These are 'life skills' .... post 41

We have developed physically, mentally, emotionally from all the interesting topics we have read and practiced since the first ‘blog post’. The many swimming skills we have learned/taught required consistent, regular practices. Often we mention ‘life skills’. We might not know what they actually are. Simply explained  ....

LIFE SKILLS are that which tends towards growth, development, progress, ability, talent, cleverness, dexterity, expertise, proficiency, competence, flair, aptitude

We know them as ….

Learn to listen;  learn to think; learn to consciously see, feel, hear, smell, touch, taste;  learn to take instructions;  learn to understand instructions;  learn to carry out instructions;  learn to focus on learning skills;  learn to concentrate, focus, channel thought;  learn to remember what we learn;   develop conscious thought of simple movement;  learn to use our bodies as we choose;  learn rhythm within movement, emotion and thought;  develop an imagination;  learn to set goals;  learn to fail, to achieve, to succeed;  learn routine;  learn patience, tolerance and achievement through repetition;  learn to share;  learn to take turns;  learn to participate in activities individually and as part of a group;  learn to orientate to new environments;  learn to be adventurous;  learn social interaction, respect, values, integrity;  to be peers;  learn to know quality of life; learn personal boundaries;  learn personal limits within ability/inability/disability;  learn to know feeling good, happy, competent, capable, healthy;  learn to trust;  learn to have and to create fun;  learn dignity

 

Free swimmers having such fun !

Life Skills are developed and used throughout our lives. We continuously learn them from each other and teach them to each other. Life Skills create the opportunity for us to participate in all spheres of life ....

Swimming Guidance learn/teach skills Module 9 of 16 to Pick up toys with face in the water .... post 40

A little introduction ....

Uncertainty requires going ‘back to basics’ which in turn requires repeated skills practice as demonstrated in         http://swimmingguidance.blogspot.com/2014/01/swimming-guidance-learnteach-skills.html  post 33

The ability of this advanced swimming skill must be proficient, comfortable and safe so that we can co-ordinate the skills with ‘kicking’ to reach our ‘goal’ of being able to swim

http://swimmingguidance.blogspot.com/2014/01/swimming-guidance-learnteach-skills_20.html post 37  and

http://swimmingguidance.blogspot.com/2014/01/swimming-guidance-learnteach-skills_24.html post 38

When we combine these skills we are able to choose to enter a water environment in which we are consciously aware that we are able to manage ourselves without fear of danger. We can now confidently participate as an individual or within a group knowing our boundaries and limits in and around water.  We too are then able to swim on top of or under the water, without assistance

Basic skill ....

Visually we see that during orientation we stand and walk on the shallow to deeper steps http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-skills_18.html  post 26

Our balance and confidence developed. We learned to push against the resistance of the water which became greater with each change in water depth. We know the ‘feeling’ of resistance and the ‘feeling’ of pushing against water

These skills are now familiar to us. We know how the ground feels under our feet, how to put our feet back onto the ground when we are able to stand with our heads out of the water

The ‘Hand Holding Technique’ acts as a support to assure us of being safe. This method of support acts as a lever to pull or push or stabilize ourselves each time we attempt a new skill

To learn to pick up a toy with the face in the water, first we stand on the shallow step. Slowly, rhythmically we count audibly 'and one and two and three open wide big breath' in through the mouth then bend forward to put our face in the water blowing ‘moo’ bubbles out of the mouth while we look for a toy which we reach for with the free hand to pick it up .... We stand up again. Follow this routine each and every time

This basic skill has many progressions which we can create in the form of games, short term goals set for short term achievements. With repetitive practice we focus on the toys, not on ‘blowing bubbles’. We are holding our ‘breath’. This is a new skill, a progression learned ....

Suggest the colour of a toy to pick up ....

Suggest touching first one colour then the next while the face is in the water
Suggest counting the toys while the face is under the water (this encourages extended submerging of the face)
Suggest picking up different shaped submerged toys/sticks/rings

Repeat all the skills without the support of the ‘Hand Holding Technique’ ....

Advanced skill ....

Step into a deeper water level. We will feel the resistance of the water against the body when we bend forward. The ‘feeling’ is the same as when we push our face and head into the water. We know what to do, just push against the resistance of the water

In the deeper water repeat and practice all the skills learned and achieved when standing in shallow water

Learning to pick up toys at different depths with the face in the water without wearing swimming goggles on the eyes is the greatest and most valuable achievement of all the skills learned in water. No other person can achieve these skills for us. We ‘look’ under water without fear ....

Wearing swimming goggles means that the skill of picking up toys with the face in the water is not yet learned, that there is a conscious fear which needs to be overcome, a ‘goal’ and ‘achievement’ which can be reached through ‘choice and thought’ ....

 
Such a freedom of independent spirit we are learning and teaching ....

Learning/teaching ‘bubble blowing’ skills for swimming .... the challenges, the goals, the value .... post 39

We shall be moving on to a rather advanced swimming skill .... picking up toys with the face in or the head under the water. This new skill has many progressions. Each progression is a short term goal which requires lots of repetitive practices to achieve the short term goals and self confidence of being under the water. There are wonderful little ‘games’, ‘routines’ and challenges that we can learn/teach. One-on-one or within a group our learned skill is an individual ability

The value of our ability, the proficiency of our ‘breath in’ our ‘bubble blowing’ skills requires that we be sure of and honest with ourselves of our boundaries for safety in the water
 

We have learned to blow bubbles onto the surface of the water, out of the mouth then out of the nose then slowly progressed to blowing out with the face in the water, then out through the nose with the face in the water. With these skill achievements we are able to push the whole head under the water with confidence. Through so much practice we too have learned to enjoy being under the water
 

We discovered that with each progression, with each attempt ....first on the surface, then submerging the mouth then the nose then the face then the whole head, that the deeper we push the face and head into the water the greater the resistance. We learn/teach to ‘push’ the face and head against this water resistance which, through repetition, becomes familiar and easy

We learn to hold our head still in deeper water. When our eyes are open we can see how deep we are pushing our head under the water, become aware of the sensations that we feel, the sounds under water which cause us to ‘think’ ....
 

Each and every practice requires that before we ‘blow bubbles’ we are clearly heard to say to count (slowly and rhythmically) and one and two and three open wide big breath, blow ‘moo’ bubbles ....

©     We have practiced lifting the head up to take a breath to then put the face into the water to ‘blow bubbles’ – practice over and over a few times (this breathing technique is used in the breaststroke and butterfly stroke)

Other suggested practices ....  

©     Put the ear in the water, ‘big breath’ in, ‘blow bubbles’ as we roll the neck and head from the ear to the cheek to the mouth the nose and eyes the other cheek to the other ear
 

©     Repeat this practice which is the breathing technique used in unilateral or bilateral breathing for crawl/freestyle or sometimes, butterfly stroke
 

©     A challenging ‘game’ is to scream or sing or talk under the water to test our power of ‘explosive exhalation’. We do not teach the obvious. Focus is on the game which requires a deep breath in to be able to scream or sing or talk
 
©     Use the voice to practice blowing bubbles out of the mouth and nose at the same time

When we reach these ‘goals’ we are surely ready for the next challenging and fun skill which we learn/teach in Module 9 of 16 tutored in post 40 ....

 

 

Swimming Guidance learn/teach skills Module 8 for Kicking part 2 .... post 38

We advance to a progressive skill when we turn from the back kicking position to lie horizontally on the tummy on top of the water. We support ourselves on the step with our hands and elbows which keep our body stable and still while kicking ‘up and down and up and down’
Our feet are off the ground. With the continuous vertically alternating movement of the legs kicking from the hip the crawl/freestyle kicking action propels us forward
 
As one leg rises upwards from under the water the water gently straightens the knee. On the downbeat the water causes the knee to gently bend, the relaxed inverted 'floppy foot' action (much like kicking a ball with a bare foot) pushes against the water causing a splash and lifts the body onto the surface of the water.  The pattern continues. 

The joints of the body are supported and guided with the hands which teach the feeling and the direction of the kicking movement. With the hands push/lift each leg firmly against the resistance of the water. Exaggerate the movement to stimulate big splashy kicks. Keep the legs close together so that they are in line with the body 

Again, while moving the legs continuously say 'kick up and down and up and down' so that the instruction is heard and felt with the intention of this instruction being remembered and responded to for many future practices

At each session either supported, guided kicking or unsupported continuous kicking practices for five to ten minutes is recommended to encourage the skill of kicking to become automatic the moment the feet lift off the ground
 

Learning/teaching kicking while sitting is seen and felt, therefore understood. When lying on the tummy practicing kicking we cannot see the kicking. We learned to visualise (imagine

 

post 23) the skills we learn ( http://swimmingguidance.blogspot.com/2013/12/learn-to-visualise-post-23.html ) therefore we have progressed to visualising (imagining) how to and what kicking looks like without seeing it.

At each swimming session as part of the Routine, if necessary repeat the practice of first sitting a pupil on the knees then progress to sitting on the step then progress to lying on the tummy to kick

Repeat the practice of saying 'kick up and down and up and down' while kicking continuously for five to ten minutes. A group session is longer so motivate kicking for a longer time period. Stimulate competitive kicking with huge splashes

When we are comfortable, confident with lying on the tummy to kick we motivate the co-ordination of, at the same time counting rhythmically, and 1 and 2 and 3, big breath in through the mouth then blow ‘moo’ bubbles into the water. Slowly, rhythmically we continuously practice these skills individually for at least 5 to 10 minutes, in a group for at least 10 to 15 minutes or longer
 
Each Routine created at a swimming learning/teaching session which starts with basic skills to warm up the muscles of the body, maintain a level of achievement of known skills and confidence in water, causes focus and concentration through repeated skills practice, is motivating, maintains trust ....  post 15 (  http://swimmingguidance.blogspot.com/2013/11/trust-lead-by-example.html  )....

 

 

 

Swimming Guidance learn/teach skills Module 8 for Kicking part 1.... post 37

Kicking is an advanced skill. We now learn/teach to lift the feet off the ground, to propel ourselves forwards on the surface of the water. We will develop confidence, again learn to trust a new skill by re-using, re-applying all the wonderful skills we used during orientation, walking and hopping, bubble blowing, face in the water

In water the arms are more useful and stronger than the legs. Human nature will then preferably use the arms. For this reason through repeated practices we learn/teach the use of legs in swimming until there is no conscious thought to do so
 
The kicking action for backstroke requires that the body lie horizontally in the water, that the legs alternate vertically to give some forward propulsion and lift the body onto the surface of the water
 
As one leg rises upwards from under the water the water gently bends the knee, the relaxed inverted 'floppy foot' action (much like kicking a ball with a bare foot) lifts the water up causing a splash . The other leg is pulled down under the water to follow the pattern to again rise upwards. The continuous alternating movement of the legs begins at the hip
 
The under water visual shows that sitting is on the end of the knees for free movement up and down. The joints of the body are supported and guided with the hands which teach the feeling and the direction of the kicking movement. With the hands push/lift each leg firmly against the resistance of the water. Exaggerate the movement to stimulate big splashy kicks 
 
While moving the legs continuously say 'kick up and down and up and down' so that the instruction is heard and felt with the intention of this instruction being remembered and responded to for many future practices. The legs only are kicking up and down. Keep the body still
 
At each session either supported, guided kicking or unsupported continuous kicking practices for five to ten minutes is recommended to encourage the skill of kicking to become automatic the moment the feet lift off the ground
 
Learning/teaching kicking while sitting is seen and felt, therefore understood. Infants and young children feel comfortable and safe on the knees. Adults feel comfortable sitting on the step to learn to or practice kicking
 
We progress to sitting on the step where we say 'kick up and down and up and down' while kicking continuously for five to ten minutes. A group session is longer so motivate kicking for a longer time period. Stimulate competitive kicking with huge splashes

 

 

Learning/teaching swimming skills, suggested Routine 1 .... post 36

We have safely entered the pool to sit on the step. We look at each other so that we can see and hear each other

Module 3 Safe Entry in the Pool (post 22)
http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-module-3.html 

As we learn/teach swimming skills during orientation in our safe, shallow area of our water environment we find that we progress to practicing more than one skill during a swimming session. We create little routines which we repeat at each session which follow an order of ability with a purpose to 'our ultimate goal' for all ages

Individually the familiar routine stimulates self confidence, personal progress, a feeling of achievement, ability. Within a group we will motivate and copy each other, be motivated, feel secure and capable, able to manage ourselves in water without fear

During the early stages of learning/teaching, create a routine according to ability rather than age. Repeatedly practice skills at which we are proficient. Add a simple new challenging skill to attempt and to achieve. Short term goals for short term achievements.

Create routines to first practice individual skills then combine two then three skills. We stimulate co-ordination ....

If we struggle with a new skill, move to a skill which is familiar then go back to the new skill.  At the first attempt the new skill is remembered by our brain. Each time we return to it there is familiarity so this distraction is psychologically positive. The 'reward system' too plays a positive role in these progressions to newer or advanced skills. Yet another way to develop life skills

Try a routine which requires ....

Module 6 Mouth Blowing and Water on the Head (post 27)
http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-skills_19.html

then change to ....

Module 4 'Crocodile Walk' (post 25)
http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-skills_16.html

then change to ....

Module 7 to put the Face and Head into the Water by Blowing Bubbles (post 33)
http://swimmingguidance.blogspot.com/2014/01/swimming-guidance-learnteach-skills.html 

then change to ....

Now introduce walking like a crocodile, slowly count rhythmically to three, take a big breath, slowly blow 'moo' bubbles into the water while pulling forwards with the hands and then slowly count rhythmically to three, take a big breath, slowly blow 'moo' bubbles into the water while pushing backwards with the hands. Move on to ....

Module 5 Hand Holding Technique Underwater / Walking / Hopping on different step levels (post 26)
http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-skills_18.html

Motivation .... the sucker/lollipop reward system .... bribing .... (post 34)http://swimmingguidance.blogspot.com/2014/01/motivation-suckerlollipop-reward-system.html

 

Before we move on to kicking .... post 35

We have created from the shared wisdom read in previous 'blog posts' a water environment which is ideal to teach/learn in for both the Teacher and the pupil

We have established a relationship based on values, etiquette, good manners and mutual respect

Orientation within our water environment, confidence in the various basic swimming skills, their progressions, the strength of our body from the constantly practised skills, the love, the joy of submerging in water, being able to be underwater without fear or panic, and, the valuable life skills we have learned now give us opportunity to move on to an advanced swimming skill .... kicking

We have earned many yummy suckers/lollipops for all the little goals we have reached because we have also developed a challenging spirit of adventure
Motivation .... the sucker/lollipop reward system .... bribing .... post 34

 

As we move on to kicking these skills become even more valuable ....

Thinking .... the effects on us and others .... post 7
http://swimmingguidance.blogspot.com/2013/11/thinking-effects-on-us-and-others.html

Swimming Guidance, the Modules, their purpose .... post 10
http://swimmingguidance.blogspot.com/2013/11/swimming-guidance-modules-their-purpose.html

Using proper language .... post 11
http://swimmingguidance.blogspot.com/2013/11/using-proper-languange.html

About being 'heard' in water  .... post 13 
http://swimmingguidance.blogspot.com/2013/11/about-being-heard-in-water.html

Trust .... lead by example .... post 15

http://swimmingguidance.blogspot.com/2013/11/trust-lead-by-example.html

About hearing and listening .... post 19

http://swimmingguidance.blogspot.com/2013/11/about-hearing-and-listening-post-19.html

 

 

 

 

 

 

 

 

 

 

 
  

Motivation .... the sucker/lollipop reward system .... bribing .... post 34

The 'reward system' or 'bribery' to motivate a child to attempt to learn swimming skills and their progressions work every time

Somehow a sucker/lollipop is a greater inspiration to work for than a tiny chocolate or sweetie. The sucker/lollipop earned at the end of a swimming lesson becomes quite magical in its effect. Praise is always given to the achievement of a short term goal. The sucker/lollipop is the 'prize' for all the achievements, completes each lesson session, stimulates a sense of pride and well-being

When setting the parameters to earn this 'reward' we set achievable goals according to an individual level either when learning/teaching one-on-one or in a group. Each child is treated as an individual, achieves as an individual, senses pride as an individual. Within a group we stimulate each individual to motivate each other to copy or compete to participate. We are fair yet firm and kind about the intention to achieve

We learn/teach to ask 'please may I have a sucker/lollipop'? Direct eye contact is individual, full attention, being spoken to, being heard, waiting for a reply, good manners, respect

All pupils, regardless of their age enjoy this 'symbolic' ritual ....

Swimming Guidance learn/teach skills Module 7 to put the Face and Head into the Water by Blowing Bubbles .... post 33



Rhythm is a part of our nature. Water has her own rhythm (http://swimmingguidance.blogspot.com/2013/10/about-what-water-is-and-using-her.html post 3).

Each swimming skill that we learn has a rhythm. Through gentle guidance, listening, thinking, concentration skills, trust, repetitive practices we shall realise and adapt our rhythm to the rhythm of water which creates a feeling of fearlessness and great personal achievement. This state of well being is necessary for our progression from basic ‘blowing’ skills

We have progressed from basic play skills (http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-skills_19.html  post 27).
 
We now set a goal to achieve the most valuable swimming, drown proofing, life skill , learning to put our face and head under water.
 
In the position of the ‘crocodile walk’ http://www.youtube.com/watch?v=x0gaL9bUJLI&f ,
(http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-skills_16.html post 25)
a skill we learned as part of orientation we now use with a purpose. We learn to, by ‘counting rhythmically’ to three then opening our mouths wide to ‘take a big breath’ so that we can blow lovely long ‘moo’ bubbles out while we watch them and concentrate only on ‘blowing out’
 

When we use the voice to blow out under the water we control the speed and the power of the exhalation. The deeper our face is under the water the greater the resistance of water we will blow against. We all relate to the sound of ‘moo’ which is also the most comfortable word to express under water

 

I was trying to teach Tenille to use her voice to blow bubbles. ‘Daisy’ the farm cow at ‘Tabankulu’ bellowed her ‘moo’ while grazing next to the swimming pool. A ‘light bulb’ moment! I tried every letter in the alphabet. ‘Moo’ is the most functional

 

At the basic learning/teaching stage we associate ‘blowing out like blowing out a candle’. We can all relate to blowing out a candle. That basic stage is simply ‘blowing air out on the surface of the water’ (http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-skills_19.html  post 27)

 

We watch the bubbles each time we blow them. This stimulates focus on the ‘blowing’ action. As we progress to rhythmically count to take that ‘big breath’ again to now focus on blowing while the cheek is in the water we do not realise that our face is slowly (through not teaching the obvious) going under water. The next ‘big breath’ and focus is on the ear in the water. Now, we must give the ‘other cheek’ then the other ‘ear’ a turn in the water while we blow bubbles

 

A further progression is to try to blow bubbles while the cheek is in the water, keep blowing, turn the face so that the other cheek is in the water. Motivate a further challenge to put the ear in the water, keep blowing while turning the head so that the other ear is in the water. The face submerges during the turning of the head
 

Rhythmic counting, big breath in between each blowing action is necessary. The reason, the purpose will become more evident as we progress to co-ordination skills.

The focus is on ‘blowing out’ without sucking water in through the mouth or ‘sniffing’ water in through the nose. Should this happen, the natural reaction of the lungs is to cough and splutter to prevent it from entering the lungs. We too splutter and cough to turn this ‘oops’ into a positive fun experience. Immediately repeat practices to move beyond possible fear

The next challenge and goal is to blow bubbles out of the nose by using the voice sounding ‘mmmm bubbles’. Repeat practices as with mouth bubble blowing. In water always breathe in through the mouth
 

The ultimate achievement is to blow bubbles out of the mouth and nose at the same time. ‘Explosive breathing’ is used when a swimmer is under physical swimming pressure during competitive racing or when tired from a long distance swim
 

The most advanced progression from all the previous motivations is to fearlessly enjoy being underwater, to automatically take in that ‘deep breath’, to hold it while under water. A fun game is to rhythmically count how long a breath can be held, to try to hold a breath for longer even though air is needed

With no fear of our faces and heads under water, with complete control of our breathing we are not limited in the skills, the diversified activities we can learn, the water environment we can participate in

When we understand how to and why we must take a ‘deep breath’ before submerging in water, have experienced these skills through many practices, we then truly realise our limit in water, will keep ourselves safe in and around it ....

Swimming stimulates concentration .... post 32

Lack of concentration can be really frustrating for a Teacher and for a pupil

Mostly, an adult has already learned to channel their immense energy on a mental and physical level while a young person does not understand or realise that they have this immense energy. They just want to move constantly

We who are inclined to become impatient probably do not realise that the energetic person who is labelled with a diagnosis related to an 'attention deficit disorder' equally does not understand our impatience and frustration with them. We too presume that there is little or no concentration therefore no memory of that which is learned

For a moment stop think that it might be possible that the energetic person's mind is so fast, processes that which is heard, seen, felt, is aware of so much more than we are. Could it possibly be that the creativity too is so much more advanced than ours? Boredom might be a quality that we have not considered

The greatest wisdom I learned from my 'teachers' was to listen with my senses, to channel where a difference could be made for all of us. The energetic person had to move all the time, so, the individual time spent was teaching a few basic and progressive skills, lots of repetitive bubble blowing and kicking. We worked through orientation in such a way that we could move into group participation where the personality could also be allowed to develop yet channelled by becoming aware of simple courtesies in socialising which encouraged us to listen so that we would be listened to, allow others to talk, so that we in turn could talk. This done with much kindness so that we all felt equal to each other

The beauty about an energetic person is that one could through constant verbal instruction by repeating the same words over and over e.g. kick kick kick and up and down and up and down and kick kick kick motivate repetition until a stage was reached that kicking continued without anyone realising that they are doing so automatically

Counting rhythmically and one and two and three, open wide big breath, blow 'moo' bubbles into the water continuously achieved the same state, automatically carrying out the skills
http://youtu.be/3q7hLkbEIKM  http://youtu.be/ee1vCbwJFGg

We are not teaching 'the obvious'. We are allowing, motivating, stimulating and achieving a 'state of well being' which causes the use of excessive energy which in turn causes fitness, strengthening the muscles. This freedom in water in which each and every movement is against the resistance of the water makes us fit, capable, aware of achievement which should be evident and realised at each and every session

The energetic person can be stimulated to move continuously in water until they are tired enough to actually slow right down to focus on a voice, to listen, process the instruction then carry it out. Yay for water! This is the only medium in which we can achieve a level of such great advantage to development and learning ....