Fitness & Water Safety Leadership
•Year 7
•Swimming
•Ensure temperature appropriate (28-30°C); depth markers clearly visible
Alternative: N/A - essential facility
Set up lanes to separate ability groups and prevent collisions
Alternative: Clear spacing markers if lane ropes unavailable
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
Place at pool edge within easy reach; check for damage before use
Alternative: Pull buoys if kickboards unavailable
Position where all students can see clearly; ensure fully functional
Alternative: Stopwatches or visible timer display
Keep accessible at all times for emergency stops
Alternative: Clear hand signals if whistle not suitable
Making your own choices about activities and taking control of your own learning journey
Taking ownership of your safety and supporting others, including offering helpful coaching when needed
Taking control of your personal improvement by setting goals and monitoring your own progress
Specific, measurable goals to work towards in your training programme
Making progress in technique, fitness or mental approach over time
Understanding risks and taking appropriate precautions around water to prevent accidents
Exercise performed against increased opposition to build strength and endurance
Adjusting your technique or approach to meet changing conditions or challenges
The upward force that allows objects to float in water; clothing can trap air affecting this
The resistance force that opposes movement through water; increased by loose clothing
Understanding where pupils are coming from and where they're going
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
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
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)
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
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)
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.
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.
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.
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.
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.
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
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
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