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Lesson 2 - Structured Training & Intervals

Training Science & Competition Skills

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Year 8

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Swimming

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Big Question

How do elite swimmers structure their training to maximise performance and fitness gains?

Learning Objectives

Understand how to structure a comprehensive swimming training session with warm-up, main set, and cool-down components
Apply lane etiquette and safety procedures when swimming in a structured environment
Develop knowledge of interval training principles, including work-to-rest ratios and training intensity

Key Outcomes

Students will complete a structured swim session demonstrating understanding of its components
Students will swim safely and courteously using correct lane discipline throughout
Students will apply interval training principles by managing their pace and recovery periods effectively

Equipment & Resources Required

Stopwatch

1-2 (plus individual watches if available)

Position poolside where all swimmers can see, or designate timekeeper for each lane

Alternative: Large pace clock visible to all swimmers, smartphone timer apps

Ropes

3-6 lanes

Lanes should be clearly marked and evenly spaced for safe swimming

Alternative: Visual markers on pool deck if lane ropes unavailable

Sun Markers

1 poolside

Position where all students can see from pool, write training sets clearly

Alternative: Laminated session cards, large display board

Cards

1 per lane or per pair

Laminated cards showing standard and challenging sets placed at lane ends

Alternative: Waterproof paper with session details

Whiteboards

1 per student if needed

Available poolside for students requiring additional support

Alternative: Pull buoys for technique modification

Key Vocabulary

Warm-up

A period of low-intensity exercise at the beginning of a session to prepare the body for more demanding activity

Main set

The core training component of a session where the primary fitness or skill development occurs

Cool-down

A period of low-intensity exercise at the end of a session to help the body recover gradually

Intervals

A training method alternating between periods of higher and lower intensity exercise

Work period

The time spent actively swimming during an interval

Rest period

The recovery time between work intervals, allowing partial recovery before the next effort

Training intensity

How hard you are working during exercise, ranging from very easy to maximum effort

Session structure

The organised plan of a training session including all components in a logical sequence

Lane discipline

Following established rules for swimming safely in lanes, including keeping left, overtaking correctly, and respecting others

Perceived exertion

How hard you feel you are working based on breathing rate, muscle fatigue, and overall effort

Skill Progression Pathway

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

Prior Learning

Basic swimming competence in multiple strokes
Understanding of fundamental lane etiquette from Lesson 1
Ability to swim 25m continuously with reasonable technique

Current Skills

Structuring a fitness-focused swim session
Managing intervals and work-to-rest ratios
Varying swimming intensity whilst maintaining technique
Self-monitoring effort levels and recovery

Next Steps

Advanced interval training with shorter rest periods
Stroke-specific training sets
Using heart rate and perceived exertion to guide training intensity
Designing personalised training programmes

Milestone Indicators

Completing full training sets without extended breaks

Maintaining stroke technique during high-intensity intervals

Demonstrating understanding of session structure through verbal explanation

Self-regulating pace appropriately for different interval types

Key Teaching Points

Every training session must have three components: warm-up prepares the body, main set develops fitness, cool-down aids recovery
Interval training alternates between work periods (high-intensity swimming) and rest periods (recovery), developing fitness more effectively than steady-state swimming
Use the 1-10 intensity scale to help students self-regulate effort: warm-up and cool-down at level 3-4, slow intervals at level 4-5, fast intervals at level 7-8
Technique quality must be maintained even during high-intensity intervals - sacrificing form for speed is counterproductive and risks injury
Rest periods are a crucial component of interval training, not a weakness - they allow repeated high-quality efforts that drive adaptation
Lane etiquette (staying left, safe overtaking, awareness of others) is fundamental to safe and effective training in shared space
Training culture values include supporting lane mates, showing resilience through challenge, and respecting both effort and achievement

Common Misconceptions

Misconception: 'The warm-up isn't important, we should just start the hard work.' Reality: Warm-up prepares the cardiovascular system and muscles, reducing injury risk and improving performance in the main set.
Misconception: 'Taking rest periods means I'm not working hard enough.' Reality: Rest periods enable repeated high-quality intervals - training without adequate rest leads to technique breakdown and diminished returns.
Misconception: 'I should swim as fast as possible on every length.' Reality: Varying intensity through fast and slow intervals develops different energy systems and allows sustainable training volume.
Misconception: 'Swimming faster is more important than good technique.' Reality: Maintaining technique under fatigue is crucial for both safety and long-term skill development - speed without control is ineffective.
Misconception: 'Cool-down is a waste of time once the hard work is done.' Reality: Cool-down facilitates physiological recovery, reduces muscle soreness, and prevents blood pooling - it's essential for effective training.
Misconception: 'If I'm not completely exhausted, I haven't trained hard enough.' Reality: Effective training is structured and purposeful - finishing appropriately challenged but not destroyed allows consistent training and adaptation.

SEN Adaptations

ADHD

Break instructions into small chunks rather than long explanations. Use frequent positive reinforcement for on-task behaviour. Provide clear visual timer showing duration of each interval. Position in lane with mature, focused peers. Allow brief movement breaks if needed (e.g., standing at wall between teaching points). Give specific roles or responsibilities to maintain engagement (timekeeper for lane).

dyspraxia

Allow longer warm-up period to prepare motor systems adequately. Simplify stroke techniques if needed - permit breaststroke throughout if coordination of front crawl too challenging. Provide additional practice time for any new movement patterns. Give clear, step-by-step breakdown of skills rather than complex multi-step instructions. Reduce expectations for number of intervals if motor planning difficulties causing excessive fatigue. Celebrate effort and personal progress prominently.

autism spectrum

Provide visual schedule showing session structure and what happens in each component. Give advance notice before transitions between sections. Allow use of ear plugs if pool acoustics overwhelming. Provide quiet zone at pool end if sensory break needed. Use concrete, literal language in instructions. Maintain predictable routine structure. Give extra processing time for instructions and questions.

visual impairment

Use brightly coloured lane markers for contrast. Provide verbal cues for all visual information on whiteboard. Assign buddy swimmer in same lane for guidance. Use tactile signals (tap on shoulder) to indicate when to start intervals. Describe pool layout and lane positions clearly before entry.

hearing impairment

Ensure student can see your face clearly for lip-reading during instructions. Use visual signals for start/stop (hand gestures, brightly coloured flags). Provide written training set cards at lane end for reference. Position student in lane closest to teacher for visibility. Use visual timer/clock that student can see clearly.

physical disability

Modify intervals based on individual capability - may reduce distance (e.g., 12.5m instead of 25m) or adjust work-to-rest ratios. Allow use of assistive equipment (fins, pull buoys) if needed. Permit alternative strokes that suit individual's physical capacity. Ensure safe entry/exit method appropriate to individual needs (hoist if required). Focus on personal improvement rather than comparison to class standards.

Cross-Curricular Links

English

Technical vocabulary acquisition and usage (warm-up, intervals, intensity, etc.). Articulating experiences and reflections verbally. Listening skills during instructions and peer sharing. Reading and interpreting training set cards.

Maths

Timing intervals using stopwatch - measuring duration in seconds and minutes. Calculating work-to-rest ratios (e.g., 25m in 30 seconds work, 30 seconds rest = 1:1 ratio). Counting repetitions and tracking total distance covered (e.g., 8 x 25m = 200m total). Understanding percentages when discussing effort levels (70% effort = level 7/10).

Science

Cardiovascular system response to exercise - increased heart rate and breathing during work intervals, recovery during rest periods. Muscle fatigue and lactic acid production during high-intensity intervals. Temperature regulation and sweating. Energy systems - aerobic vs anaerobic during different intensity levels.

Geography

Understanding water safety relevant to open water swimming environments. Pool facilities around the world and swimming culture in different countries. Environmental considerations of pool facilities (water conservation, energy for heating).

PSHE

Resilience and mental toughness when intervals become challenging. Teamwork and supporting lane mates through encouragement. Self-awareness and monitoring own physical sensations and limits. Goal-setting for fitness improvement. Respect for others shown through lane etiquette. Managing emotions when frustrated or tired.

Teacher Guidance

Positioning

Stand at pool side with clear view of all lanes. Move along pool edge during main set to observe different students closely. Position near shallow end during cool-down for accessibility. Never turn back completely on swimming students.

Observation Focus

Watch for: consistent lane discipline, clear variation in intensity between fast and slow intervals, technique quality maintenance under fatigue, appropriate rest periods being taken, signs of excessive fatigue or distress, positive interactions between students in lanes, engagement with learning concepts.

Intervention Points

Intervene immediately if: student showing signs of distress or panic, unsafe lane behaviour occurring (diving, running on deck), technique breakdown risking injury, student not taking adequate rest periods, excessive fatigue compromising safety, conflict between students in lanes, students not following instructions regarding intensity levels.

Demonstration Notes

Demonstrate lane etiquette at start showing keep-left and safe overtaking. If entering pool, demonstrate clear difference between high-intensity and low-intensity swimming pace. Show exaggerated ready position and controlled breathing. Use hand gestures to illustrate interval patterns (work-rest-work-rest). Point to whiteboard frequently when referencing session structure to reinforce visual learning.

Verbal Cues

•'Keep to the left of your lane!' during lane swimming
•'This is your FAST length - give me level 7-8 effort!' before work intervals
•'Slow recovery now - level 4-5, nice and easy' before slow intervals
•'Take your full rest period - this is part of the training!' during rest
•'Excellent technique - maintain that form!' when observing quality swimming
•'Long, smooth strokes - quality over speed!' if technique breaking down
•'Well done - you're training like athletes!' for motivation and encouragement

Safety Considerations

Space & Surface Requirements

Space Requirements

Standard swimming pool facility with minimum 25m lanes, clearly marked lane divisions, appropriate depth for Year 8 students (minimum 1m, maximum 2m for mixed ability groups)

Surface Check

Pool deck dry and clear of obstacles, appropriate non-slip surface maintained, no equipment left in walkways, clear emergency exits accessible

Equipment Safety

Safety Checks

•Lane ropes securely fastened and in good condition
•Stopwatch functioning correctly and waterproof
•Pool temperature appropriate for training (26-28°C ideal)
•Emergency equipment accessible: reaching pole, buoyancy aids, first aid kit
•Whiteboard positioned securely away from pool edge

Risk Management

Key Risks

•Drowning or near-drowning if student gets into difficulty during high-intensity intervals
•Collision between swimmers in lanes particularly during overtaking
•Slips and falls on wet pool deck during entry/exit
•Overexertion leading to muscle cramps or exhaustion
•Panic or distress during challenging intervals for less confident swimmers
•Hyperventilation due to excessive effort or anxiety

Risk Mitigation

•Constant visual supervision of all swimmers throughout session
•Lanes organised by ability ensuring appropriate challenge level
•Clear briefing on lane etiquette before high-intensity work begins
•Emphasis on self-monitoring and permission to stop if feeling unwell
•Mandatory rest periods enforced as part of training structure
•Gradual progression from warm-up through main set prevents excessive shock to system
•Cool-down ensures safe return to baseline physiological state
•Teacher positioning allows observation of all lanes simultaneously
•Clear signals for stopping session in emergency established at start
•Differentiated sets ensure no student working beyond capability

Supervision & Emergency Procedures

Supervision Points

•Position at pool side with unobstructed view of all lanes throughout
•Move along pool edge during main set to monitor all swimmers closely
•Count students regularly - should match register numbers
•Monitor facial expressions and body language for signs of distress
•Watch particularly carefully during final intervals when fatigue highest
•Ensure emergency alarm/whistle immediately accessible
•Never leave pool area unattended while students in water

Emergency Procedures

Use three short whistle blasts to signal all students stop and hold wall immediately. Assess situation while maintaining supervision of other students. Deploy emergency equipment if needed (reaching pole for struggling swimmer). Call for assistance from other staff/lifeguard if available. Administer first aid as appropriate. Complete accident report form for any incidents. Contact emergency services if serious injury or medical emergency.