🛟

Lesson 2 - Lifesaving Strokes & Signals

Lifesaving Skills and Water Rescue Competency

•

Year 9

•

Water Safety

•

1h 17min

Big Question

How can mastering different swimming strokes and safety signals save your life or someone else's in an aquatic emergency?

Learning Objectives

Consolidate and refine three lifesaving swimming strokes with improved technique and efficiency
Develop treading water endurance using energy conservation principles
Master emergency safety signals for effective communication in water-based scenarios

Key Outcomes

Students will demonstrate improved proficiency in lifesaving backstroke, head-up front crawl, and side stroke techniques
Students will sustain treading water for extended periods using efficient energy conservation methods
Students will accurately perform and recognise emergency safety signals in various simulated scenarios

Equipment & Resources Required

Swimming Pool

Access to standard 25m pool with varying depths

Ensure clear lanes for stroke practice and open area for treading water activities

Alternative: Shorter teaching pool acceptable if depth suitable for treading water practice

flags

4-6 lane markers

Position to create distinct practice zones for different activities

Alternative: Floating objects, pool noodles, or visual markers on pool edge

PE Equipment

1 rescue tube or ring buoy

Ensure visible to students during timed treading water challenges

Alternative: Smartphone timer apps, wall clock with second hand, digital pool clock

Visual Aids

4-6 kickboards or pull buoys

Available poolside for students requiring additional support during skill development

Alternative: Pool noodles, floatation belts

Cards

1 absolute waterproof instruction board

Positioned poolside for visual reference of techniques and signals

Alternative: Large visual cards with safety signal diagrams

Key Vocabulary

Lifesaving backstroke

A variation of backstroke using back sculling movements that allows the rescuer to keep eyes on a casualty whilst swimming backwards

Head-up front crawl

A modified front crawl technique where the head remains above water throughout to maintain visual contact with a casualty or hazard

Side stroke

A stroke performed on the side of the body using asymmetric arm movements and breaststroke leg action, efficient for long-distance swimming and towing

Energy conservation

Techniques used to minimise energy expenditure in water by using efficient movements, controlled breathing, and appropriate body positioning

Treading water

A technique to maintain an upright position in water without touching the bottom, using leg and arm movements to stay afloat

Safety signals

Standardised hand and arm gestures used to communicate distress, status, or needs in aquatic environments

Stroke efficiency

The ability to achieve maximum propulsion through water with minimum energy expenditure using proper technique

Endurance

The ability to sustain physical activity over extended periods without significant fatigue or loss of technique

Eggbeater kick

An alternating circular leg movement used in treading water where each leg moves in opposite directions, providing continuous upward propulsion

Sculling

A propulsive movement using the hands and forearms in a figure-eight pattern to create controlled movement through water

Skill Progression Pathway

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

Prior Learning

Basic swimming competency in at least two strokes
Introduction to lifesaving backstroke and head-up front crawl from Lesson 1
Basic treading water technique
Understanding of pool safety rules and emergency procedures

Current Skills

Refinement of lifesaving backstroke with improved efficiency
Development of side stroke with breaststroke leg action
Extended treading water endurance up to 5 minutes
Recognition and execution of three key safety signals
Application of energy conservation principles

Next Steps

Towing techniques using lifesaving strokes
Clothed swimming and water entry methods
Rescue breathing and CPR awareness
Open water safety considerations
Advanced rescue scenarios and decision-making

Milestone Indicators

Can maintain head-up position throughout lifesaving strokes without stopping

Demonstrates smooth, rhythmical breathing pattern whilst treading water

Shows controlled, deliberate movements indicating energy conservation

Executes safety signals with clear, visible gestures

Maintains composure and technique under timed pressure

Key Teaching Points

Safety is paramount: continuous student supervision, clear emergency procedures, progressive skill building from shallow to deep water
Lifesaving backstroke: stable head position with eyes forward, small sculling movements by hips, gentle continuous leg kick, horizontal body position
Head-up front crawl: elevated head throughout, powerful leg kick to compensate for head weight, eyes focused on target, breathing unrestricted
Side stroke: complete rotation onto side, bottom arm extended as 'pillow', top arm pulls from front to hip, breaststroke leg action, emphasis on long glide phase for efficiency
Energy conservation: slow deliberate movements, relaxed body position, rhythmic breathing, minimal splashing, sustainable pace over time
Treading water techniques: vertical body position, eggbeater kick (alternating circular leg movements) or breaststroke kick (simultaneous), gentle sculling with hands, minimal energy expenditure
Safety signals: wave for help (one arm waving side to side), hand on head (both hands flat on top of head for distress), OK signal underwater (thumb and index finger touching in circle)
Technique over speed: consistently emphasise quality of movement over competitive racing throughout all activities
Endurance development: progressive challenges from 2 to 5 minutes treading water, maintaining technique despite fatigue, mental resilience alongside physical stamina
Differentiation: provide three levels (support, core, extension) for all activities, honour individual progress over comparative performance, make all students feel successful
Reflection and metacognition: facilitate self-assessment, celebrate personal progress, connect practical skills to real-world applications, build growth mindset

Common Misconceptions

Misconception: 'Lifesaving backstroke is the same as regular backstroke' - Correction: Lifesaving backstroke uses sculling hand movements by hips with eyes forward, not alternating arm strokes over head with eyes looking back
Misconception: 'Faster swimming is better in rescues' - Correction: Efficiency and endurance matter more than speed; sustainable technique allows longer distance swimming without exhaustion
Misconception: 'Treading water requires vigourous movement' - Correction: Energy conservation through slow, purposeful movements is key; frantic splashing wastes energy quickly
Misconception: 'Side stroke uses scissor kick' - Correction: Side stroke as taught in this lifesaving context uses breaststroke leg action, not scissor kick (though scissor kick is valid in some side stroke variations)
Misconception: 'Thumbs up is the OK signal underwater' - Correction: Underwater OK signal is thumb and index finger forming a circle; thumbs up can mean 'surface' or 'ascend' in diving
Misconception: 'If I'm tired I should swim faster to reach safety quicker' - Correction: Slowing down and using efficient strokes (especially side stroke with glide) conserves energy and increases survival chances
Misconception: 'Only competitive swimmers can tread water for long periods' - Correction: Treading water endurance is primarily about technique and relaxation, not strength; most students can build to 5 minutes with practice
Misconception: 'Safety signals don't matter if you can shout for help' - Correction: Voice doesn't carry well over water and wind; visual signals work at greater distances and in noisy environments

SEN Adaptations

ADHD

Structure lesson with frequent activity changes (current plan supports this). Provide clear, concise instructions one step at a time. Use visual cues and demonstrations extensively. Offer movement breaks (already inherent in swimming). Position near teacher for redirecting focus. Celebrate effort and small achievements frequently. Use timers and countdowns for visible activity endpoints.

dyspraxia

Break skills into smaller micro-steps with extended practice time for each component. Use flotation aids to reduce coordination demands initially. Provide additional demonstrations and repetitions. Allow extra time for processing movement instructions. Focus on one element at a time (e.g., arm action before adding legs). Celebrate approximations of technique rather than perfect execution. Reduce distance expectations to build confidence.

autism spectrum

Provide visual schedule of lesson structure at start (warm-up, skills, games, cool-down). Use consistent language and routines across lessons. Give advance warning before transitions ('In 2 minutes we will...'). Create quiet zone at pool edge for regulation breaks if needed. Minimise sensory overload (loud echoes, crowded spaces). Use concrete language avoiding idioms. Provide predictability in activity sequences.

visual impairment

Use bright, high-contrast flotation aids for spatial reference. Provide verbal descriptions of all demonstrations with tactile guidance if appropriate (e.g., hand positioning for sculling). Establish clear auditory signals for transitions and emergencies. Assign sighted buddy for pairing activities. Describe pool layout and boundaries clearly at lesson start.

hearing impairment

Ensure student positioned with clear sightline to teacher throughout lesson. Use exaggerated visual demonstrations with hand signals for key instructions. Provide laminated instruction cards with diagrams of strokes and safety signals. Maintain eye contact when giving instructions. Use visual signals for emergency stops (waving arms overhead). Check understanding through demonstration rather than verbal confirmation.

physical disability

Adapt stroke techniques based on individual mobility (e.g., arms-only variations, modified leg kicks). Provide flotation support devices tailored to needs. Reduce distances significantly or allow assisted swimming. Focus on achievable safety skills (signals can be performed from pool edge or with support). Ensure accessible entry/exit to pool. Celebrate adapted skill execution as equally valid.

Cross-Curricular Links

English

Following complex multi-step instructions, descriptive vocabulary for movement and sensation, articulating reflections and self-assessment, persuasive language in team discussions during scenario challenges

Maths

Timing and measurement (treading water durations, swimming distances), counting stroke cycles, calculating efficiency (distance per stroke), heart rate calculations and recovery rates, geometry of body angles for streamlining

Science

Cardiovascular system response to exercise (heart rate elevation and recovery), respiratory system demands during sustained activity, buoyancy and density principles, forces in water (propulsion, drag, resistance), thermoregulation in aquatic environments

Geography

Open water environments and safety considerations, tides and currents (rip current awareness), coastal rescue services and their operations, international water safety standards

PSHE

Resilience and perseverance during physical challenges, managing anxiety and fear in new situations, teamwork and supporting others, personal responsibility for safety, risk assessment and decision-making in emergency scenarios, building self-confidence

Teacher Guidance

Positioning

Station yourself at pool edge with unobstructed view of all students throughout lesson. During deep water treading practice, position centrally to observe entire group. During relays, stand at finish line with clear sightline to all lanes. Never turn your back to active students in water.

Observation Focus

Monitor continuously for: body position and technique execution, signs of fatigue (laboured breathing, deteriorating technique), facial expressions indicating distress or anxiety, students drifting out of designated areas, unsafe interactions between students. Prioritise safety observation over technique coaching.

Intervention Points

Intervene immediately if: any student shows distress signals, technique breakdown creates safety risk, fatigue compromises ability to maintain water position, competitive elements override safety, students exceed safe limits for their ability level. Provide rest, simplification, or support as needed.

Demonstration Notes

Demonstrate all techniques in water where possible for clearest visibility. Perform movements slowly and deliberately with exaggerated key points (e.g., obvious head position, extended glide). Use verbal commentary during demonstration: 'Notice how I...' Position yourself where all students have clear sightline. Repeat demonstrations for complex skills (side stroke). Invite confident students to demonstrate alongside you for peer modelling.

Verbal Cues

•'Breathe naturally - in and out'
•'Slow, controlled movements'
•'Stay in your designated area'
•'If you need to rest, swim to the wall'
•'Technique first, speed second'
•'Keep that head position steady'
•'Big glide - rest whilst you move'
•'Efficient, not fast'
•'You've got this - stay calm'
•'Notice how your body feels'

Safety Considerations

Space & Surface Requirements

Space Requirements

Swimming pool with minimum depth of 1.2m for treading water practice and 2.5m+ for deep water skill development. Clear zones designated for shallow end skill introduction and deep end endurance activities.

Surface Check

Pool water clarity verified - bottom visible throughout. Pool deck dry and non-slip surfaces checked. Steps and entry/exit points clear of hazards.

Equipment Safety

Safety Checks

•Flotation aids inspected for damage before use - no tears or deflation
•Lane markers securely fastened and not creating trip hazards
•Timing equipment positioned safely away from pool edge
•Emergency rescue equipment (pole, ring buoy) accessible and visible

Risk Management

Key Risks

•Drowning or near-drowning during deep water activities
•Fatigue-related difficulty staying afloat during extended treading water
•Collisions between students during relay activities or width swimming
•Slips and falls on wet pool deck during transitions
•Cold-related issues if pool temperature inadequate or lesson too long
•Panic or anxiety during new skill attempts (especially side stroke or extended treading)

Risk Mitigation

•Qualified lifeguard on duty throughout lesson maintaining dedicated surveillance
•Teacher positioned with clear sightline to all students at all times
•Students assessed for swimming competency before deep water activities
•Regular rest periods enforced to prevent dangerous fatigue levels
•Flotation aids immediately available for students requiring support
•Clear boundaries established for activity zones
•Buddy system encouraged during deep water skill practice
•Emergency stop signal established and practiced at lesson start
•Progressive skill building: shallow to deep, short duration to extended
•Continuous monitoring for signs of distress, fatigue, or cold

Supervision & Emergency Procedures

Supervision Points

•Position at pool edge with 180-degree view during deep water activities
•Maintain constant visual contact with all students - never turn back
•During relay games: position centrally to observe all lanes simultaneously
•Station assistant or additional adult at opposite end during width swimming
•Move around pool perimeter to vary observation angles during extended activities

Emergency Procedures

Stop all activity immediately if any student shows distress. Use emergency stop signal (three short whistle blasts). Initiate rescue protocol: reach, throw, row, go. Qualified lifeguard enters water if required. Remaining students move to wall and hold. Teacher assesses situation, provides assistance, or directs emergency response. Resume only when safety confirmed.