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Lesson 8 - Freestyle Tumble Turn Technique

Training Science & Competition Skills

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Year 8

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Swimming

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Big Question

How can mastering the tumble turn transform your freestyle swimming performance?

Learning Objectives

Understand and apply the rules governing freestyle turns in competitive swimming
Develop proficient somersault turning technique with correct body positioning
Execute efficient tumble turns combining approach, rotation, wall contact and streamlined push-off

Key Outcomes

Students will perform somersault rotations with compact body position
Students will complete freestyle tumble turns with feet contacting the wall
Students will demonstrate streamlined push-off and smooth transition back to freestyle stroke

Equipment & Resources Required

Swimming Pool

Access for class (25m minimum)

Ensure clear lanes for turning practice, appropriate depth for tumble turns (minimum 1.2m recommended)

Alternative: N/A - essential facility

Pool Wall

Both ends of pool

Check wall is clear of lane ropes at practice areas, ensure wall markers visible

Alternative: N/A - essential for turning practice

Kickboards

1 per student (optional, 30)

Stored at pool edge for accessibility during practice progressions

Alternative: Pull buoys, small floats

Rope

As per pool configuration

Establish clear lanes to prevent collisions during turning practice

Alternative: N/A

PE Equipment

1 set (poolside video tablet or underwater camera if available)

Position for clear visibility by all students during explanations

Alternative: Visual diagrams, poolside demonstrations

Key Vocabulary

Tumble turn

A somersault turn performed in freestyle swimming where the swimmer rotates forward to place feet on the wall

Somersault

A forward roll movement in the water where the body rotates 360 degrees

Wall contact

The moment when the feet make contact with the pool wall during the turn

Streamline push-off

A streamlined body position with arms extended overhead, hands together, and body aligned, used when pushing off from the wall

Body rotation

The turning of the body around its axis during the somersault phase

Turn mechanics

The technical components and physical principles that make an efficient turn

Approach distance

The optimal distance from the wall to begin the tumble turn rotation, typically 1-1.5 metres

Streamline position

The most hydrodynamic body position with minimal resistance to water flow

Skill Progression Pathway

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

Prior Learning

Competent freestyle swimming technique over 25m
Understanding of streamlined body position
Experience with simple turns from wall
Basic underwater push-off skills
Knowledge of breaststroke and butterfly turning rules

Current Skills

Somersault rotation technique in water
Timing approach to wall for tumble turn initiation
Coordinating body rotation with feet placement on wall
Streamlined push-off with powerful leg drive
Smooth transition from push-off back to freestyle stroke

Next Steps

Refining tumble turn speed and efficiency
Incorporating tumble turns into continuous swimming
Developing racing turns with explosive push-off power
Learning open turns for backstroke
Applying turns in timed swimming sets

Milestone Indicators

Completes full rotation landing feet on wall in first 3 attempts

Reduces turn time to under 2 seconds from approach to push-off

Maintains streamline position for minimum 3 metres underwater

Confidently incorporates tumble turns into 100m+ swims

Key Teaching Points

Turn initiation timing is critical - begin somersault approximately 1.5 metres from wall, adjusting for approach speed
Compact body position accelerates rotation - emphasise 'smallest ball possible' with chin tucked to chest and knees pulled to face
Feet should contact wall 30-45cm below surface with knees bent at approximately 90 degrees for optimal push-off power
Streamline position must be established BEFORE leaving wall - arms locked behind head, hands together, body fully extended and aligned
Breathing must occur BEFORE turn initiation, never during rotation, to prevent water inhalation
Push-off should be explosive and powerful, utilising full leg extension to maximise momentum and glide distance
Maintain streamline glide for minimum 3-4 metres before resuming stroke to maximise efficiency gains from turn

Common Misconceptions

MISCONCEPTION: 'I must touch the wall with my hands like in breaststroke' - CORRECTION: Explain freestyle allows any body part to touch; tumble turn uses feet on wall which is faster and legal
MISCONCEPTION: 'I should breathe during the somersault' - CORRECTION: Emphasise breathing BEFORE initiating turn; exhale gently during rotation to prevent water inhalation
MISCONCEPTION: 'The turn should be a slow, controlled rotation' - CORRECTION: Demonstrate that compact, quick rotation is more efficient; speed comes from tight tuck position
MISCONCEPTION: 'I should start my turn right at the wall' - CORRECTION: Show optimal distance of approximately 1.5 metres before wall; too close results in awkward positioning
MISCONCEPTION: 'I push off on my front/stomach' - CORRECTION: Clarify push-off is initially on back, then rotation to front occurs during streamline glide phase
MISCONCEPTION: 'I should start swimming immediately after pushing off' - CORRECTION: Emphasise maintaining streamline glide for 3-4 metres before stroke initiation to maximise efficiency
MISCONCEPTION: 'My feet can land anywhere on the wall' - CORRECTION: Teach optimal placement 30-45cm below surface for powerful push-off angle and direction

SEN Adaptations

ADHD

Break skills into very small, clear steps with immediate practice after each; provide frequent, specific positive feedback; use energetic, varied teaching pace; allow movement breaks between practice sets; set short-term mini-goals within lesson; use physical demonstrations rather than lengthy verbal explanations; position near teacher for focused attention; provide clear, consistent boundaries and expectations; celebrate effort and improvement prominently

dyspraxia

Allow extended practice time on each progressive phase before moving to next; break down complex coordination into isolated components; use physical guidance (hand-over-hand support) for body positioning; provide additional visual and verbal cues; permit slower progression through skill phases; celebrate small incremental improvements; use flotation support if helpful for body awareness; allow alternative turn styles if tumble turn proves too coordinationally complex; focus on effort and persistence over outcome

autism spectrum

Provide visual schedule showing lesson phases and timings; offer practice space away from crowded areas if sensory sensitivities present; give advance warning before each transition; use consistent, predictable language and routine; allow use of ear plugs if water in ears is distressing; provide clear, concrete success criteria; offer demonstration video before lesson if possible for mental preparation; allow extra processing time for instructions; create quiet zone for breaks if needed

visual impairment

Provide detailed verbal descriptions of all demonstrations with clear spatial language; use brightly coloured kickboards or markers for distance reference points; allow tactile exploration of correct body positions (guided hand placement); buddy system with sighted partner for spatial awareness; ensure teacher provides continuous verbal feedback during attempts; use pool wall tactile markers if available; allow extra time for spatial orientation

hearing impairment

Ensure student can see teacher clearly for demonstrations and lip-reading; use visual hand signals for key cues (thumbs up for 'tuck now', flat hand for 'streamline'); provide written or visual diagrams of turn phases; use underwater visual demonstrations; buddy system with hearing peer who can relay instructions; position student where they can see teacher and peers; consider waterproof visual instruction cards; use visual timer for rest intervals

physical disability

Adapt turn technique based on individual physical capabilities - may use modified turn with hand touch combined with rotation; allow use of pool wall handles or rails if available for stability; permit alternative push-off techniques based on leg strength and function; provide flotation aids if needed for body position support; allow seated starts if appropriate; modify distance expectations; work with physiotherapist recommendations; celebrate adapted technique excellence

Cross-Curricular Links

Maths

Measuring and estimating distances (1.5m turn initiation distance, 3-4m streamline glide); timing and measuring turn duration in seconds; calculating efficiency improvements (time saved per turn); angles of push-off and trajectory; counting repetitions and sets; percentages when calculating success rates (e.g., '60% of turns successful')

Science

Forces and motion: understanding momentum conservation during tumble turn; Newton's third law - action/reaction during wall push-off; hydrodynamics and streamlining reducing water resistance; body systems: cardiovascular response to exercise, respiratory system and breathing control; rotation physics and angular momentum principles

Physics

Rotational dynamics and angular velocity; hydrodynamic principles and drag reduction; impulse and momentum transfer during push-off; energy conservation and efficiency; body position affecting resistance and flow

PSHE

Resilience and perseverance when learning challenging new skills; managing frustration when turns don't work initially; self-awareness through honest self-assessment; supporting and encouraging peers during difficult tasks; setting realistic personal goals; celebrating personal progress rather than comparing to others; water safety awareness and responsible behaviour around pool

Teacher Guidance

Positioning

Stand at mid-pool position along poolside allowing visual monitoring of both turn walls; move strategically to observe different students during practice phases; position in shallow water during demonstrations for clear visibility; maintain central observation point during swimming sets

Observation Focus

Watch for compact body position during somersault rotation (chin tucked, knees to chest); monitor feet placement on wall (30-45cm below surface, knees at 90 degrees); assess streamline position quality (arms locked behind head, body straight); check turn timing relative to wall distance (initiation at 1.5m approximately); observe breathing patterns - breath taken before turn initiation; monitor fatigue levels especially during swimming sets; watch for students becoming disoriented during rotation

Intervention Points

Step in immediately if student appears disoriented or distressed during rotation; intervene if student repeatedly hitting wall with head or shoulders instead of feet; provide one-to-one support if student unable to complete rotation after 4-5 attempts; adjust practice progression if more than 30% of class struggling with particular phase; stop individual student if signs of exhaustion or unsafe practice; redirect students reverting to unsafe technique modifications; pause lesson if any safety concerns arise

Demonstration Notes

Demonstrate all skills in slow motion first, then at normal speed; use exaggerated movements for clarity (ultra-tight tuck, very obvious streamline position); perform from water level where students can see clearly; verbally narrate during demonstration ('Now I'm tucking... now feet contacting wall...'); show common mistakes as well as correct technique for comparison; use confident, competent swimmers for peer demonstrations when appropriate; consider underwater camera or video replay if technology available; demonstrate breath timing clearly - visible breath before rotation

Verbal Cues

•'Tuck tight like a ball!'
•'Chin to chest, knees to face!'
•'Kick your feet to the wall!'
•'Plant and push!'
•'Streamline like a rocket!'
•'Arms locked, squeeze your ears!'
•'Big breath BEFORE you tuck!'
•'Glide... glide... now stroke!'
•'Watch your distance - tuck NOW!'
•'Explode off that wall!'

Safety Considerations

Space & Surface Requirements

Space Requirements

25-metre swimming pool minimum; width adequate for multiple lanes (minimum 4 lanes recommended); depth minimum 1.2 metres in turn practice areas (1.5m+ preferred); clear run-up space of 5+ metres before wall for approach practice

Surface Check

Pool water clarity sufficient for teacher to observe all students underwater during rotations; pool wall surfaces smooth and free from sharp edges or protruding fixtures; pool floor clear of any objects or hazards; lane ropes securely fastened and properly positioned; water temperature appropriate (27-30°C for instruction)

Equipment Safety

Safety Checks

•Kickboards checked for cracks or sharp edges before distribution
•Lane ropes secured at both ends and floating properly
•Pool depth markers clearly visible to all students
•Emergency stop signals (whistle) immediately accessible to teacher
•Rescue equipment (pole/float) positioned poolside and accessible

Risk Management

Key Risks

•Disorientation during underwater somersault rotation leading to panic or water inhalation
•Collision between students during simultaneous turning practice at wall
•Impact injury from incorrect wall contact (head, shoulders, or back hitting wall instead of feet)
•Hyperextension or strain from powerful push-off without adequate warm-up
•Fatigue-related technique breakdown increasing injury risk in later swimming sets
•Breath-holding during turn attempts leading to lightheadedness or underwater distress
•Slips on pool deck during entry/exit

Risk Mitigation

•Comprehensive warm-up including dynamic swimming to prepare muscles
•Progressive skill development starting with stationary practice before moving attempts
•Clear spacing protocols - minimum 3 metres between students during rotation practice
•Staggered starts during swimming sets to prevent wall congestion (10-second intervals)
•Continuous teacher observation positioned for maximum visibility of all students
•Depth assessment before lesson - confirm all students competent in water depth used
•Clear instruction on breathing: take breath BEFORE turn, exhale during rotation
•Establishment of emergency stop signal - three short whistle blasts means stop immediately
•Regular rest intervals to prevent overexertion and fatigue
•Individual assessment of readiness - permit students to opt for touch turns if tumble turn too challenging
•Clear boundaries and lane discipline reinforced throughout lesson
•Adequate student-to-teacher ratio maintained (maximum 20:1 for swimming instruction)

Supervision & Emergency Procedures

Supervision Points

•Position at mid-pool location allowing observation of both turn walls alternately
•Maintain constant visual contact with all students, particularly during underwater rotation practice
•Increased vigilance during game application when students may be fatigued
•Scan entire pool area systematically every 10-15 seconds
•Position to observe both surface and underwater activity (use pool windows if available)
•Monitor for signs of distress: prolonged underwater time, struggling movements, stopping mid-rotation
•Ensure clear sightlines - never turn back completely to any swimming students
•During demonstrations, maintain awareness of rest of class in peripheral vision

Emergency Procedures

THREE WHISTLE BLASTS = Emergency stop - all students immediately grab wall or pool edge and look at teacher; Teacher enters water if student in distress; Activate emergency response protocol if serious injury; First aid administered by qualified person; Incident recorded according to school policy; Other students supervised and kept calm; Lesson paused or terminated as appropriate to situation; Emergency services contacted if required (999); Parents/guardians notified of any incidents