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Lesson 8 - Time Trials & Progress Tracking

Fitness & Water Safety Leadership

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Year 7

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Swimming

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1h 14min

Big Question

How do you measure and celebrate your own swimming journey?

Learning Objectives

To measure and track personal improvement over time using timed assessments
To evaluate the effectiveness of personal training programmes
To reflect critically on factors contributing to swimming improvement

Key Outcomes

Students will complete a 100m time trial and compare results with previous performance
Students will identify specific factors that contributed to their improvement or areas for development
Students will demonstrate independence in planning and executing their own warm-up and training session

Equipment & Resources Required

Swimming Pool

25m or 50m pool with clear lane markings

Ensure water temperature appropriate (28-30°C), clear visibility to pool bottom, adequate depth for diving starts if used

Alternative: None - swimming pool essential for this lesson

Rope

4-6 lanes

Securely fastened at both ends, evenly spaced to provide adequate lane width (2-2.5m)

Alternative: Pool noodles or floats to mark lane boundaries if lane ropes unavailable

Stopwatch

1 per pair of students (15 minimum)

Check batteries before lesson, ensure students know how to operate lap/split functions

Alternative: Mobile phone timer apps, digital pool pace clock

Score Sheets

1 per student (30)

Pre-printed with student names, previous times from Lesson 5, space for new time and reflection notes

Alternative: Waterproof paper, clipboards with plastic sheets, digital tablets in waterproof cases

Pencils

1 per student (30)

Keep in dry area at poolside for recording

Alternative: Waterproof markers, pencils

Whistles

2 (primary teacher and assistant/lifeguard)

Establish clear whistle signals before lesson begins

Alternative: Loud voice commands, hand signals

Pace Clock

1.5 large visible clocks

Positioned where all students can see from pool

Alternative: Stopwatches, digital displays

Key Vocabulary

Independence

Student choice with their activities and taking control of their own learning journey

Responsibility

Helping out as a coach when needed and being accountable for your own preparation and effort

Ownership

Taking control of your personal improvement and being invested in your own progress

Time trial

Swimming a set distance as fast as possible to measure current performance level

Progress tracking

Monitoring improvement over time by comparing performances at different points

Self-evaluation

Reflecting critically on your own performance and development to identify strengths and areas for improvement

FITT principles

Frequency, Intensity, Time, and Type - the four key elements of effective training programme design

Targets

Specific, measurable goals to work towards in your training

Skill Progression Pathway

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

Prior Learning

Students have completed a baseline 100m time trial in Lesson 5
Students have learned about FITT principles and training programme design
Students have experienced structured training sessions focused on different aspects of swimming fitness
Students have developed independence in planning warm-ups and sessions

Current Skills

Measuring personal improvement through comparative time trials
Self-evaluation and critical reflection on training effectiveness
Independence in executing pre-planned warm-ups
Identifying causal factors contributing to performance changes

Next Steps

Setting specific, measurable targets for continued improvement
Designing periodised training programmes over longer timescales
Applying evaluation skills to other sports and activities
Pursuing external swimming qualifications independently

Milestone Indicators

Students can articulate specific reasons for improvement or lack thereof

Students execute their planned warm-up independently and appropriately

Students demonstrate appropriate pacing strategy during time trial

Students provide constructive, specific feedback to peers

Key Teaching Points

Time trials measure personal progress, not competition with others - emphasise individual improvement journey
Multiple factors affect swimming performance: training, technique, fitness, mental preparation, rest, nutrition - improvement is multifaceted
Effective pacing strategy is essential for 100m time trial: controlled start, sustained effort, strong finish
Independence and responsibility are learned skills demonstrated through planning and executing warm-ups and training sessions
Reflection and evaluation are critical to continued improvement - WWW/EBI framework provides structure
All results provide valuable learning opportunities - slower times teach us about contributing factors
Proper cool-down and recovery are essential after maximum effort to prevent injury and support adaptation

Common Misconceptions

Misconception: 'If my time didn't improve, my training was worthless.' Correction: Many factors affect performance on a given day. Training has long-term benefits beyond single time trial. Lack of improvement indicates need to analyse and adjust, not that effort was wasted.
Misconception: 'I should start the time trial as fast as possible.' Correction: Starting too fast leads to fatigue and slowing down significantly. Controlled, sustainable pace from start leads to better overall time.
Misconception: 'Swimming more lengths is always better.' Correction: Quality and purposeful training is more effective than simply swimming volume. Training should target specific areas for improvement.
Misconception: 'Cool-down is wasting time - I should just get out.' Correction: Cool-down is essential for physical recovery, injury prevention, and allows mental reflection. Skipping cool-down can lead to muscle soreness and delayed recovery.
Misconception: 'Only physical training matters for swimming improvement.' Correction: Technical improvement, mental preparation, rest, and nutrition all contribute significantly to performance gains.
Misconception: 'Faster swimmers are better than slower swimmers.' Correction: Swimming ability is demonstrated through personal improvement, technique quality, independence, and attitude, not just speed. Everyone's journey is different.

SEN Adaptations

ADHD

Provide frequent, specific feedback during time trial and training; break homework reflection into three separate small tasks rather than one large task; allow movement breaks if needed (though lesson structure includes this naturally); give specific, time-bound tasks during independent training ('for the next 5 minutes, work on your breathing technique'); use timer or pace clock to help with time awareness; provide clear, simple instructions one step at a time; position near teacher for redirection if needed; celebrate effort and focus, not just outcomes

dyspraxia

Allow additional time for processing instructions; provide demonstration of starting technique and time trial; break down complex movements into smaller steps; allow use of training aids (pull buoys, fins) to reduce coordination demands if needed; provide extra support with independent training planning - written template or verbal scaffolding; allow choice of stroke that is most coordinated; focus on personal improvement in technique, not speed; provide written homework instructions to take away; celebrate effort and persistence

autism spectrum

Provide visual schedule of lesson sequence in advance; prepare student for time trial expectations with social story beforehand; reduce sensory overwhelm by allowing quieter start time if possible; provide clear, concrete expectations ('swim four lengths as fast as you can'); allow use of preferred stroke even if different from Lesson 5 if essential for participation; provide structured template for independent training session; limit homework reflection to bullet points rather than paragraph if writing challenging; maintain predictable routines and clear structure

visual impairment

Provide verbal description of all visual information on recording sheets; use high-contrast materials; assign sighted buddy to swim alongside during time trial for guidance; use tactile markers on pool edge to indicate starting position; provide clear verbal countdown and starting signal; allow student to swim in lane closest to teacher for maximum verbal guidance; use brightly coloured lane ropes if possible

hearing impairment

Ensure student can see teacher at all times for visual communication; use visual starting signal (flag drop or light) in addition to whistle; provide written instructions on laminated card for homework; position student where they can see other students as models; use exaggerated hand signals for communication during swimming; assign buddy who can tap shoulder to alert to instructions; ensure face-to-face communication for all important information

physical disability

Modify distance if 100m not achievable (e.g., 50m or 25m time trial for comparison); allow use of adaptive equipment if normally used; focus on personal improvement regardless of absolute time; modified training programme focusing on abilities rather than limitations; allow alternative strokes or techniques as appropriate; provide additional flotation support if needed for safety; consider para-swimming classifications and techniques

Cross-Curricular Links

English

Written reflection skills in homework assignment; articulating analysis of performance factors; providing constructive verbal feedback using WWW/EBI framework; listening skills during peer discussions; persuasive language when coaching peers

Maths

Timing and measurement using stopwatches to seconds and hundredths of seconds; calculating time differences to determine improvement; percentage calculations (e.g., 'improved by 5%'); data recording and organisation on charts; creating visual representations of progress over time; understanding pace (time per length)

Science

Cardiovascular system response to exercise; heart rate changes during warm-up, maximum effort, and cool-down; muscle fatigue and lactic acid buildup; energy systems (aerobic vs anaerobic); forces in swimming (propulsion, drag, resistance); levers in the body during swimming strokes; principles of training adaptations; recovery and physiology

Computing

Digital timing technology; potential extension using spreadsheets to track progress over time; understanding of digital data recording

Geography

Understanding of time zones and international sporting events; could extend to discussing Olympic time trials and world records from different countries

PSHE

Setting personal goals and targets; resilience in face of disappointment if time didn't improve; celebrating personal achievement; emotional regulation during high-pressure assessment; taking responsibility for own learning and development; supporting others' success; growth mindset; self-reflection and metacognition

Teacher Guidance

Positioning

During time trials: corner of pool for diagonal sight lines covering maximum area. During independent training: circulate around pool perimeter, stopping to observe and coach individuals and small groups. During whole-class discussions: central position at shallow end where all students can see and hear clearly. Always position with back to wall or clear space, facing students and majority of pool area.

Observation Focus

Time trial: technique maintenance under fatigue, pacing strategy, effort level, signs of distress, finishing technique. Independent warm-up: purposeful activity, appropriate intensity progression, student planning quality. Independent training: purposeful training matching stated goals, appropriate intensity, technique quality, time management, safety. Throughout: independence, responsibility, peer support, emotional responses to results.

Intervention Points

Intervene immediately if: any safety concern, student showing distress during swimming, technique breaking down to dangerous levels (e.g., face not clearing water for breathing), students training at unsafe intensity after time trial, students off-task or disrupting others' training, collision risk, equipment misuse. Provide support if: student unclear on homework plan and unable to train independently, student struggling with emotional response to time trial result, student demonstrating excellent practice that could be highlighted for others.

Demonstration Notes

Demonstrate: visualisation technique before time trial with calm, focused tone. Show proper starting position (hands on wall, feet planted, knees bent). Demonstrate cool-down swimming showing relaxed, smooth stroke. Use recording sheets to model data comparison and analysis. Show enthusiastic response to all results, not just fastest times. Model growth mindset language when discussing setbacks. Demonstrate WWW/EBI reflection with specific examples.

Verbal Cues

•'Strong push-off!'
•'Remember your pacing!'
•'Keep that technique!'
•'Final length - finish strong!'
•'Brilliant effort!'
•'Controlled pace in your cool-down'
•'Purposeful training - show me your focus'
•'What specifically are you working on right now?'
•'Excellent independence!'
•'Think about why that result happened'
•'All results teach us something valuable'

Safety Considerations

Space & Surface Requirements

Space Requirements

25m or 50m swimming pool with clear lane markings, adequate depth for activity (minimum 1.2m for push-off starts). Multiple lanes available (4-6 lanes ideal for class of 30 students). Clear visibility to pool bottom essential. Adequate space on poolside for timekeepers and teacher observation.

Surface Check

Pool water clear and appropriately chlorinated. Water temperature appropriate for vigourous activity (28-30°C). Poolside surface non-slip and clear of hazards. Changing room facilities clean and safe. Emergency equipment accessible (reach pole, throw line, first aid kit).

Equipment Safety

Safety Checks

•Lane ropes securely fastened at both ends to prevent entanglement
•Stopwatches tested for functionality before lesson
•Recording sheets kept in dry area away from pool edge to prevent slipping hazard
•Any training equipment (pull buoys, kickboards, fins) in good condition with no sharp edges or broken parts
•Pace clock securely mounted or positioned where it cannot fall
•Whistles functioning properly for clear communication

Risk Management

Key Risks

•Exhaustion or distress during maximum effort time trial - students pushing beyond safe limits
•Collisions between swimmers in lanes during time trial or training
•Slips and falls on wet poolside surfaces, particularly for timekeepers moving around pool
•Students losing count of lengths during time trial and swimming too far or stopping too early
•Inadequate recovery leading to subsequent distress during training session
•Hyperventilation or panic during maximum effort
•Students entering water unsafely or running on poolside
•Diving starts in insufficient depth

Risk Mitigation

•Only students with demonstrated swimming competence (established in previous 7 lessons) participate in timed trials
•One swimmer per lane during time trials to prevent collisions
•Clear starting and finishing protocols established before time trials begin
•Teacher positioned for maximum visibility of all swimmers during trials
•Qualified lifeguard present throughout lesson in addition to teacher
•Adequate recovery time built into lesson structure between time trial and training session
•Push-off starts from wall only - no diving unless pool depth and student experience appropriate (minimum 1.8m depth and explicit diving instruction)
•Clear length counting strategy communicated (teacher or timekeeper calls out lengths)
•Emergency stop signal established (continuous whistle = stop immediately)
•Continuous monitoring for signs of distress: excessive fatigue, panicked swimming, stopping mid-trial
•Students briefed on recognising their own limits and requesting assistance if needed
•Cool-down period mandated after intensive activity before exiting pool
•Non-slip footwear encouraged for poolside if policy allows
•Clear traffic patterns on poolside to avoid congestion

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned at corner of pool during time trials for diagonal sight lines covering maximum area
•Maintain continuous scanning of all areas of pool, not focusing on one swimmer only
•Lifeguard briefed on high-intensity nature of time trial activity
•Assistant or additional adult support ideal for lesson of this intensity
•Position for visibility during independent training - circulate to observe all areas
•Timekeepers given clear instructions to alert teacher immediately if swimmer shows distress
•Maintain awareness of all students at all times, including those who have completed trials
•Monitor poolside as well as in-water areas for safety hazards

Emergency Procedures

If student shows distress during time trial: continuous whistle to stop all activity, instruct nearest student to assist if safe, teacher or lifeguard enters water if necessary, remove student from water safely. For injury on poolside: stop all activity, assess injury, provide appropriate first aid, send for additional help if needed. For serious emergency: activate pool emergency procedures, evacuate pool if necessary, contact emergency services, provide first aid until professionals arrive. All incidents recorded in accident book. Parents contacted for any significant incidents.