SWIMMING GUIDANCE learn/teach skills Module 11 of 16 supported kicking in the pool/hand supported kicking & blowing bubbles/ learn to kick on the back ....post 47

 

We progress to orientate, learn/teach, co-ordinate in the open swimming pool away from our ‘safe area’ on the step. We will use and practice the breathing and bubble blowing skills, face in the water, kicking that we learned

The relationship of trust that we developed makes this next step a simple progression
http://swimmingguidance.blogspot.com/2013/11/trust-lead-by-example.html  post 15         

We support the body by wrapping arms around our neck, our elbows gently support to stabilise the hips, our hands firmly support the knees to simulate the upbeat and the downbeat of kicking without strain on the legs and joints which push against the resistance of the water

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

We cannot ‘see’ our kicking. We stimulate big splashy kicks by lifting the legs high and push the legs down deeply into the water to feel the kicking action. Kick with the legs close together

We learned to ‘visualise’ what kicking looks like with repeated practices while sitting on the step. The clear verbal explanation is familiar and understood

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As we walk backwards in a circle, to the pupil it appears the propulsion of their continuous rhythmic kicking creates forward movement. Continue this routine for at least five minutes

We talk quietly, rhythmically saying ‘kick and up and down and up and down’. We are creating feelings and sensations and actions. The body is being supported to lie horizontally in the water. Legs only are being used for kicking while the hands and arms learn to ‘hold on’ gently, without fear or panic

As confidence is gained explain that ‘we will hold hands while kicking’. Transfer to using the ‘hand holding technique’. If it is necessary to encourage a sense of security support the shoulders by extending one or two fingers on each hand from the position of the ‘hand holding technique’

The legs which are no longer supported will begin to drop down in the water. The many kicking practices will automatically start the legs kicking to lift the body up to the surface of the water into the horizontal position which ‘feels’ safe and familiar. Again motivate that legs be lifted high up above the water to kick back down to make big splashy kicks. This practice ensures that the kick is always at the surface of the water where it lifts the body up to the surface of the water

After a few minutes explain that you will let go of the shoulders so that ‘the hands only are being held’. Though the elbows are bent always keep the hands shoulder width apart. This position is correct for use of the correct muscles, for the straight line of the arms to reach and stretch forward for all future water and swimming skills learned. Another of the many skills we teach that is not ‘the obvious

From the position of either supporting the shoulders or not we can motivate, exactly as we have many times over whilst learning/teaching/practicing in the ‘safe area’, the ‘bubble blowing’ routine

The ‘hand holding technique’ in its feel of familiarity and trust is the pivot on which we learn/teach to turn onto the back. Both hands adjust slightly to accommodate the change in body position from front to back to re-adjust when turning back onto the tummy. We experienced the ‘hand adjustment’ when learning to pick up toys on the step and when diving down to pick up toys then swimming back to the step

 

 

 

 

Gently, quietly explain that we are going to attempt a new skill. Count rhythmically ‘and one and two and three’, slowly roll the body over, support the shoulders under the water with the crossed over arm

Kicking has been continuous throughout the roll. Continue kicking practices for a while on the back so that this progressive skill becomes familiar. Count rhythmically ‘and one and two and three’ slowly roll the body over onto the tummy. We are learning without ‘teaching the obvious’ to roll in the water

PROGRESSIVE SKILLS –

©     The head is up. ‘Take a big breath’ before rolling onto the back. Breathe out. ‘Take a big breath’ then roll onto the tummy. Blow bubbles into the water

©     ‘Take a big breath’. Put the face in the water, blow bubbles, roll onto the back, take a big breath

©     While on the back, ‘take a big breath’, roll onto the tummy, ‘blow bubbles’ then lift the head up to take a breath

 

The necessity of legs only during the basic swimming skills stages .... explained .... post 46

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

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

 

As babies we learned to use our hands and arms first. We learned to touch, reach, take, hold, support and co-ordinate the use of our arms before we developed the full use of our legs for standing, crawling, walking, running. Our first and natural instinct is to use our arms rather than our legs

This is an unconscious reaction to an action or thought through repetition much like the practices required of swimming skills we learn/teach

In water, when the body is in a horizontal or vertical position the hands and arms are in front of or ahead of our legs to reach for support or a hold onto something safe, solid and secure. In either position as we reach forward the head and shoulders will be above the heavy legs and body which drop down causing us to sink under the water when we stop kicking

Timing of a secure hold by a confident, competent swimmer becomes second nature, natural. The unconfident, incompetent swimmer will panic and try to grab onto anything or anyone without thought or consequence other than to find a state of personal safety

For reasons of safety, skill and for the development of the proper rhythm of the leg kicking action the regular consistent practices becomes the second most important skill to the learned breathing practices. In swimming, kicking and breathing is more important than using the arms. The arms have a different purpose. Their purpose co-ordinated with kicking and breathing is used in the different swimming strokes of crawl (freestyle), breaststroke, backstroke and butterfly.

There are many skills and diversified water activities which require the swimming leg skills only ....

Learning/teaching, practicing lots and lots of kicking and breathing is necessary at each session as is regular consistent practices to co-ordinate breathing and bubble blowing out through the mouth, the nose and the mouth and nose at the same time. Stimulate tired leg muscles to continue kicking until strength and comfort of the muscles is felt ....

 

 

Understanding counting rhythmically .... post 45

When learning/teaching swimming we stimulate a regular (uniform) recurring action or function of movement. Individual style and rhythm is developed by each one as we progress from basic to advanced swimming skills

We learn/teach rhythm during the orientation, basic, progressive, basic co-ordination and advanced stages by counting before we attempt certain skills like breathing in before we blow bubbles and while moving legs up and down when kicking

Lead by example to create a gentle slow rhythm. Complete each action without hesitation to maintain trust. Throughout the Modules we see and hear a comfortable rhythm. We are at the same level face to face with direct eye contact. We work together, rhythmically....

Before taking a big breath we say exactly what it is that we intend. Speak audibly, clearly, slowly, each time. Repeat each instruction specifically so that it is understood. Counting too becomes an instruction of readiness and working together

‘We are going to count before we  open the mouth wide to take a big breath to put the face into the water to blow ‘moo’ bubbles’. So, counting slowing, rhythmically ‘and one and two and three open wide (demonstrate by opening your mouth wide) big breath (then as the mouth or face are put into the water to blow bubbles say ‘moo’)

 

 

A progression is to give and demonstrate an instruction, count rhythmically, blow ‘moo’ bubbles then as the head is lifted up slowly say ‘and open wide big breath’ put the mouth or face into the water blow ‘moo’ bubbles. Practice this routine a few times to learn/teach the rhythm of continuous breathing and bubble blowing. Yet another short term goal with a short term achievement

We are heard to count ‘one two three four five six’ as we move legs up and down and when we motivate unsupported kicking for the purpose that legs move up and down to the counting rhythm heard. With lots of repetition, as kicking becomes an automatic reaction of the legs in water we no longer need to count

 

Understanding that ‘big breath’ we focus on so often .... post 44

 

Breathing is life! Two distinct ‘feelings’ we experience consciously when submerged in water is that of ‘pure pleasure’ or that of ‘suffocation’ by it

 

 

 

Since we have spent much time learning/teaching/practicing breathing skills, the sensations, the skill, the progressions we have learned we’ll now understand through that which we have experienced. Mostly we have learned through methods and techniques which do not teach the obvious.

To move on to advanced ‘breathing skills’ which we need for swimming strokes and use in diversified water sports and activities we now learn/teach a conscious understanding of ‘breathing skills’

Air in our lungs is much like a floatation device which keeps our body afloat on the surface of the water. Diving down into water with our lungs full of air allows us to swim around, look around and play around, like looking for toys to pick up   

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When we are under water with our lungs filled with air we can feel that the water naturally wants to lift us to the surface. We learn skills on how to stay underwater until the oxygen in the air in our lungs is used up then we must surface to take a fresh breath of air

 
 

When we are about to submerge in water we always and we only take a breath in through the mouth

Our nose has two rather tiny holes. Try to breath in fast, the nose closes slightly. To keep the nose open breathing in requires that we do so slowly. A drop of water breathed in or sniffed in will cause us to choke which in turn will cause coughing. Coughing is the reaction to choking which clears the airway to recover to the state of comfortable, rhythmic breathing above the water

To an infant, a child of any age, an adult who are novices in water choking and coughing causes discomfort, pain and fear of attempting to submerge in water. A choke with a cough that follows can be turned into a fun, silly game by everyone coughing together with a positive outcome

The bigger and wider we open the mouth the throat too opens wide so that we breathe in lungs full of air. We can breathe in fast or slowly, though slowly allows for a deeper, fuller inhalation. The air filled abdomen extends outwards. Learn/teach that air should be held in our lungs. Our cheeks are not big enough ....

We create our own sense of well being, comfort and safety. Under water, lungs filled with air give us confidence. We manage and decide our own abilities and boundaries in and around water

Breathing out is through the mouth only or the nose only or out through the mouth and the nose at the same time (explosive breathing). When we have learned and practiced the proper breathing in skills our body will naturally decide to exhale out of the mouth, the nose or both. While under water we might from time to time gently need to expel air out of the nose to prevent water from entering the nose. These life skills will also be used in many diversified activities

 

       

                                         

 

Blowing air out of our lungs is best controlled by using the voice. Out of the mouth is ‘moo’ bubbles, out of the nose are ‘mmmm’ bubbles (we close off the throat) and out of the mouth and nose are mostly ‘mwooo’ bubbles. We can practice blowing out fast or slowly ....

Where we can stand, a fun breathing practice which brings concentration, focus, rhythm is to ‘breath in’ above the water surface, sink down under the water to ‘blow bubbles’ then come up to ‘breathe in’ to sink again to ‘breathe bubbles out’ repeatedly for at least two to three minutes or longer ... have fun!

 

 

Swimming Guidance learn/teach skills Module 10 of 16 to pick up toys swim back to the step ....post 43

We have reached an advanced level of swimming skills

We have confidence in water, in ourselves. Each new challenge that is given to us to combine the individual skills we have learned gives us greater skill ability for our ‘goal’, that of learning to swim

Swimming Guidance learn/teach skills Module 9 of 16 to pick up toys with the face in the water, is for us the second most challenging skill, yet the most rewarding of all. Using all the skills that we have learned like listening, visualisation, regular repetitive practices of ‘big breaths’ and ‘blowing bubbles’ with our face in the water with our eyes open, lots and lots of kicking to strengthen the muscles of the body has prepared us for the next progression which is to pick up toys then kick to swim back to the step with our face in the water

We have been continuously learning/teaching skills in the same familiar area and water levels since the first time we climbed into the swimming pool, so there is no reason for us to fear attempting advanced or progressive swimming skills in our ‘safe area’

http://swimmingguidance.blogspot.com/2013/12/swimming-guidance-learnteach-module-3.html   post 22

We have been encouraged to attempt new skills which we have practiced continually with and without support of the ‘hand holding technique’

 

©     We always count rhythmically to prepare to take a big breath in through the mouth before going under water

©     When we ‘blow bubbles’ we always blow ‘moo’ bubbles out of the mouth until we learn to hold our breath when putting the face or head under the water

©     The purpose of dropping a toy into the water which sinks slowly is to ensure that our eyes are open to see to catch the toy. We develop concentration, focus, eye-hand co-ordination and it is a fun skill!

©     The toy which is out of our depth requires that we dive down against the resistance of the water then turn so that the propulsion of our kick takes us back to our familiar safe area  

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

We have a wonderful relationship of trust, of independence of our ability in water. Best of all is the ‘freedom of spirit’ which is developing within each of us ....

 

Swimming stimulus influence on the development of Life Skills …. post 42

There is no ‘magic wand’. To learn and/or teach requires that we use each and every skill that has been shared with us since the first ‘post’ of this ‘blog’. Go back to review from time to time to remind ourselves of or improve on these skills

Regular, simple skills practiced repeatedly, fun routines which include lots of ‘breathing and bubble blowing’,‘kicking’ and ‘picking up toys with the face in the water are the magic

In our routine it is really fun to sometimes go back to basics to practice all our learned skills in an exaggerated, wild way within the boundaries of safety of course. We’ll realize how skilled, how smart and confident we have become

 

Learning/teaching skills slowly, from a young age, in a knowledgeable, structured, disciplined environment for a minimum period of one year has a greater advantage on our development and the development of Life Skills. Early motor stimulation has an effect on the total development of children. Development applies to all ages, abilities, disabilities ….

Physical/Mental/Emotional Development   

Accelerates and increases development;   accelerates psycho-physical development;  better ability to adapt to new situations;  greater self confidence, self-esteem and more independence;  greater concentration and focus;  more capable to meet new challenges;  more strong-willed;  more independent in decisions;  show initiative;  move about more spontaneously, more fearlessly with more certainty;  display greater motor activity;  superior in physical condition;  increased quality, accuracy and reaction of movement;   improved intelligence;  master new situations more quickly and independently;  more expressive and creative at play

Social Sphere  

Show greater readiness for social contact; participates in group activities; better ability to be integrated into the peer group; more willingness to visit other children away from home and play outdoors; more able to tolerate and react calmly to disappointments inflicted by children in peer groups; better interaction between child and parent; better prepared for diversified activities like ballet, karate, gymnastics, horse riding, ice skating, music, art hobbies, snorkeling, kayaking, surf disciplines, cycling, synchronized swimming, water polo, nipper life/surf lifesaving 

Personality Development in the areas of self-reliance vs dependence or fear; performance motivation as well as the differentiation adaptation to task; stimulated and motivated by task; handle confrontations with new and strange situations better and more effortlessly; control own behaviour;  aware of own exertion, proficiency, mastering of a given task;  learn to express ourselves mentally, physically, emotionally;  realize our full potential