We
all relate to toys in some way or another whether they are whole or not.
Mostly, the toys we use in water are colourful, soft, pliable and safe. They
are big enough to see yet small enough to hold in our hand/s
They
have shapes like the toys we see outside of water, animals that live in water
(fresh or the ocean). May be a doll, a ball, tiny cars, a fire engine, a train
carriage, a plane or various surface and under water animals like ducks, fish,
dolphins, octopus, whales or diving bags, sticks and rings
Our
purpose for using sinkable play toys during learning / teaching swimming is to motivate
the intention of picking them up without
goggles on the eyes. We set a short term goal. We praise for an attempt
and/or for the achievement. The reward of a sucker / lollipop at the end of a
lesson will greatly stimulate motivation to achieve
We
learn / teach to identify each toy by its shape and colour. In this way we can
set a challenge to pick up a specific toy or toys. We use the same words for
each toy each time we set a challenge. This identification ensures that as a
whole each of us understands the same instruction and purpose
The
ultimate purpose is to use the ‘big
breath’ skills that we have been practicing regularly
The ‘broomstick’ is a very versatile floatable swimming aid
which we learn to control. The weight
and strength of an adult is not sufficient to easily push and hold these two
bottles down under the water. This marvellous swimming aid supports all ages at
the surface of the water without causing fear of submerging, except by choice. This
aid is safe to use for all ages
Always supervise use of ‘the broomstick’ when in use by
infants and small children who might let go with their hands or arms. Support
everyone during the orientation and early learning stages of learning to kick
to prevent the body from sinking down under the water
Additional restrictive ‘floatation aids’ should not be
attached to anybody at any time as this defeats the objective of learning to
swim independently and ‘freely’
Learning/Teaching swimming on the ‘broomstick’ is the first
step towards becoming independent of
support, our first step towards learning to and experiencing swimming ‘freely’
In a standing depth we can place the arms over the
‘broomstick’ to fit comfortably under the shoulders. The solid ‘broomstick’
supports the body across the chest. We can manoeuvre the ‘broomstick’ by
pushing or pulling our shoulders from side to side when we turn around. We use
our legs which will automatically manoeuvre to either turn around toward the
left or the right
As we move forwards off of a solid footing our legs are free
over deeper water to kick to stay on top of the water and to propel ourselves
forwards to wherever we want to move to on the surface of the water. Continuous
kicking of the legs is stimulated to prevent them from falling down under the
water
Unconsciously we learn to lift the hips without trying to
teach ‘the obvious’. This places the body in the correct position for swimming
on the surface of the water. This action stimulates use of our ‘core muscles’.
We manage our own ability and safety
Initially, with the arms over the ‘broomstick’ and around the
neck to re assure ability we stimulate self confidence.
We progress to support of
and use the ‘hand holding technique’ then progress to merely being within reach
to re-assure ability and skill with the arms
over the ‘broomstick’. We only use our legs for propulsion
Encourage and ‘praise’ for each and every independent skill
action. Be aware that at this stage all support is either under the shoulders
or the hands. On the ‘broomstick’ all support is either under the shoulders or
by using the hands only .... the body is free at all times. This link is a
gentle reminder ....
We can
now co-ordinate our breathing in and breathing out ‘bubbling blowing’ skills.
We lift the head when we breath in to put the face in the water to blow ‘moo’
bubbles
We are
having so much fun. We are too skilled to think about being afraid of water
depth. We do not want the lesson to end
We now
progress to the last stage of being supported in the water, holding the ‘broomstick’
with our hands. We are supporting
ourselves. Each direction we propel ourselves by kicking, each turn is
completely our choice.
Stretch
the arms out forwards as though pushing the ‘broomstick’ away from the face. Co-ordinate
breathing in and blowing ‘moo’ bubbles out into the water.
We have learned many more life skills. Those already learned
are greatly developed and progressed. We are more independent, self confident, have
self esteem. We can participate in the water with all ages. We can play games
and have more fun!
Most important is that we have learned to be cautious, know
our boundaries and abilities, be safe in and around water ....
We value ‘praise’ as approval, to applaud, to say nice things,
to notice and acknowledge, compliment, to express joy and excitement in a warm
affectionate sincere manner. Shown differently for different ages and educational
skills
‘Praise’
is the reaction to an attempted or an
achieved goal. Lots of short term
goals and lots of ‘praise’. This positive manner of expression indicates that
attempt towards or achievement followed by progressive skills has purpose, will
therefore stimulate and motivate us to reach for the unknown scary swimming
skills we are not familiar with yet form such a necessary part of
learning/teaching swimming
The
need to ‘praise’ reflects that the skills being learned/taught are understood
(either consciously or unconsciously), simple to follow, achievable and fun. We
are trusted, lead by example, easily heard, speak and act kindly using the
skills we know to share
There
are many ways in which to ‘praise’ kindly and sincerely which is dependent on
each personality. At the end of each session the
sucker/lollipop is the 'prize' for all the achievements, completes each
lesson, stimulates a sense of pride and well-being. It is the ultimate ‘praise’
.... and I know that in all my years of teaching the most personal link between
us
