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
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
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
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
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
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 ....
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
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
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!
