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Course Expectations On-time Prepared Have all equipment Respect for classmates 100% course attendance 100% participation Proof of prerequisites.

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Presentation on theme: "Course Expectations On-time Prepared Have all equipment Respect for classmates 100% course attendance 100% participation Proof of prerequisites."— Presentation transcript:

1 Course Expectations On-time Prepared Have all equipment Respect for classmates 100% course attendance 100% participation Proof of prerequisites

2 Materials Course Materials Pen & Paper Bathing Suits Towels

3 Aim & Goal Aim: To reduce drowning and water-related fatalities by providing Canadians with... Goal: 1. Awareness & knowledge to recognize & avoid dangerous situations 2. Knowledge & skills to save lives 3. Basic rescue skills to save others 4. Knowledge & awareness to recognize hazardous env’t and equipment in their communities and provide solutions

4 Mission of Red Cross To improve the lives of vulnerable people by mobilizing the power of humanity in Canada and around the world

5 Water Safety Services Structure Red Cross Swim Preschool Red Cross Swim Kids Teens Instructor Development Programs Assistant Water Safety Instructor Water Safety Instructor On Board Water Safety Services Learn-to-Swim Programs Adults Instructor Trainer & MIT

6 Haddon Matrix A guide to assist swimmers to plan for safety and to prevent injuries Three stages: PSSS – Prepare! Stay Safe! Survive! Factors for safety in, on and around water: PPE – Personal, Environment and Equipment

7 Tips for Developing Water Safe Attitudes & Behaviours  Language Use -choose language that is simple & effective  Small Chunks -present info in small manageable chunks  Ask Why  Wise Choices  Simulate Choices

8 Communication Can create a positive or negative learning environment

9 Characteristics of Communication Brainstorm a list of components for effective communication

10 Developing Positive Relationships Include everyone Show trust & respect Create opportunities for friendship Show warmth & interest Treat everyone as an individual Work as a team to solve problems Be a positive role model & mentor Create a physically & mentally safe environment Use discretion when dealing with confidential information

11 Communicating with Parents Take time before and after class to speak with parents Be honest about the child’s ability Offer suggestions for improvement Show parents the back of the worksheet Share comments and progress on worksheet Don’t be intimidated

12 Developing Healthy Relationships with Parents Make the parent part of the team Know parents by name Enlist the parent in solving the problem

13 Building Healthy Relationships with Swimmers Recognize children develop at different rates Don’t be afraid to tell children some things are personal and cannot be shared Plan your activities to meet the class needs

14 Developing Healthy Relationships with Co-Workers Never discuss children in your group in front of others Use appropriate language & behaviour Don’t ignore your class while you speak with a co-worker Support and offer assistance

15 Learning Modes of perception:  Eyes  Ears  Touch  Movement

16 Visual Learners Learn best from rich visual images Use demonstrations Ex: Show swimmers safety equipment items or pictures of the safety items that they need to take boating and demonstrate how to use the equipment.

17 Auditory Learners Receive information best through sound Ex: When demonstrating the arm action for front crawl, explain what you are doing at the same time

18 Tactile Learners Learn by touching & manipulating things Hands-on experience, problem solving, puzzles and experimentation Ex: In addition to identifying the steps in calling EMS, put each step on a card and let swimmers physically arrange them in the correct order

19 Kinaesthetic Learners Learning through physical action Ex: When teaching a stride jump, keep the explanation short and give swimmers plenty of opportunity to practise the skill themselves

20 Domains of Learning 1. Knowledge of cognitive learning (thinking/mental) 2. Skill or psychomotor learning (doing/physical) 3. Attitude or affective learning (feeling/emotional)

21 Domains of Learning Cognitive - What do you need to know? Psychomotor – What do you need to be able to do? Affective – What you do you need to feel or believe?

22 Information Processing Step 1 – Input Step 2- Storage Step 3 - Retrieval

23 The Basics – Safety Supervision Safety is the #1 concern You prevent dangerous situations You establish rules and routines You take attendance at the start of every class

24 Site Safety & Planning Facilities  Water depth  Space  Water temperature  Equipment  Site

25 Routines Class meeting place Permission Partners for practice Distributing & collecting equipment Games

26 Screening To determine the ability and readiness of your swimmers Does not need to be formal Focus on items that form the basis for the new skills

27 Formations Make classes safer because it is easier for you to control and watch swimmers Tips  Identify boundaries  Keep weak swimmers close to you  Keep energetic swimmers in the middle  Consider your class size  Use only safe activities  Ensure your formation matches the pool space

28 Emergency Procedures Know the facility emergency procedures  Clearing the swimming area and/or building  Supervising swimmers  Performing rescue & backup  Contacting EMS  Get trained in emergency response skills

29 Class Management Children misbehave because of...  Boredom  Fear  Attention seeking  Challenging authority  Unfair treatment  Distraction  Shyness  Lack of interest

30 Teaching Start fast If they are not active, they are not learning Model what you want If they are in the water, so are you Challenge them

31 Teaching Methods Direct Discovery Games

32 Teaching through Progressions Gradual and logical series of steps to teach a new skill Steps in a progression are...  Lead up to the new skill  Introduce the new skill  Reinforce the learning of a new skill

33 Corrective Methods Shaping Overcorrection Physical Manipulation

34 Activity Planning Being prepared will make your classes successful Activity Plans... -Ensures you cover essential knowledge -Gives you confidence -Helps you organize thoughts -Helps budget time -Provides a logical learning sequence

35 Activity Planning Keep in mind... -Skill/knowledge you are teaching -Performance criteria the swimmers need to meet -Age and skill level of swimmers -Time allotted -Equipment available -Drills -Space available -Safety considerations & hazards

36 Feedback To guide the current efforts of your swimmer To acknowledge & reward their efforts in the past To motivate them for the future

37 Feedback Corrective Specific Constructive Focus on changeable behaviour Sooner rather than later

38 Science of Swimming Buoyancy Resistance Propulsion Laminar Flow Conservation of momentum

39 Buoyancy Archimedes’ Principle – a body in water is buoyed up by a force equal to the weight of water it displaces Factors affecting buoyancy:  Body type  Lung capacity  Body position  Centre of mass/centre of gravity

40 Resistance 3 Types...  Form Drag is resistance caused by shape of an object and its profile as it moves through water  Wave Drag is the resistance caused by water turbulence, including turbulence you generate as you swim  Frictional Drag is the resistance caused by the texture of an object’s surface as it moves through the water

41 Propulsion Law of Inertia – tendency of a body at rest to stay at rest and a body in motion to stay in motion Law of Acceleration – the speed of a body depends on how much force is applied to it and the direction that force comes from Law of Action & Reaction – the principle for every action there is an equal and opposite reaction Law of Levers – states the product of the force and the force arm is equal to the product of the resistance and resistance arm

42 Successful Strokes Efficient Depends on each component – body position, arm and leg action and breathing – all being done correctly

43 Stages of a Stroke Recovery Catch Power Phase Glide

44 Stroke Feedback Body Position Legs: Power & Recovery Arms: Power & Recovery Breathing Coordination & Timing

45 Skills & Water Safety Drowning is 4 th major cause of death by unintentional injury in Canada Drowning is the leading cause of death for recreational & sporting activities

46 Teaching Tips Games & Routines Stress key concept – be safe in, on & around water Use visual aids Simulate aquatic situations

47 Fitness Red Cross Swim Preschool To build fundamental motor skills Increase awareness of how the body moves Promote & develop social skills Develop muscular strength & endurance

48 Fitness – Red Cross Swim Kids Personal Best Fun Lifelong aquatic skills

49 Fitness Content Play & songs Kicking drills Intro to synchronized swimming Eggbeater Butterfly Sidestroke Distance Swims

50 Benefits Improves:  Cardiovascular endurance; muscle strength & endurance; flexibility; balance & coordination Reduces chance of:  Heart disease; diabetes; osteoporosis; colon cancer; stroke Helps you:  Stay alert; deal with stress & anxiety; relieve depression; improve sleep; maintain a healthy body weight; feel better

51 Teaching Tips Emphasize distance Formations Use the same measurement for everyone Let swimmers choose strokes they want Encourage proper techniques, but do not evaluate

52 Benefits of Water Exercise Less impact and stress Keeps you cool Increase blood circulation

53 F.I.T.T. Principle Frequency Intensity Time Type

54 Target Heart Rate The ideal heart rate you should maintain during exercise in order to get the greatest cardiovascular benefit Between 60 & 85% of your predicted maximum heart rate

55 Training Techniques Over-Distance Training Interval Sets Repetition Sprints Straight Sets (pacing) Ladders Pyramids

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