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Lesson 4 - Heart Rate & Swim Fitness

Training Science & Competition Skills

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Year 8

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Swimming

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Big Question

How can understanding your heart rate help you train smarter and improve your swimming performance?

Learning Objectives

Learn how to accurately measure heart rate at rest and after exercise
Understand and apply concepts of intensity, effort, pacing and rest to swimming training
Develop the ability to challenge themselves appropriately in a structured swimming session

Key Outcomes

Students will accurately measure their resting and working heart rates
Students will complete a structured medley training session with appropriate intensity and rest periods
Students will demonstrate understanding of personal challenge by selecting appropriate intensity levels
Students who re-test will compare their 100m times with Lesson 1 results and identify improvements

Equipment & Resources Required

Swimming Pool

25m pool with lane ropes

Lanes clearly marked, maximum 6-8 students per lane for safety

Alternative: Any length pool - adjust distances accordingly

Whiteboards

1 per lane or group (6-8 total)

Placed poolside for recording heart rates and times

Alternative: Laminated sheets with dry-wipe markers

Dish Cones

1 per whiteboard

Must be water-resistant or kept in safe dry area

Alternative: Waterproof paper and pencils

Stopwatch

1 per lane (6-8 total)

One designated timekeeper per lane or students use individual watches

Alternative: Pace clock, poolside clock with second hand, waterproof watches

Kickboards

Available for students who need support (10-15)

Stored at pool edge for easy access during lesson

Alternative: Pull buoys for differentiation

Fitness Test Data

1 sheet with student names and 100m times

Accessible for comparison during re-test opportunity

Alternative: Digital device with stored data

Key Vocabulary

Heart rate

The number of times your heart beats per minute, measured in beats per minute (bpm)

Resting heart rate

Your heart rate when you are calm and not exercising, typically 60-100 bpm for adults

Intensity

How hard you are working during exercise, often measured by heart rate or perceived effort

Effort

The amount of energy and exertion you put into an activity

Pacing

Controlling your speed and energy output to maintain performance over multiple repetitions or a longer distance

Recovery time

The rest period between exercise sets when your heart rate decreases towards normal

Medley

Swimming using different strokes in a set sequence (freestyle, breaststroke, backstroke, butterfly)

Repetition (rep)

One complete performance of an exercise, in this case one 25m length

Set

A group of repetitions performed together, for example 6 x 25m is one set

Skill Progression Pathway

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

Prior Learning

Basic swimming competence in multiple strokes (freestyle, breaststroke, backstroke)
Understanding of what heart rate is and why it increases during exercise
Experience of swimming 100m continuously (from Lesson 1)
Basic understanding of warm-up and cool-down purposes

Current Skills

Accurate heart rate measurement technique using radial or carotid pulse
Application of intensity levels and effort control during swimming
Understanding and implementation of appropriate rest periods
Pacing strategies for multiple repetition swimming sets
Self-monitoring and personal challenge selection

Next Steps

Creating personal training programmes based on heart rate zones
Advanced pacing strategies for longer distance swimming
Understanding and applying the principles of progressive overload
Interval training with varied intensity levels

Milestone Indicators

Consistent accurate heart rate readings within 2-3 beats per minute

Ability to maintain stroke technique even when fatigued

Making informed decisions about intensity based on physical feedback

Demonstrating measurable improvement in 100m time or maintaining time with better technique

Key Teaching Points

Heart rate measurement technique must be accurate - two fingers (not thumb) with gentle pressure on wrist or neck - practice this thoroughly before main activity
Pacing is a skill not instinct - students must learn to start at sustainable speed not maximum sprint especially when feeling fresh at start
Rest periods are training tools not weakness - emphasise that intelligent use of rest enables quality performance and learning
Personal challenge is individual not competitive - create culture where choosing appropriate level for yourself is celebrated as mature self-awareness
Technique quality must be maintained even during fatigue - this is key teaching point throughout, prioritise quality over speed
Heart rate is individual and variable - avoid competitive comparison, focus on personal patterns and understanding of own responses
Safety is paramount in swimming environment - maintain active supervision constantly and enforce strict pool behaviour rules throughout

Common Misconceptions

Misconception: 'Higher heart rate is dangerous' - Clarify that elevated heart rate during exercise is normal, healthy, and expected; it shows cardiovascular system working effectively
Misconception: 'Rest periods mean you're not working hard enough' - Explain that structured rest is intelligent training allowing quality performance and enabling training adaptations
Misconception: 'Good pacing means going easy' - Clarify that pacing means sustainable hard effort that can be maintained, not easy effort
Misconception: 'If I can't do butterfly I've failed' - Emphasise that butterfly is very advanced, choosing appropriate alternative is smart decision-making not failure
Misconception: 'My heart rate should be the same as others' - Explain that heart rate is highly individual based on fitness, genetics, body size, and many other factors
Misconception: 'If my re-test time isn't faster I haven't improved' - Clarify that improvement can be technique quality, confidence, consistency, or maintaining time with better technique
Misconception: 'Taking the standard set option means I'm not challenging myself' - Emphasise that appropriate challenge for your current state is the smartest choice, not always maximum challenge

SEN Adaptations

ADHD

Short, focused activity segments with regular changes maintaining engagement. Clear boundaries and expectations restated regularly. Positive behaviour-specific praise frequently. Use of immediate feedback rather than delayed. Active role provided such as timekeeper or data recorder. Physical activity level is high which aids focus for many students with ADHD. Regular check-ins and redirections delivered positively. Fidget tools available poolside if appropriate during discussion times. Clear visual representation of set structure so they can see progress through tasks. Choice provided (challenge level) giving sense of control and engagement.

dyspraxia

Additional time for processing instructions - check understanding individually. Simplified movement patterns - can use single preferred stroke rather than alternating. Reduce coordination demands by eliminating butterfly from rotation. Additional flotation support if balance and coordination in water is challenging. More frequent demonstrations with breakdown of skills into smaller component parts. Celebrate effort and improvement rather than comparison to peers. Partner support for heart rate measurement if finger placement and counting coordination is difficult. Extra practice time for developing swimming technique. Focus on individual progress not absolute performance standards.

autism spectrum

Clear visual schedule of lesson structure displayed throughout - now/next board. Predictable routine maintained where possible building on previous lessons. Clear, literal language avoiding idioms or ambiguous instructions. Warnings before transitions between activities. Quiet zone available if sensory overload occurs. Written social stories about pool expectations and peer interaction if needed. Reduce unpredictability of re-test by making it clearly optional without social pressure. Visual timer showing rest period duration. Consistent use of visual cues and signals. Individual workstation (designated lane spot) reducing social demands if needed.

visual impairment

Use bright coloured lane ropes and high contrast pool markings. Verbal cues for timing and instructions delivered clearly and loudly. Buddy system with sighted partner in same lane providing verbal guidance. Allow touch of lane rope to maintain orientation. Tactile markings on poolside if available. Teacher provides close verbal guidance during heart rate measurement. Written information provided in large print or via screen reader for any pre-lesson materials.

hearing impairment

Visual demonstrations of all instructions and techniques prioritised. Use visual signals for start/stop (flag or arm signals in addition to whistle). Provide written instruction sheet on whiteboard or laminated card. Ensure student can see teacher's face for lip-reading opportunities. Use gestures and thumbs up/down for feedback. British Sign Language interpreter if available and appropriate. Buddy system for clarification of instructions. Position teacher where student has clear line of sight throughout lesson.

physical disability

Adapted entry/exit to pool using hoist or ramp if required. Flotation aids available for students with reduced strength or coordination. Reduce distances - 10m or 15m repetitions instead of 25m if needed. Focus on arm stroke development if leg function limited. Use of adapted equipment (flippers, pull buoys, flotation belts) as appropriate. Teaching assistant support in water if required for safety. Alternative heart rate measurement using pulse oximeter if manual measurement not feasible. Celebrate all participation and effort - focus on what student CAN do.

Cross-Curricular Links

English

Listening skills during instructions and discussions. Speaking and articulating ideas during reflection and peer nominations. Using subject-specific vocabulary correctly (heart rate, intensity, pacing, medley). Explaining reasoning behind decisions about challenge level - developing argument skills. Peer nomination process requires clear communication and justification.

Maths

Counting heart rate beats over 10 seconds and multiplying by 6 to calculate beats per minute - application of multiplication. Timing swimming lengths and calculating improvements or comparing times - measurement and data handling. Analysing heart rate data patterns across the session - data interpretation and graphing concepts. Calculating percentages if exploring heart rate zones (e.g., 70% of maximum heart rate). Measuring distances (25m, 100m) and understanding measurement units.

Science

Cardiovascular system response to exercise - heart rate increases to pump more oxygen to working muscles. Understanding the heart as a pump and blood as a transport system. Respiration and energy production during exercise - aerobic versus anaerobic energy systems. Muscle function and fatigue - lactic acid production during high intensity exercise. Recovery processes - how the body returns to homeostasis after exercise. Health benefits of cardiovascular exercise - strengthening heart muscle, improving circulation. Temperature regulation during swimming - heat loss in water environment.

Geography

Understanding measurement and scale - distances in metres. Spatial awareness in pool environment - navigating lanes and space. Timing and time zones if discussing international swimming competitions (extension). Water safety in different environments - pools versus open water (extension discussion).

PSHE

Personal challenge and goal-setting - making appropriate choices about challenge level. Self-awareness and understanding personal limits and capabilities - mature decision-making. Resilience and perseverance when facing physical and mental challenges. Supporting others through encouragement - building community and positive relationships. Dealing with disappointment constructively if re-test doesn't show expected improvement. Understanding healthy lifestyles - role of regular physical activity. Mental health benefits of exercise - stress reduction, mood improvement, sense of achievement.

Teacher Guidance

Positioning

Position yourself centrally on poolside where you have unobstructed view of all swimming lanes. During warm-up and main activity, stand at midpoint of pool length to see both ends. During 100m test, position at finish end for timing while maintaining full pool visibility. Move actively around pool perimeter to provide feedback but never lose visibility of all students. During discussions, position so all students can see and hear you clearly while you maintain full pool supervision.

Observation Focus

Continuously scan for safety - head positions, breathing patterns, signs of distress or exhaustion. Monitor technique quality throughout session noting deterioration indicating fatigue. Observe pacing strategies - are students starting too fast or maintaining sustainable pace? Watch heart rate measurement technique during checks for accuracy. Assess intensity appropriateness - are students sufficiently challenged but not dangerously exhausted? Note social interactions - encouragement, cooperation, respect. Identify students struggling who may need intervention or support. Track compliance with rest periods - adequate recovery before next repetition?

Intervention Points

Intervene immediately if: student showing signs of distress or panic; swimming technique breaks down dangerously; student attempts to continue when clearly over-fatigued; unsafe behaviour occurs (running, pushing, diving inappropriately); rules are violated repeatedly (not taking rest periods, stopping in 100m test); heart rate measurement technique is incorrect and needs correction; pacing strategy is dangerously poor (sprint start leading to severe fatigue); conflict between students occurs; any student appears unwell or in pain. Use stop whistle if immediate attention of all students required for safety.

Demonstration Notes

Demonstrate heart rate measurement technique on yourself clearly during warm-up showing both wrist (radial) and neck (carotid) locations. If safe and appropriate, enter water to demonstrate swimming pace contrast (sprint versus paced swimming) to illustrate pacing concept. Demonstrate proper streamlined push-off technique from wall. Show exaggerated easy pace for cool-down swimming to establish clear contrast with training pace. Use a volunteer student to demonstrate correct technique if needed for visibility. Use whiteboard diagrams to illustrate set structures, heart rate patterns, and data interpretation. Demonstrate respectful nomination language during peer assessment. Physical demonstration should always prioritise safety - never compromise supervision for demonstration.

Verbal Cues

•'Soft, smooth strokes - control over power!'
•'Find space - awareness of swimmers around you!'
•'Breathe regularly - establish your pattern!'
•'Strong push-off - use that wall!'
•'Pace yourself - think sustainable speed!'
•'Quality technique even when tired!'
•'Use your rest time - let your heart recover!'
•'Find your pulse - two fingers, gentle pressure!'
•'You've got this - dig deep!
•'Excellent pacing - that's smart swimming!'
•'One more length - finish strong!'
•'Support your lane partners - encourage each other!'

Safety Considerations

Space & Surface Requirements

Space Requirements

25-metre swimming pool with minimum 6 clearly marked lanes. Adequate poolside space for whiteboards, equipment, and safe movement. Non-slip poolside surface. Clear entry and exit points. Depth markers visible. Emergency equipment (pole, ring buoy) accessible.

Surface Check

Pool water quality checked and safe for use. Poolside surface dry and non-slip - address any wet patches. No trip hazards or equipment in walkways. Adequate lighting throughout pool area. Water temperature appropriate for sustained activity (typically 26-28°C).

Equipment Safety

Safety Checks

•Whiteboards and markers positioned safely away from pool edge to prevent water damage and trip hazards
•Stopwatches attached to lanyards or in secure locations to prevent falling in water
•Any kickboards or floats stored tidily at pool edge when not in use
•All equipment checked for damage before use - no sharp edges or broken items
•Electrical equipment (if any) safely distanced from water with appropriate safety measures

Risk Management

Key Risks

•Drowning risk particularly during fatigue - constant supervision essential
•Collisions between swimmers in lanes - appropriate spacing and awareness required
•Slips and falls on wet poolside - enforce no running policy strictly
•Exhaustion from sustained swimming activity - monitor for signs of excessive fatigue
•Cold stress if pool temperature low or activity duration extended
•Hyperventilation or panic particularly during timed test - monitor breathing patterns
•Head strikes on pool edge during backstroke - ensure spatial awareness

Risk Mitigation

•Qualified lifeguard on duty at all times in addition to teacher supervision
•Teacher positioned for maximum visibility of all lanes throughout lesson
•Maximum 6-8 students per lane to ensure adequate space and supervision
•Clear briefing on lane swimming protocol - swim down one side, return on other
•Establish stop signal (whistle) that means all students immediately stop and hold pool edge
•Progressive activity structure preventing sudden high intensity when students not warmed up
•Mandatory rest periods built into training structure preventing over-exertion
•Clear rules about exits from activities - students can stop if feeling unwell without stigma
•Strict no running policy enforced at all times
•Backstroke swimmers briefed on spatial awareness and lane rope awareness
•Water depth confirmed adequate for activities - minimum 1 metre for swimming activities
•Appropriate ratios maintained - 1:20 maximum for swimming with competent swimmers
•Emergency action plan displayed and all staff familiar with procedures

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally on poolside with unobstructed view of all lanes
•Never turn back on pool or leave pool area during session
•Active scanning - systematically observing all areas of pool every 10 seconds
•Particular attention during transitions between activities when structure is less clear
•Monitor fatigue levels throughout - watch for changes in technique, breathing, responsiveness
•Position yourself to supervise highest risk activity when multiple activities occurring
•During 100m re-test maintain direct observation of testing students throughout
•Count students regularly - establish headcount routine particularly after transitions

Emergency Procedures

On emergency whistle or identification of incident: All students stop immediately and hold pool edge. Assess situation rapidly. If student in difficulty in water: Use reaching aid (pole) if close, throw ring buoy if further, enter water as last resort following training. Alert lifeguard immediately. Clear pool if necessary for emergency response. Administer first aid as appropriate for qualified staff. Contact emergency services if required (999). Complete accident report documentation. Inform senior leadership and parents as per school policy. Review incident and adjust risk assessment if needed.