If you are to make the most of the limited learning time you have at the pool, you need to plan swimming lessons carefully. This means thinking in advance about how you are going to:
- organise the class – how are you going to group pupils? who will be in the pool at different times?
- make the most of the pool space
- communicate with pupils in the pool environment
- use adult support efficiently.
Organising the class
Before the start of the lesson, you need to know how you are going to organise the class into groups and spaces so that everyone has a chance to get involved in activities that meet their needs. You will need to consider:
- how many pupils will be in the pool at a time – should all the pupils be in the pool at the same time?
- whether to group pupils by ability
- whether to group boys and girls together
- how to ensure that the whole class is involved in purposeful learning activities.
At any one time, there are likely to be some pupils who are taking part in activities and others who are not. You need to think about both of these groups and how to meet their learning needs most effectively and safely.
Pupils who are in the pool
When planning your approach to teaching pupils who are actually in the water, you need to consider how to:
- group the class so that pupils of different abilities can be set tasks that meet their specific needs
- ensure that the least able pupils work in water where they feel safe and secure
- organise groups so that activity levels are high and pupils have enough space to move
- provide and allocate equipment to help with learning
- stop pupils from getting cold too quickly
- ensure pupils receive good quality teaching and feedback.
Pupils who are not in the pool
Pupils who are not in the pool – including those who are waiting for their turn to go in the water and those who can’t take part because of illness or injury – can still learn and be fully included in the lesson.
It is important that you set them tasks that are useful and meet their learning needs. For example, you could ask them to:
- help other pupils by observing their performance and completing worksheets or records of what they have achieved
- video a pair or group and then provide feedback after analysing the video back in the classroom
- observe and comment on the work of a pair or small group of pupils
- join in with the rest of the group in answering questions to further their knowledge and understanding of how to perform the core tasks better, including the different strokes and techniques being taught
- set their own targets for the next time they are able to swim.
Make sure that you give them feedback on their progress throughout the lesson.
Using the pool space well
When deciding how to use the space available in the pool, you need to consider which of the following will help your pupils to learn best.
Swimming widths
Swimming widths of the pool are useful because:
- pupils can take turns more often and get less tired
- it suits pupils with a wide range of swimming abilities
- it is easier to set up work in pairs.
When asking pupils to swim widths, you need to make sure that there is enough space between swimmers to avoid collisions. You also need to think about how to manage pupils when they are moving away from, or arriving at, the side of the pool where other pupils are waiting.
Swimming lengths
Swimming lengths are good for more able swimmers, as it enables them to practise over sustained periods of time and longer distances. When swimming lengths, pupils should swim the same way and only ‘overtake’ at the ends of the pool.
Swimming circuits
Swimming circuits of the pool are a useful way to extend the distance that pupils swim while keeping them close to the poolside or in a safe depth. When swimming circuits, pupils follow each other at a safe distance around the edge of the pool. It is helpful to put markers or small buoys out for them to swim around.
Communicating with pupils
Communicating with the class in a pool environment can be difficult because:
- lighting and the glare caused by the sun can make it difficult to see
- voices and sounds can be lost or distorted
- there is often other pool noise, such as splashing and shouting.
Because of this, you need to think carefully about how best to communicate, including:
- how to communicate succinctly, so that pupils understand what is wanted and respond immediately
- where to stand or sit so that the class or group can see and hear you easily
- how to group pupils and allocate support staff to improve communication
- what roles and responsibilities to give to adult helpers and pupils to make communication as easy as possible
- how to ensure that all adults helping with the lesson use common approaches and methods.
You also need to make sure that you use different forms of communication, to meet the needs of all pupils. Pupils who are visual, auditory or kinesthetic learners access information in different ways. You need to provide information in all three styles in each lesson or over the course of a swimming programme, to meet the needs of all pupils.
Making the most of adult support
In most swimming lessons, you will have the support of one or more:
- swimming instructors
- classroom assistants
- students
- parents.
It is important to identify in advance each person’s roles and responsibilities for helping pupils to learn. Think about how they can support the learning of:
- individual pupils
- groups of pupils
- the whole class
- pupils in the water
- pupils at the side of the pool.
Before you arrive at the pool, make sure that each supporting adult knows:
- the learning objectives for the lesson
- how you plan to provide activities for pupils to meet these objectives
- which individuals or groups they are supporting and what they need to learn
- the areas of the pool or spaces around the pool allocated for this learning
- the activities they need to set up and organise
- what equipment and learning resources they will need
- the type of questions they will need to ask and the instructions they will need to give.
If you plan adult support carefully and use it effectively, pupils will be more active and will receive better feedback, and you will be better informed about pupils’ learning and their priorities for future progress.
The way you organise adult support can also have a major impact on pupils’ safety.