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Lesson 1 - Lifesaving Techniques Overview

Lifesaving Skills and Water Rescue Competency

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Year 9

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Water Safety

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1h 4min

Big Question

How can your swimming skills become lifesaving skills that could save someone's life?

Learning Objectives

Understand the principles of lifesaving and when rescue techniques should be applied
Develop proficiency in lifesaving strokes including backstroke sculling and head-up front crawl
Master shallow water rescue techniques using the chin tow method
Demonstrate energy-efficient treading water for extended survival situations

Key Outcomes

Students will be able to explain when and why lifesaving techniques are necessary
Students will perform at least two lifesaving strokes with correct technique
Students will execute a safe chin tow rescue in shallow water
Students will tread water efficiently for a minimum of 2 minutes
Students will recognise and demonstrate critical water safety signals

Equipment & Resources Required

Swimming Pool

1 (25m minimum recommended)

Ensure shallow end (1.0-1.2m depth) accessible for chin tow practice, deep end (1.8m+) for treading water

Alternative: Leisure pool with shallow areas suitable for rescue practice

Markers

4-6 sets

Mark out practice zones for different activities, create clear boundaries for rescue practice areas

Alternative: Floating marker buoys, pool noodles as boundaries

Props

6.5 pieces

Available poolside for students who need confidence support during initial treading water practice

Alternative: Pool noodles, kickboards, pull buoys

Rescue Manikin

2-3

For advanced students to practice rescue approach without partner dependency

Alternative: Dive bricks, weighted pool toys

Pace Clock

1-2

Visible from pool for timing treading water challenges and stroke assessments

Alternative: Waterproof stopwatches, digital display timer

Sun Markers

Poolside for illustrating safety signals and technique points during instruction

Alternative: Laminated safety signal cards, visual demonstration posters

Key Vocabulary

Lifesaving backstroke

A swimming stroke performed on the back using sculling arm movements to maintain position whilst keeping vision on a casualty

Back sculling

Small figure-of-eight movements with the hands beside the hips to propel backwards whilst on the back

Chin tow

A rescue technique where the rescuer supports the casualty's chin whilst swimming on their side to safety

Head-up front crawl

Front crawl stroke performed with the head above water to maintain visual contact with casualty or surroundings

Treading water

Maintaining an upright position in the water using minimal leg and arm movements to conserve energy

Energy efficiency

Using the minimum amount of physical effort to maintain position or movement in water to preserve stamina

Safety signals

Internationally recognised hand and arm signals used to communicate status and needs in water environments

Casualty

The person requiring rescue or assistance in a water emergency situation

Skill Progression Pathway

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

Prior Learning

Confident swimming in all four competitive strokes for 50+ metres
Basic water safety awareness and pool rules understanding
Ability to control breathing patterns whilst swimming
Experience with sculling movements in water polo or synchronised swimming activities

Current Skills

Lifesaving backstroke with back sculling technique
Head-up front crawl maintaining constant visibility
Chin tow rescue technique in controlled shallow water
Energy-efficient treading water for survival situations
Recognition and use of international water safety signals

Next Steps

Deep water rescue techniques and approach strategies
Contact tows and carries for unconscious casualties
Surface diving and underwater search patterns
CPR and emergency response protocols
Advanced survival swimming in challenging conditions

Milestone Indicators

Maintains head position above water for extended periods without fatigue

Demonstrates smooth, controlled movements in all lifesaving strokes

Shows awareness of casualty safety during rescue practice

Can articulate the energy conservation principles in water survival

Exhibits confidence when supporting a partner during rescue drills

Key Teaching Points

Personal safety is ALWAYS the priority - never put yourself at greater risk than the casualty when attempting rescue. Emphasise the rescue hierarchy: reach, throw, wade, row, swim as last resort only when trained and safe.
Lifesaving backstroke sculling technique: Hands stay at hip level, fingers pointing down, small figure-of-eight motion, feel water resistance, gentle leg kick maintains position. Eyes looking up/backward simulates watching casualty whilst moving to safety.
Head-up front crawl requires significantly stronger leg drive than normal front crawl to compensate for head-up position. Chin at water surface not lifted high (causes sinking legs). Eyes locked forward on target/casualty at all times.
Chin tow rescue sequence: Approach from behind using head-up front crawl, position behind casualty's head, roll to side position, extended arm creates gentle chin support (not grip), ear to water, tow using side-stroke. Constant communication reassures casualty throughout.
Energy-efficient treading water is a survival skill not fitness test. Vertical body alignment, gentle continuous leg movements (cycling or breaststroke), small sculling at waist level, normal breathing rhythm. Minimal movement yields maximum duration.
The three safety signals are internationally recognised and potentially life-saving: Wave both arms = need help (NOT hello), Hand flat on head = I'm OK (to approaching boat), Thumb-index finger circle = OK underwater (diving/snorkeling signal).
Partner practice requires genuine care and responsibility - treat every practice partner as a real casualty needing your skilled support. Check airway is clear, maintain support position, communicate calmly, never compromise their safety for technique practice.

Common Misconceptions

MISCONCEPTION: 'If someone is drowning, I should immediately jump in and swim to save them.' CORRECTION: Swimming rescue is the LAST resort. First try to reach them with a pole/branch, throw a flotation device, wade if shallow and safe, use a boat if available. Only swim to rescue if you are trained, it is safe, and no other option exists. Otherwise get help from lifeguard or emergency services.
MISCONCEPTION: 'Treading water requires lots of vigourous movement and strong kicking to stay afloat.' CORRECTION: Energy-efficient treading water is about MINIMAL movement. Gentle continuous leg cycling or small breaststroke legs, combined with waist-level sculling, keeps you afloat for extended periods. Vigourous movement exhausts you quickly and reduces survival time.
MISCONCEPTION: 'In lifesaving backstroke, I should use the same arm action as normal competitive backstroke.' CORRECTION: Lifesaving backstroke uses SCULLING motion at hip level with small figure-of-eight hand movements, NOT the alternating arm pulls of competitive backstroke. This keeps your arms free to support a casualty and maintains constant vision on them.
MISCONCEPTION: 'When doing chin tow rescue, I should grip the casualty's chin firmly to keep control.' CORRECTION: The chin tow uses GENTLE SUPPORT not a grip. Your extended arm creates a platform under their chin, lifting their airway clear. Gripping causes panic and may injure them. Think of cradling their head safely, not grabbing or controlling them.
MISCONCEPTION: 'Waving at someone in the water is just a friendly greeting.' CORRECTION: A WAVE in water (both arms raised and moving) is the international distress signal meaning 'I need help!' If you want to greet someone, use a different gesture. If you see someone waving, assume they are in difficulty and need assistance.
MISCONCEPTION: 'These skills mean I can now rescue anyone who gets into difficulty in water.' CORRECTION: Today's skills are FOUNDATIONS for lifesaving, not complete qualifications. They work in controlled pool conditions with cooperative partners. Real rescues involve currents, panic, unconsciousness, and dangerous environments. These situations require professional training (RLSS, STA qualifications). Use today's skills only in safe, appropriate contexts and always prioritise getting professional help.

SEN Adaptations

ADHD

Short, focused activity bursts rather than extended practice periods. Clear visual boundaries for practice zones using lane ropes and markers. Frequent active roles - student demonstrates, leads warm-up section, times challenges for peers. Regular positive reinforcement and specific praise for on-task behaviour. Movement breaks built into lesson structure (already incorporated). Use of pace clock/timer for all activities - provides external structure and focus. Simplified instruction: one step at a time with immediate practice opportunity. High-energy activities (treading water challenges) used strategically to channel energy positively. Fidget tools allowed during reflection/discussion (pool noodle to hold). Teacher proximity during instruction - teach from in the water alongside student.

dyspraxia

Breaking skills into smaller micro-steps with extended practice time for each component. Demonstration of technique multiple times from different angles for visual processing. Reduce complexity initially: sculling practice before adding leg kick and full backstroke. Larger, easier-to-control equipment for initial practice (larger pool noodles). Extended time for skill acquisition - differentiate by expecting fewer repetitions at higher quality. Verbal coaching of movement patterns: 'right hand circles, left hand circles, together now'. Muscle memory building through high-repetition practice of individual components. Visual markers for hand/arm positions during sculling. Partner provides physical guidance (hand-over-hand) for sculling pattern if helpful. Reduce balance demands: practice treading water holding pool edge initially. Celebrate effort and small improvements - focus on personal progress not comparison to peers.

autism spectrum

Provide visual lesson schedule showing exact sequence and timings before starting. Consistent routine for entering/exiting pool and transitions between activities. Quiet zone designated if sensory overload occurs - area to observe without participation pressure. Clear concrete language - avoid metaphors or ambiguous instructions. Visual now-and-next board showing current and upcoming activities. Preparation for changes - give 2-minute warning before transitions. Social story about lesson available before session. Buddy support for activity partnerships with familiar trusted peer. Reduce verbal instructions to key points only - avoid over-talking. Allow use of ear plugs if pool noise is overwhelming.

visual impairment

Use brightly coloured pool markers and lane ropes for contrast. Provide detailed verbal descriptions of all demonstrations. Buddy system with sighted partner for spatial awareness support. Teacher uses consistent verbal location cues ('I'm on your right, three metres away'). Tactile demonstration - teacher physically guides hand position for sculling technique. Allow extra time for skill processing and spatial orientation. Use auditory signals (whistle patterns) for different instructions. Ensure student knows location of pool edges and depth changes before activities start.

hearing impairment

Position student where they can see teacher's face for lip-reading during poolside instruction. Use visual demonstrations extensively - over-emphasise movements for clarity. Laminated visual instruction cards for rescue sequence steps. Buddy to tap shoulder for attention or instruction changes. Pre-teach key vocabulary and signals before lesson. Use hand signals for common instructions (thumbs up = good, circular motion = continue, flat hand = stop). Ensure student can see teacher AND other students during demonstrations. Written lesson summary provided post-lesson for reinforcement.

physical disability

Wheelchair users: Hoist access to pool if available, otherwise seated pool entry with support staff. Buoyancy aids or flotation devices to support independence in water. Modified treading water: focus on arm sculling only if legs have limited function. Chin tow practice as casualty role initially to understand technique, rescuer role if physically capable with adapted approach. Shorten distances for swimming activities based on endurance capability. Additional rest periods between high-intensity sections. Adapted equipment: larger foam noodles for additional support, pool platforms for partial standing. Focus on achievable elements of each skill rather than complete technique.

Cross-Curricular Links

English

Instructional language - giving clear commands and explanations during peer teaching. Listening skills - following complex multi-step instructions for rescue techniques. Descriptive language - articulating how techniques feel and what to focus on. Discussion and debate - reflecting on rescue priorities and decision-making. Technical vocabulary - learning and using specialist lifesaving terminology accurately. Sequencing - describing rescue procedures in logical order during reflection.

Science

Buoyancy and density principles - why some positions keep you afloat more effectively. Forces in water - resistance, drag, propulsion during swimming strokes. Human body systems - cardiovascular response to exercise, how muscles work during swimming. Respiratory system - breathing control and oxygen/carbon dioxide exchange during extended physical activity. Physics of sculling - action and reaction forces creating movement. Temperature regulation - why bodies cool faster in water and importance of warmth post-swimming.

Geography

Water safety in different environments - pool vs lake vs ocean, understanding environmental hazards. Currents and tides - how water moves and affects swimming/rescue. Mapping and direction - navigating whilst sculling backwards, spatial awareness in rescue approach. Climate and water temperature - how location affects survival time in water. Environmental factors affecting rescue difficulty - wind, waves, visibility.

Mathematics

Time calculations - stroke rates, duration challenges, rest intervals. Distance measurement - metres swum for different activities. Ratio and proportion - relationship between energy expenditure and duration in treading water. Percentages - success rates, improvement calculations from baseline assessment. Angles - body position degrees for optimal efficiency (e.g., vertical treading water = 90° to surface). Data handling - comparing personal performance across lesson, charting improvement over unit.

PSHE

Responsibility - understanding when you should/shouldn't attempt rescue, knowing your limits. Risk assessment - evaluating situations before acting, personal safety prioritization. Teamwork and cooperation - essential during partner rescue practice. Trust building - casualty must trust rescuer during chin tow. Resilience and perseverance - pushing through 2-minute treading water challenge. Leadership - supporting less confident peers, teaching skills to others. Emotional regulation - managing fear or anxiety in challenging survival situations. Communication skills - verbal reassurance during rescue, giving constructive feedback to peers.

Teacher Guidance

Positioning

During instruction: Position on pool deck with back to wall for clear view of all students. During skill practice: Either on pool deck at mid-point or in water amongst students (if qualified and appropriate). During deep water activities: Pool deck position with full visibility of all students and direct sightline to lifeguard. During reflection: In water as part of circle to create inclusive discussion environment. Never turn away from students when they are in water - rotate body to maintain visual contact.

Observation Focus

Warm-up: Swimming ability assessment - note confident vs struggling swimmers for differentiation. Skill development: Technique quality - sculling hand position, head-up front crawl leg drive, chin tow support position. Rescue practice: Safety of both rescuer and casualty - airway clear, controlled movements, appropriate support. Treading water: Energy efficiency - minimal movement, calm breathing, vertical position. Throughout: Fatigue signs - laboured breathing, technique deterioration, reduced participation. Always: Distress indicators - panic, sinking, thrashing, facial distress.

Intervention Points

Immediate intervention required if: Any student shows genuine distress or panic - stop activity, provide support. Unsafe practice observed during chin tow - incorrect positioning risking submersion. Excessive fatigue during treading water - technique failing, breathing laboured. Collision risk between students - poor spacing or awareness. Equipment misuse creating safety hazard. Student attempting skill beyond their demonstrated capability. Gradual intervention for: Technique errors reducing effectiveness but not causing danger. Students needing encouragement to persist with challenging skills. Partner pairs not cooperating effectively - reassign if needed.

Demonstration Notes

Lifesaving backstroke: Demonstrate in water showing exaggerated hand position at hips, clear figure-of-eight motion visible above water briefly then underwater, maintain completely flat body position. Head-up front crawl: Show powerful leg kick creating white water, chin at surface with eyes clearly looking forward, explain breathing technique whilst demonstrating. Chin tow: Use assistant or confident student, show complete sequence slowly with verbal explanation at each stage, demonstrate incorrect version first to show what NOT to do, then perfect technique. Treading water: Show contrast between inefficient (frantic) and efficient (calm) versions, demonstrate both leg techniques (cycling and breaststroke) for student choice. Safety signals: Exaggerate each signal for clarity, show from multiple angles, explain context clearly for each one.

Verbal Cues

•'Soft sculling movements - feel the water, don't fight it'
•'Eyes up and forward - where you look is where you go'
•'Gentle support under the chin - imagine cradling a baby'
•'Vertical position - string pulling from crown of your head'
•'Breathe normally - if you're gasping, you're working too hard'
•'Communicate with your casualty - tell them they're safe'
•'Small movements, big results - efficiency is survival'
•'Check your partner's face - can they breathe easily?'

Safety Considerations

Space & Surface Requirements

Space Requirements

25-metre swimming pool minimum. Shallow end 1.0-1.2m depth for chin tow practice. Deep end minimum 1.8m depth for treading water challenges. Clear pool layout with visible depth markers. Adequate deck space for lesson instruction and demonstrations.

Surface Check

Pool water clarity sufficient for bottom visibility (lifeguard requirement). Pool deck dry and non-slip - address any wet patches immediately. Steps/ladders secure and clear of obstruction. Lane ropes properly tensioned and secured. No loose equipment in water during activities.

Equipment Safety

Safety Checks

•Flotation aids inspected for damage - no tears or punctures
•Pool noodles and markers stable and appropriate for intended use
•Reaching pole and rescue tube accessible to lifeguard throughout lesson
•Pace clock/timer positioned safely away from pool edge
•Whiteboard and markers stable on poolside with no slip risk
•All equipment returns to designated storage after use

Risk Management

Key Risks

•Drowning risk - students in deep water during treading and rescue practice
•Exhaustion leading to difficulty - extended treading water challenges
•Collision between students - multiple students practicing simultaneously
•Panic response - less confident students in survival situations
•Accidental submersion - during partner rescue practice
•Slip and fall - wet pool deck during entry/exit and transitions

Risk Mitigation

•Qualified lifeguard present throughout lesson with rescue equipment ready
•Teacher maintains constant observation - never turns away from pool
•Baseline swimming ability confirmed before lesson (minimum 25m unaided)
•Students briefed to signal immediately if in difficulty and swim to wall
•Clear stop signal (whistle) established for immediate cessation if needed
•Adequate spacing between students during all activities (minimum 2m)
•Shallow water practice before progressing to deep water challenges
•Duration limits enforced - no student exceeds safe fatigue levels
•Flotation aids available for immediate support if needed
•Partner practice only with cooperative students of similar size/ability
•Pool deck kept as dry as possible - immediate addressing of water spillage
•Controlled entry and exit from pool - no running or diving

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned for maximum visibility of all students at all times
•During deep water activities, teacher has heightened vigilance for distress signs
•Lifeguard maintains active observation - no distractions
•High-risk moments identified: initial treading water, extended duration challenges, partner rescue practice
•Regular head counts throughout lesson to ensure all students accounted for
•TA or support staff (if available) positioned at opposite end of pool for coverage

Emergency Procedures

Immediate stop on whistle signal. Nearest capable adult enters water for emergency support. Lifeguard initiates rescue protocol if required. Emergency alarm activation for serious incidents. All students cleared from pool if emergency occurs. First aid kit and emergency equipment accessible poolside. Emergency contact information for all students available. Incident reporting procedures followed for any safety concerns or near-misses.