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Lesson 1 - Swim Assessment & Etiquette

Training Science & Competition Skills

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Year 8

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Swimming

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Big Question

How can we measure our swimming progress and swim safely alongside others?

Learning Objectives

Assess current swimming ability through a 100m timed swim test
Understand and apply lane swimming etiquette and safety procedures
Develop awareness of personal fitness tracking using digital resources

Key Outcomes

Students will complete a baseline 100m swim assessment
Students will demonstrate correct lane swimming protocol throughout the lesson
Students will access and understand the Swim Fit website for future training

Equipment & Resources Required

Stopwatch

2-3 (for timing)

One at each end of pool for accurate timing, ensure waterproof or kept dry

Alternative: Smartphone timer apps, pool pace clock

Markers

4-6 lanes

Check lanes are clearly marked and secure before students enter

Alternative: Pool lane ropes (typically permanent installation)

Whiteboards

Poolside for displaying lane assignments and test instructions

Alternative: Laminated cards, clipboard with paper

Score Sheets

1 per student

Pre-printed with student names for efficient time recording

Alternative: Digital recording device, class register with columns

Video Device

1 (optional)

For demonstrating Swim Fit website registration if WiFi available poolside

Alternative: Students use own devices post-lesson

Key Vocabulary

Lane etiquette

The rules and protocols for swimming safely and courteously in shared lane spaces

Independence

Taking responsibility for your own swimming practice and progress

Swim fitness

The cardiovascular endurance and technique efficiency needed for sustained swimming

Assessment

Measuring current ability to identify strengths and set improvement targets

Spacing

Maintaining at least 5 metres distance between swimmers in a lane

Ownership

Taking personal responsibility for technique, safety, and improvement

Targets

Specific, measurable goals for swimming improvement

Skill Progression Pathway

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

Prior Learning

Basic swimming strokes (front crawl, breaststroke, backstroke)
Water confidence and safety awareness
Experience swimming lengths in previous years

Current Skills

Endurance swimming over 100m distance
Lane swimming etiquette and spatial awareness
Self-assessment and performance tracking

Next Steps

Technique refinement for specific strokes
Progressive distance and speed training
Advanced stroke development and turns

Milestone Indicators

Completes 100m continuously without rest

Maintains consistent lane position throughout lesson

Can articulate personal swimming strengths and areas for development

Key Teaching Points

Lane etiquette is essential for safety and smooth lesson flow - reinforce consistently: left side, 5m spacing, fastest leads
The 100m test is a baseline assessment NOT a pass/fail exam - emphasise growth mindset and personal progress
Pacing is crucial for distance swimming - encourage sustainable pace not sprint start
Technique under fatigue reveals areas for development - observe carefully for future teaching focus
Independent learning and responsibility are core to this lesson - empower students with Swim Fit resource
Differentiation through outcome: all abilities can succeed through attempt, completion, or time-based criteria
Safety supervision is paramount - constant visual scanning and emergency readiness throughout

Common Misconceptions

MISCONCEPTION: 'Lane swimming means racing against others in your lane.' CORRECTION: 'Lane swimming is about sharing space safely - everyone swims at their own pace, it's not a race against lane-mates.'
MISCONCEPTION: 'A slow time on the test means I'm bad at swimming.' CORRECTION: 'Your time is YOUR starting point. It's not good or bad - it's information. What matters is improving from HERE.'
MISCONCEPTION: 'I have to use front crawl because it's the fastest stroke.' CORRECTION: 'Use the stroke you can sustain for 100m. Completing the distance with good technique in ANY stroke is better than starting fast and not finishing.'
MISCONCEPTION: 'I should swim as fast as possible from the start.' CORRECTION: 'Distance swimming needs pacing. Start at a speed you can maintain for all four lengths - think of it like a long run, not a sprint.'
MISCONCEPTION: 'If I can't complete 100m, I've failed.' CORRECTION: 'Attempting the test shows courage and gives us information about where to start your training. Not finishing today means we know exactly what to work on - that's success!'
MISCONCEPTION: 'Lane etiquette doesn't matter if I'm a strong swimmer.' CORRECTION: 'Lane etiquette keeps EVERYONE safe, including you. Strong swimmers have extra responsibility to model good practice and watch out for others.'

SEN Adaptations

ADHD

Break instructions into small, manageable chunks. Use student's name to gain attention before instructions. Frequent positive reinforcement and checkpoints. Physical activity (swimming) supports focus and regulation. Consider earlier position in test order to maximise concentration. Visual timers showing duration of activities. Movement breaks built into lesson already through active nature.

anxiety

Build confidence through warm-up before test. Emphasise test is for personal baseline not comparison. Option to swim with buddy or in slower lane for comfort. Teacher provides individual reassurance pre-test. Normalize nervous feelings and provide breathing strategies. Reframe test as 'finding out your starting point' not 'pass/fail'. Offer to reattempt later in term if overwhelmed.

dyspraxia

Extra practice time for complex skills (turns, push-offs). Breakdown of movements into smaller steps with repetition. Allow choice of stroke to maximise success (breaststroke typically easier for coordination). Focus on completion not technique perfection. Patience with slower processing of instructions. Demonstration and modelling especially important. Celebrate progress in coordination and motor planning.

autism spectrum

Provide lesson structure visually (written schedule on board showing each phase). Pre-warn of test to reduce anxiety about assessment. Offer option for student to complete test early or late to reduce sensory overload. Clear, literal language avoiding idioms. Consistent routines for entry, activity, exit. Quiet zone available if overwhelm occurs. Consider alternative to group discussion (written reflection).

visual impairment

Use bright lane markers and high-contrast pool edge markings. Provide verbal descriptions of all visual demonstrations. Buddy system with sighted peer for navigation. Teacher uses clear, descriptive language for instructions. Consider tactile markers for lane ends. Allow extra time for spatial orientation.

hearing impairment

Use visual hand signals for all instructions (establish clear signals before entering pool). Provide written instructions on waterproof laminated card. Ensure student can see teacher's face for lip-reading during briefings. Consider vibrating timer for personal test timing. Buddy system for relaying verbal instructions in pool.

physical disability

Adapt test distance if necessary (50m instead of 100m, or multiple 25m swims with rests). Allow use of adaptive equipment (floats, pullbuoys) if appropriate to ability. Modified entry/exit procedures using hoist or accessible steps. Focus on personal progress not standardised criteria. Celebrate effort and technique within student's capability.

low swimming ability

Place in lane with others of similar ability and supportive peers. Modify test to 'swim as far as you can' rather than fixed 100m. Allow feet touching bottom/brief holds if needed with note on assessment. Extra praise for attempting despite difficulty. Focus on technique not distance initially. Build confidence through achievable targets. Consider pre-test practice session.

Cross-Curricular Links

English

Vocabulary development: technical swimming terminology. Following complex verbal instructions accurately. Articulating self-reflection and evaluation. Giving constructive feedback to peers.

Maths

Measuring time in minutes and seconds. Calculating improvement percentages between baseline and future tests. Understanding pace (e.g., 2 minutes for 100m = 30 seconds per 25m). Distance measurement and metric units.

Science

Cardiovascular system response to exercise (heart rate, breathing rate). Muscle function during sustained activity (aerobic vs anaerobic). Forces in water: drag, propulsion, buoyancy. Energy systems and fatigue.

ICT/Computing

Using Swim Fit website to access information and resources. Digital literacy: creating accounts, navigating websites, online safety. Using technology for fitness tracking and self-improvement.

PSHE

Setting personal goals and targets. Resilience and perseverance when facing challenge. Managing emotions (anxiety about test, disappointment, pride). Independence and taking responsibility for own progress. Growth mindset and learning from setbacks.

Teacher Guidance

Positioning

Position at pool mid-point for maximum visibility of all lanes. Move strategically during test to maintain sightlines to swimmers at different stages. During briefings, position where all students can see and hear clearly without glare or echo issues.

Observation Focus

Prioritise safety scanning above all else. Secondary focus: lane etiquette application, technique observation (for future teaching), effort and resilience indicators, pacing strategies, completion status for each student.

Intervention Points

Immediate intervention if safety concern (struggling swimmer, collision risk). Intervene if lane etiquette breaking down and causing congestion or confusion. Provide encouragement during test but avoid technique coaching (assessment conditions). Offer support to students unable to complete test - positive reframing of outcome.

Demonstration Notes

Demonstrate: left-side swimming by walking pool edge path. Demonstrate: streamlined body position on poolside (if not entering water). Demonstrate: ready position for push-off. Demonstrate: hand signals for stop/listen. Use exaggerated gestures for visual clarity. If comfortable, in-water demonstrations are most effective but not essential for this lesson.

Verbal Cues

•'Left side of the lane, like traffic!'
•'Check your spacing - one stripe on the bottom between you'
•'Steady pace, this is not a sprint!'
•'Breathe regularly, don't hold your breath'
•'Long, smooth strokes - glide through the water'
•'You've got this, keep going!'
•'Halfway there, maintain that rhythm!'
•'Last length, finish strong!'

Safety Considerations

Space & Surface Requirements

Space Requirements

25m swimming pool with minimum 4 lanes for class size up to 30 students. Clear lane markings and functioning lane ropes essential. Adequate poolside space for pre-lesson briefing and post-swim congregation.

Surface Check

Pool deck inspected for slip hazards before lesson. Any excess water cleared. Pool water chemistry checked (chlorine, pH levels) as per facility procedures. Pool depth markers visible and understood by all students.

Equipment Safety

Safety Checks

•Lane ropes secured at both ends with no damage or loose fixtures
•Stopwatches functioning correctly and kept away from pool edge when not in use
•Any teaching aids (whiteboard, display materials) positioned safely away from water
•First aid kit accessible poolside with contents checked
•Reaching pole and lifebuoy accessible and in good condition

Risk Management

Key Risks

•Drowning or near-drowning incident
•Collision between swimmers in lanes
•Slips and falls on wet pool deck
•Overexertion during 100m test leading to difficulty
•Hyperventilation or panic in water
•Students with undisclosed medical conditions (asthma, heart conditions, epilepsy)

Risk Mitigation

•Teacher maintains constant visual supervision of all swimmers throughout lesson
•Lane etiquette system (left-side swimming, spacing) reduces collision risk
•Staggered test starts allow teacher to track individuals more effectively
•Clear communication of test rules including stopping if needed (safety overrides assessment)
•Adequate warm-up prevents muscle cramps and prepares cardiovascular system
•Cool-down prevents sudden cardiovascular changes
•Teacher positioned to access water quickly if intervention needed
•Students briefed on emergency procedures (raising hand for help, exit points)
•Class size appropriate for pool space and teacher supervision capacity
•Medical information for all students reviewed before lesson (asthma, epilepsy, etc.)

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned to maintain sightlines to all lanes simultaneously - typically at pool side near mid-point
•Scanning pattern: systematic visual checks of every swimmer every 10 seconds
•Extra attention to slower or less confident swimmers during test
•Monitor for signs of distress: erratic movement, stopping, hand signals, facial expressions
•Ensure no swimmer is ever alone without direct observation
•Position allows rapid access to water if rescue needed

Emergency Procedures

STOP signal (whistle or raised arm) brings all swimmers to nearest wall immediately. Student in difficulty: use reaching pole first if close, enter water for rescue if necessary (contact tow, speak calmly). All other students exit water calmly via nearest steps. Call for emergency support (pool lifeguard, first aider, emergency services if needed). Administer first aid as qualified. Complete incident report. Notify parents/guardians of any incidents.