Learning, Teaching and Coaching through Swimming

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5 study.

This module aims to ;

1. Develop understanding of the four competitive swimming strokes, starts and turns and the mechanical principles that underpin their execution.
2. Develop understanding of a range of teaching and coaching strategies as well as professional considerations and ethics in the teaching and coaching of swimming.
3. Enhance students’ level of technique in competitive swimming
4. Develop students’ confidence and ability to plan, implement and evaluate the effectiveness of a swimming session

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 5 study, by the end of the module students should be able to:

1. Demonstrate understanding of professional ethics, performer, teacher and coach responsibilities, appropriate content and subject knowledge in competitive swimming.
2. Demonstrate the ability to plan and assess the effectiveness of a swimming session for specified swimmers
3. Be able to demonstrate appropriate swimming technique

• Risk assessment and safe practice is covered in detail at the start of the module (BAALPE 2008). Safe practice is then applied and reinforced throughout the duration of the module.
• Fundamentals of swimming strokes, biomechanical principles related to competitive swimming.
• Coverage of the four main competitive strokes, drills for development. This is to include application of the fundamentals of swimming previously covered.
• Practical sessions covering the teaching of all four strokes, starts and turns.
• In-depth consideration of strategies and drills targeting improvement of stroke performance.
• Technical training plans and interventions for stroke development.
• ASA laws applicable to starts, turns, transitions and competitive procedures relevant to swimming.
• Coaching ethics, professionalism and coaching strategies targeting the advancement of swimming performance.
• Planning, delivering and evaluating coaching sessions for specified swimmers.
• Use of ICT for technique analysis.

Contact time:

• Tutor-led sessions and Student-led sessions
• Staff-led practical and theory lectures
• Small group processes
• Student presentations on non-contact tasks including question and answer sessions
• Whole group discussion and debate
• Video observation, analysis and feedback
• Use of ICT technical analysis package

Non-contact time:

• Directed reading, note taking, individual research
• Student-led practical sessions
• Use of ICT for analysis

Books:

AMATEUR, SWIMMING & ASSOCIATION 2006. Know the Game: Swimming, London, A & C Black Publishers Ltd.

ELKINGTON, H., CHAMBERLAIN, J. & HATT, R. 2000. Hodder Primary PE swimming, London, Hodder and Stroughton.

HANNULA, D. 2003. Coaching swimming successfully. 2nd ed, Champaign, Ill. Human Kinetics.

HOGARTH, L. 1998. Swimming Teaching and Coaching Level two, Loughborough, ASA Merchandising Ltd.

LAWTON, J., DALRYMPLE-SMITH, F. & WAY, V. 2000. Swimming Teaching and Coaching Level one, Loughborough, ASA Merchandising Ltd.

Journals:

International Journal of Aquatic Research and Education. This peer-reviewed quarterly journal is published by Human Kinetics.

Journal of swimming research. Official publication of the American Swimming Coaches Association.

Swimming technique Magazine.

Electronic resources

FINA. 2011. Official FINA website [Online]. Available: www.fina.org [Accessed 5 September 2011].

CIO. 2009. Official website of the Olympic Movement [Online]. Available: www.olympic.org [Accessed 5 September 2011]. 

School home:

Chelsea School of Sport