Swimming Instructor Handbook and Guidelines
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SWIMMING INSTRUCTOR HANDBOOK AND GUIDELINES CONTENTS TITLE: Swimming instructor handbook and guidelines Introduction 4 SCIS NO: 1898254 General principles of teaching and assessment 4 ISBN NO: 978-0-7307-4621-8 Swimming and Water Safety Continuum 15 © Department of Education, Western Australia, 2018 Stage 1 - Beginner 16 This publication may be freely copied in whole or part and Stage 2 - Water discovery 24 in any format in an education institution for non-commercial education purposes. Stage 3 - Preliminary 29 This material is available on request in appropriate Stage 4 - Water awareness 37 alternative formats. Stage 5 - Water sense 48 For further information please contact: Stage 6 - Junior 56 Department of Education Stage 7 - Intermediate 62 Swimming and Water Safety Stage 8 - Water wise 67 Statewide Services Centre 33 Giles Avenue Stage 9 - Senior 73 Padbury WA, 6025 Faults and corrections 79 T: 9402 6195 Be sun smart 84 F: 9402 6193 W: education.wa.edu.au/swimming Aquatic environments 84 E: [email protected] Useful contacts 85 © Department of Education, WA, 2018 3 © Department of Education, WA, 2018 4 Introduction all safety and emergency procedures. It is also strongly This handbook assists you to develop effective techniques recommended that you obtain life saving awards relevant to help students improve their swimming and water safety to the conditions in which you are teaching. skills, knowledge and understanding. General principles of teaching and assessment This includes: This section covers the key requirements and procedures • The Swimming and Water Safety Continuum is designed to teach swimming programs. The content is general in as an easy reference for lesson planning. It is written in a nature so you need to develop further guidelines for certain skill-by-skill format and demonstrates the sequential way situations. to teach swimming. • The general principles of teaching and assessment The Australian Curriculum overarching statement provides provides guidance and recommended procedures to work advice on learning, teaching and assessment based on how in group teaching situations. students learn best in an outcomes-focused educational You should: situation. The Department’s swimming and water safety • demonstrate an understanding of all the material covered program links with these key principles. in this handbook This program provides appropriate water safety outcomes • be competent to teach at the venue you have been for all students by implementing an integrated teaching, appointed to assessment and reporting document called the Swimming • have successfully completed the swimming competency and Water Safety Continuum. test during your centre in-service training (this basic test Opportunity to learn of your ‘readiness to teach’ must be completed prior to commencing the program). Learning experiences enable students to observe and When you accept your appointment you agree to: practise the minimum processes, products, skills and values. • teach to the standards required by the Department The Department’s swimming and water safety program of Education provides opportunities to: • follow the procedures and know the information outlined • acquire essential knowledge and understanding of a safe in this handbook and healthy lifestyle • teach under the direction of the swimming and water • acquire and practise swimming and water safety skills safety manager or his/her representative. You and your students must know and have rehearsed • develop positive attitudes and values to safety in Motivation and purpose aquatic environments. Learning experiences should be motivating and their purpose Students are given enjoyable activities to help them apply clear to the student. the processes and skills, knowledge, understandings and The continuum provides opportunities for students to values to make responsible decisions. achieve clear swimming and water safety outcomes. It Connection and challenge allows you to plan, monitor and assess the achievement of Learning experiences should connect with students’ existing these outcomes. knowledge, skills and values while extending and challenging Students need to be clear about what they are learning and their current ways of thinking and acting. why, and how they take responsibility for their own learning. Students learn effectively when they link and apply The continuum informs students, parents and instructors information learned in meaningful ways. The Department’s what they need to know and do. swimming classes provide students with opportunities Inclusivity and difference to progressively develop and extend their knowledge, Learning experiences should respect and accommodate understanding and skills in swimming and water safety. It differences between learners. connects with real life experiences where students apply skills learned to make informed decisions about safety in When planning and implementing activities, it is important all aquatic environments. to acknowledge that each individual is different. Each student needs to be challenged, but the nature of the Action and reflection challenge may vary from student to student. Plan lessons Learning experiences should be meaningful and encourage which respect and accommodate the differences between both action and reflection of the learner. your students. Start from the level the student is currently Swimming and water safety classes are meaningful and achieving. Students with disabilities should be provided students are encouraged to act, reflect and monitor their with appropriate, alternative avenues for achieving their own performance, so they identify their strengths and outcomes. develop and improve where necessary. Independence and collaboration Learning experiences should encourage students to learn independently, as well as from and with others. © Department of Education, WA, 2018 5 © Department of Education, WA, 2018 6 Learning is most effective when students make links student performance, provide feedback and information on between lessons, community, work and home. Encourage how they can improve skills. students to take responsibility and become independent Students should have opportunities to demonstrate skills in learners e.g. choose appropriate methods of rescue and a variety of ways including swimming, water safety and ‘real survival to solve water safety dilemmas. life’ survival settings. Supportive environment If you are uncertain during an assessment, ask your The swimming and water safety environment is safe and supervisor to moderate and assist you to make a decision. conducive to effective learning. Assessment information allows you to make judgments Lessons promote maximum participation and a sense of about students’ progress towards desired outcomes that is achievement. Ensure that students are provided with a safe fair and contributes to continued learning. Fair assessment environment and are adequately supervised at all times. is based on valid and transparent criteria and is applied Learning activities are reinforced by including supportive with consistency and without discrimination. practices, including: Assessments should follow this criteria: • wearing hats for sun protection Valid – Judgments must be based on assessment • demonstrating respect and concern for others information in its fullest sense, rather than on some parts • promoting active and healthy lifestyles of it. • promoting the principles of fair play, prevention and safety Educative – Assessment practices must contribute to the • demonstrating appropriate conservation practices. achievement of learning outcomes, form an integral part of Assessment the learning process and provide useful feedback to assist future learning. Instructors employed by the Department are qualified to assess all stages up to and including Stage 15 of the Explicit – Explicit criteria contributes to learning by: swimming and water safety program and should assess • making clear outcomes or goals their own classes. • providing useful feedback on progress • encouraging students to reflect on their learning Achievement is assessed against the recognised • suggesting directions for future learning. performance or ‘must see’ criteria and reported against the continuum. You must constantly monitor and assess Clear and public criteria supports professional judgments • Never relinquish supervision or move from the immediate ensuring decisions are open to scrutiny and challenge, and vicinity of your class until all students have left the water. are consistent throughout. If there are exceptional circumstances, such as a serious Fair – Students have equal opportunities to demonstrate accident, and you must leave your class, the number of their achievement of outcomes. Assessment should be students must be checked and the class officially handed sensitive and responsive to differences amongst students. over to and accepted by another instructor. • Always wear bathers and be ready to enter the water Comprehensive – For judgments of student achievement to during lessons. be fair and consistent, information about an outcome must • When possible, students should change into bathers and be collected repeatedly over time and on a variety of tasks. then take their clothes to the assembly area. Clothes Safety procedures and guidelines should be left in class rows while the lesson is in progress. At the end of the lesson, you must accompany • Active supervision of your class is your most important your students as they return to their clothing. duty. Check the