: The goal is safe learning experience; stopping when needed demonstrates good self-awareness and safety judgement, not failure
Misconception: 'You should try to maintain normal stroke technique despite clothing' - Reality: Adapting technique (shorter strokes, different breathing) is the smart response to changing conditions; rigidity is inefficient

SEN Adaptations

ADHD

Break instructions into short, clear chunks with regular check-ins; provide frequent specific feedback and encouragement; allow brief movement breaks if focus waning; position near teacher for proximity support; use clear timings and visual countdowns; celebrate small incremental achievements; redirect impulsive behaviour promptly but positively; consider earlier in lesson when concentration optimal

dyspraxia

Focus on one or two technique adaptations rather than multiple simultaneously; provide additional practice time before main set; break skills down into smaller component parts; use simplified language for instructions; allow use of pool wall for brief rests without pressure; reduce complexity of main set (fewer lengths, simpler fast/slow pattern); celebrate effort and progress rather than technique perfection; provide additional buoyancy support if coordination significantly impacted

autism spectrum

Provide visual schedule of lesson structure before beginning; maintain consistent routine and clear transitions; allow for sensory sensitivities (may need gradual introduction to wearing t-shirt in water); create quiet zone option if overstimulation occurs; use clear, literal language in instructions; provide advance warning of any changes; allow movement breaks if needed; consider noise levels (pool environments can be echoey and overwhelming)

visual impairment

Use high contrast coloured t-shirts for visibility; provide detailed verbal descriptions of all activities and spatial arrangements; assign sighted buddy for navigation and support; teacher maintains close proximity with regular verbal check-ins; use tactile pool edge markers for orientation; ensure no unexpected changes to pool layout

hearing impairment

Ensure student can see teacher at all times for demonstrations and lip reading; use clear visual signals for start/stop (hand signals in addition to whistle); provide written instructions on laminated card poolside; assign communication buddy who can sign or relay instructions; position student in lane closest to teacher; use visual timer/pace clock for timing rather than verbal calls

physical disability

Adapt activity to student's ability level - may focus on upper body swimming with float support or vice versa; allow use of additional flotation aids if needed; reduce distance expectations (e.g., widths instead of lengths); provide extra time for transitions and getting in/out of pool; consider hoist access if needed; focus on personal progress rather than group standards; t-shirt adaptation may be worn over wetsuit or adapted clothing already used

Cross-Curricular Links

English

Specialised vocabulary acquisition and usage (drag, buoyancy, resistance, adaptation); articulating experiences and reflections verbally; listening to instructions and discussions; descriptive language about physical sensations and experiences

Maths

Timing and measuring intervals (calculating rest periods); counting lengths and total distance covered; understanding percentages (60% effort, 80% effort); data collection and comparison (times with/without clothing); calculating heart rate and understanding target zones

Science

Understanding drag forces and resistance in fluids; how water temperature affects body (hypothermia risk); physiological responses to exercise (heart rate, breathing rate, fatigue); muscle groups used in swimming strokes and how they work; energy systems during interval training (aerobic vs anaerobic)

Geography

Understanding water environments (rivers, lakes, seas, oceans); recognising hazards in natural water settings; awareness of tides, currents, and weather effects on water safety; UK water safety statistics and local water features

PSHE

Risk assessment and safety awareness around water; resilience and mental toughness development; setting and working towards personal goals; supporting others and teamwork; emotional regulation under stress/challenge; understanding emergency response and helping others in crisis; life skills (survival swimming)

Teacher Guidance

Positioning

Primarily mobile along poolside during swimming activities, able to move between lanes for individual coaching. Stationary in central viewing position during briefings and discussions. Position in shallow end for plenary discussion to be at student level. Always positioned for maximum visibility of all students.

Observation Focus

During warm-up: baseline technique and ability levels. During skill introduction: engagement, anxiety levels, understanding. During practice lengths: technique adaptations being applied, signs of struggle or success. During main set: pace management, technique maintenance under fatigue, resilience, completion rates. During cool down: recovery quality, discussion engagement, self-awareness in reflection.

Intervention Points

Intervene immediately for: safety concerns (distress, technique breakdown risking safety, exhaustion), behaviour issues (horseplay in water, ignoring instructions), equipment problems. Intervene supportively for: pacing errors (too fast/slow), technique deterioration, motivational issues, anxiety. Modify activity for: students unable to complete standard volume, those showing excessive fatigue, genuine fear or panic responses.

Demonstration Notes

Demonstrate with exaggeration for visibility: show difference between adapted technique (short strokes) and normal technique (full extension). Demonstrate incorrect technique for contrast ('not like this'). Get in water to demonstrate if needed for clarity. Use student demonstrations: identify those with good technique and ask them to show others. Verbalize internal experience during demonstration: 'I can feel the drag on my arms' helps students understand their own sensations.

Verbal Cues

•'Breathe every 2 strokes!' - frequent breathing reminder
•'Shorter strokes, more power!' - technique adaptation cue
•'You've got this, keep going!' - motivational encouragement
•'Check the clock - wait for your rest time!' - pacing management
•'Smooth and controlled, not fast and messy!' - technique over speed
•'How does this feel compared to normal swimming?' - reflective prompting
•'This is about learning, not about being fastest!' - reframe competition
•'If you need to stop, that's okay - hold the poolside!' - safety reassurance

Safety Considerations

Space & Surface Requirements

Space Requirements

25m swimming pool with depth appropriate for Year 7 (minimum 1m shallow end, maximum 2m deep end acceptable). Multiple lanes available for ability grouping. Clear visibility of all areas from poolside.

Surface Check

Pool water temperature appropriate (28-30°C) for sustained activity; water clarity good allowing visibility of pool floor; chlorine levels appropriate; no debris or hazards in water; poolside surfaces checked for excessive water/slipperiness

Equipment Safety

Safety Checks

•T-shirts checked for no hard embellishments, zippers, or heavy materials that could cause injury or excessive drag
•Lane ropes secure and properly tensioned
•Kickboards inspected for cracks or sharp edges before use
•Pace clock functioning and clearly visible
•Emergency equipment accessible (reaching pole, throw bag, first aid kit)
•Teacher whistle functional for emergency stops

Risk Management

Key Risks

•Increased drowning risk due to clothing creating additional drag and weight - mitigated through gradual progression, constant supervision, and student ability requirements
•Exhaustion or overexertion during intense interval training - mitigated through differentiation, rest periods, and option to stop
•Hypothermia from extended water exposure combined with fatigue - mitigated through appropriate water temperature, activity level, and monitoring
•Slips and falls on wet poolside - mitigated through clear movement protocols and non-running rules
•Panic or distress when experiencing unfamiliar sensation of swimming in clothing - mitigated through psychological preparation, practice lengths, and permission to stop
•Clothing becoming entangled (though t-shirts low risk) - mitigated through appropriate clothing selection and supervision

Risk Mitigation

•Prerequisite swimming ability established - all students must be confident 25m swimmers minimum
•Qualified swimming teacher and lifeguard present at all times
•Gradual progression: warm-up without clothing, then practice lengths, then main set
•Clear stop signals and permission to stop at any time without pressure
•Differentiation allowing less confident swimmers to do modified version
•Appropriate adult-to-student ratio maintained throughout (1:20 maximum with lifeguard present)
•Regular verbal check-ins and visual monitoring for signs of distress
•Adequate rest periods enforced between high-intensity intervals
•Activity conducted in controlled pool environment, not open water
•Clothing selection limited to lightweight t-shirts only, not heavy garments

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned with clear sight lines to all lanes throughout lesson
•Mobile supervision during main set - moving along poolside to observe different students
•Particular attention to students showing anxiety or struggling during pre-lesson briefing
•Continuous scanning for signs of distress: excessive breathlessness, stopping mid-length, facial expressions of panic or pain
•Monitoring of rest intervals to ensure students not skipping recovery time
•Close observation during pool entry and exit for slip prevention
•Lifeguard maintaining independent vigilant supervision throughout

Emergency Procedures

In case of student distress: immediate emergency stop signal (whistle + hand signal), direct student to hold poolside or provide reaching assistance, assess severity and provide appropriate support or first aid, clear other students from immediate area if needed, contact emergency services if serious incident, complete accident/incident documentation, inform senior leadership and parents as appropriate