Lesson 3 - Interval Training with Gear
Training Science & Competition Skills
•Year 8
•Swimming
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How can we use equipment and work:rest ratios to become stronger, more efficient swimmers?
Learning Objectives
- Understand and apply work:rest ratios in interval training
- Use swimming equipment (kickboards and pull buoys) correctly and safely to enhance fitness
- Measure heart rate during activity and recovery to understand cardiovascular response to exercise
Key Outcomes
- Students will complete interval training sets with appropriate rest periods
- Students will demonstrate correct use of kickboards and pull buoys
- Students will measure and record heart rate changes during swimming activities
- Students will explain the importance of recovery in training sessions
Equipment & Resources Required
Distributed at poolside before students enter, organised by lane
Alternative: Pool noodles can substitute if necessary, though less effective for technique work
Placed at pool end with kickboards, demonstrated before use
Alternative: Empty plastic bottles between thighs (emergency only)
Positioned where all swimmers can clearly see from pool
Alternative: Waterproof digital timer, smartphone in waterproof case at poolside
Kept at dry poolside area with pencils/pens
Alternative: Laminated cards and whiteboard markers for pool deck use
Lanes organised by ability: fast, medium, steady pace
Alternative: Width swimming if length not available
Used for attention and timing signals
Alternative: Loud voice commands, visual signals
Key Vocabulary
The number of times your heart beats per minute, measured as an indicator of exercise intensity
The period of rest allowing the body to return to a resting state after exercise
The relationship between time spent exercising and time spent resting, such as swimming for 30 seconds then resting for 30 seconds (1:1 ratio)
A training method alternating periods of high-intensity effort with periods of rest or low-intensity activity
A buoyant board held in front to isolate leg muscles and practice kicking technique
A float device held between the thighs to isolate upper body and arm muscles during swimming
The number of times an exercise is repeated, often shortened to 'reps'
A group of repetitions performed together as part of a training session
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can swim at least 25m confidently in multiple strokes
- Students understand basic swimming technique for freestyle, backstroke, and breaststroke
- Students have experience with timed swimming activities
- Students understand the concept of heart rate as a measure of effort
Current Skills
- Using intervals to structure training for improved fitness
- Applying equipment (kickboards and pull buoys) to isolate muscle groups
- Monitoring heart rate to assess exercise intensity and recovery
- Managing rest periods appropriately during training
Next Steps
- Designing personalised interval training programmes
- Using more advanced swimming equipment (fins, paddles, snorkels)
- Applying interval training principles to other sports
- Understanding training zones and heart rate targets
Milestone Indicators
Key Teaching Points
- Equipment isolates muscle groups: kickboard focuses legs, pull buoy focuses arms - this targeted training builds strength more effectively than general swimming
- Interval training uses structured work:rest ratios to allow high-intensity efforts that develop fitness faster than continuous steady-pace swimming
- Rest periods are productive training time, not wasted time - they allow partial recovery so subsequent repetitions can be performed with quality and intensity
- Heart rate is an objective measure of exercise intensity: higher heart rate indicates harder cardiovascular work, recovery rate indicates fitness level
- Proper equipment technique is essential: kickboard requires extended arms and isolated leg action; pull buoy requires completely relaxed, floating legs with powerful arm strokes
- Cool-down is physiologically necessary: gradual reduction in intensity allows heart rate to decrease safely, removes metabolic waste products, and prepares body for rest
- Quality always trumps quantity: maintaining good stroke technique during fatigue is more valuable than completing repetitions with poor form
Common Misconceptions
- MISCONCEPTION: 'Higher resting heart rate means I'm fitter.' CORRECTION: Actually, a lower resting heart rate often indicates better cardiovascular fitness - a fit heart pumps more efficiently so needs fewer beats to circulate blood.
- MISCONCEPTION: 'Rest periods are wasting training time - I should just keep swimming continuously.' CORRECTION: Rest periods are essential for interval training effectiveness. They allow you to maintain intensity and quality on each repetition. Without rest, you'd quickly fatigue and swim slowly with poor technique.
- MISCONCEPTION: 'Using equipment is cheating or makes swimming easier.' CORRECTION: Equipment actually makes training harder by isolating specific muscle groups. The kickboard forces legs to work without help from arms; pull buoy forces arms to work without help from legs - both build targeted strength.
- MISCONCEPTION: 'My heart rate should return to resting level immediately after exercise.' CORRECTION: Heart rate naturally stays elevated for several minutes after intensive exercise. Recovery time depends on fitness level and exercise intensity. Gradual decrease is healthy and expected.
- MISCONCEPTION: 'Work:rest ratio of 1:2 means I work twice as hard as I rest.' CORRECTION: The ratio describes time, not effort. A 1:2 ratio means if you work for 30 seconds, you rest for 60 seconds - rest time is twice as long as work time.
- MISCONCEPTION: 'I can't measure my heart rate accurately - I'm not good at counting.' CORRECTION: With practice, anyone can measure heart rate accurately. The 15-second count method requires counting only to about 20-30, then simple multiplication. Using a pulse-counting app or partner can help verify accuracy.
- MISCONCEPTION: 'Cool-down swimming is just for tired people - I can skip it.' CORRECTION: Cool-down is a physiologically important part of training that benefits everyone. It prevents blood pooling, reduces muscle soreness, aids recovery, and helps your body transition safely from high intensity back to rest.'
SEN Adaptations
ADHD
- Keep instruction segments very brief (1-2 minutes maximum); maximise activity time and minimise waiting; provide immediate feedback frequently; use energetic, enthusiastic tone; assign specific roles ('You're the timer for your lane'); allow movement during rest periods if needed (gentle treading water rather than static hold); break sets into smaller chunks; celebrate small achievements frequently; position near teacher for attention redirection
dyspraxia
- Allow extra practice time with equipment before timed sets; use larger, more visible equipment; reduce complexity (one stroke throughout, no equipment alternation); provide clear spatial boundaries (swim along lane rope for orientation); slow down demonstration speed; give one instruction at a time; allow more rest time for motor planning between efforts; focus on completion over technique quality; pair with patient peer for support and encouragement
autism spectrum
- Provide visual schedule showing lesson structure in advance; maintain consistent routine and predictable patterns; give warning before transitions ('In 2 minutes we'll...'); allow use of same equipment throughout (no alternating) if changes cause anxiety; provide quiet lane away from stimulation if needed; use visual timer for work:rest periods; give precise, concrete instructions; allow student to count heart rate multiple times if first attempt causes anxiety
visual impairment
- Use brightly coloured equipment for visibility; provide verbal descriptions of all demonstrations; assign sighted buddy for lane guidance; use tactile markers on pool edge for orientation; give advance warning of whistle signals; allow extra time for heart rate location using touch; consider vibrating timer for work:rest signals
hearing impairment
- Use visual signals (raised hand, flag, light flash) instead of or alongside whistle; demonstrate all instructions visually; provide laminated visual instruction cards showing interval structure; position student where they can see teacher clearly; use exaggerated gestures for communication; consider waterproof communication board poolside; assign hearing buddy to repeat verbal instructions
physical disability
- Modify equipment requirements based on mobility (kickboard only or pull buoy only rather than alternating); adjust interval distance (width instead of length, or shorter distances); allow extra rest time between sets; provide pool hoist access if needed; consider seated pool entry; modify stroke expectations (one stroke only); allow flotation devices if needed; celebrate effort over completion
Cross-Curricular Links
English
Technical vocabulary acquisition and usage; verbal communication during discussion; explaining concepts to peers; following complex multi-step instructions; listening skills during instruction; articulating physiological responses using precise language; recording written observations on data sheets
Maths
Counting heart beats; multiplication to convert 15-second count to beats per minute; understanding ratios (work:rest ratios 1:1, 1:2, 2:1); percentage calculations (heart rate recovery percentage); collecting and recording numerical data; interpreting data patterns and trends; comparing numerical values; basic statistical concepts (average, range)
Science
Cardiovascular system structure and function; heart rate as measure of cardiac output; oxygen transport in blood; muscle metabolism and lactic acid production during anaerobic work; energy systems (aerobic and anaerobic); physiological adaptations to training; scientific method through data collection and analysis of heart rate responses
PSHE
Perseverance and resilience when activities become challenging; self-regulation of effort and intensity; positive self-talk during difficult sets; teamwork and encouragement in lane groups; understanding body's signals (fatigue, recovery); making healthy lifestyle choices; setting and achieving personal goals; managing competitive feelings healthily
Teacher Guidance
Positioning
Position at pool side or end with maximum visibility of all lanes throughout swimming activities. During instruction periods, ensure all students can see and hear you clearly. Walk the pool perimeter during extended interval sets to observe from multiple angles and provide individual feedback. Never turn your back to the pool when students are in the water.
Observation Focus
Prioritise safety observation: watch for signs of distress, over-exertion (purple lips, gasping, inability to continue), or equipment problems. Secondary focus on technique: equipment usage, stroke quality, and adherence to work:rest timing. Note individual responses to intensity - some may find challenging set too hard, others may need extension to stay engaged. Monitor lane spacing to prevent collisions.
Intervention Points
Intervene immediately if safety concern arises (stop entire class if necessary using three short whistle blasts). Provide technique corrections during rest periods, not during active swimming, to avoid disrupting rhythm. If student struggling with intensity, adjust their work:rest ratio or reduce repetition count. If equipment use incorrect, demonstrate again individually. If work:rest ratios not being followed, enforce timing more strictly with verbal countdowns or whistle signals.
Demonstration Notes
Demonstrate equipment use by entering the pool yourself if possible - this provides clearest model. For heart rate measurement, exaggerate finger placement on neck/wrist so all can see from distance. When explaining work:rest ratios, use visual aids (stopwatch, whiteboard) as well as verbal explanation. Show both correct and incorrect equipment technique to highlight differences. During sprint set explanation, demonstrate difference between training pace and sprint pace over short distance to clarify expectations.
Verbal Cues
- •'Long arms!' to encourage extension in strokes
- •'Breathe normally!' during heart rate measurement to prevent hyperventilation
- •'Quality over speed!' when technique deteriorating
- •'Use your rest time!' if students rushing through rest periods
- •'Steady pace!' during equipment sets to prevent early fatigue
- •'Sprint pace - maximum effort!' before fast sets
- •'Find your pulse NOW!' immediately after sprint rep finishes
- •'Super slow recovery pace' during cool-down
Safety Considerations
Space & Surface Requirements
Space Requirements
25-metre swimming pool with minimum 3 lanes (ideally 5-6 lanes), lane ropes in place, depth appropriate for all students (minimum 1.2m), clear pool deck surrounding water
Surface Check
Pool deck dry and slip-free where students will be seated for instruction; water quality checked and clear; appropriate water temperature for intensive training (26-28°C optimal)
Equipment Safety
Safety Checks
- •All kickboards checked for cracks, sharp edges, or damage before distribution
- •Pull buoys inspected for degradation or tearing
- •Equipment sanitised between classes if shared
- •Stopwatch/pace clock functioning correctly and visible
- •Recording sheets and pencils kept in dry area away from pool edge to prevent slips
Risk Management
Key Risks
- •Drowning or near-drowning incident (low probability with qualified supervision)
- •Slips and falls on wet pool deck
- •Over-exertion during high-intensity sprint sets leading to distress
- •Equipment misuse causing injury (hitting others, standing on equipment)
- •Collisions between swimmers in lanes
- •Hyperventilation during heart rate measurement or sprint sets
- •Cold stress if students remain wet without moving for extended periods
Risk Mitigation
- •Qualified lifeguard on duty at all times OR teacher holds current lifeguard qualification
- •All students assessed as competent swimmers (minimum 25m unaided) before participation
- •Clear pool rules established: no running, no diving (unless specifically trained and permitted area), no pushing
- •Lanes organised by ability to reduce collision risk and pace mismatch
- •Circle swimming pattern enforced (up right side, down left side)
- •Equipment use demonstrated thoroughly before students use it
- •Continuous visual supervision maintained by teacher positioned for maximum visibility
- •Sprint sets monitored closely for signs of over-exertion; students told to stop if feeling faint or dizzy
- •Adequate rest periods enforced - not allowing students to skip rest
- •Instruction periods kept brief; students not left sitting wet in cold air for extended time
- •Emergency action plan in place and rehearsed
- •First aid kit and emergency equipment (reaching pole, throwable flotation) immediately accessible
- •Students instructed on how to signal for help (raising one arm)
- •Register taken before entering pool and after exiting
- •Students with medical conditions (asthma, heart conditions, epilepsy) identified and accommodations made
Supervision & Emergency Procedures
Supervision Points
- •Position at side of pool with clear sightline to all lanes during swimming activities
- •Walk perimeter during extended sets to observe all students from multiple angles
- •During heart rate instruction, position centrally where all students visible
- •Never turn back to pool when students are in water
- •Maintain head count awareness throughout session
- •Position near most vulnerable or least confident swimmers during high-intensity work
Emergency Procedures
In event of emergency: blow three short whistle blasts (emergency signal), all students to nearest wall immediately, activate emergency response system, initiate water rescue if required using equipment (reaching pole, throw flotation device), remove student from water if necessary, administer first aid or CPR if trained, call 999 if serious incident, notify senior leadership and parents, complete incident report