WSI lessons and projects

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Be prepared to role-play the following situations, one person playing the 'parent,' one the 'instructor' and others observing what happens.

1) A parent approaches the instructor and asks, “I notice that my child is not comfortable with anything on his back, especially floating? What should I do?"

2) A parent approaches the instructor and explains that the grandparents are in town for one day and would like to take a photograph of her daughter jumping off of the diving board. Other children in the class have jumped off the diving board before, but this child is still expressing fear and has not been willing to try it yet.

3) A parent approaches the instructor and asks, “Why are you spending so much time sitting on the deck talking and playing in life jackets? I paid for swimming lessons and it doesn’t seem like they are swimming much.”

After the role playing we will consider how the 'instructor' handled the situation.

How did the 'parent' appear to feel about the way the 'instructor' handled it?

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You will take turns playing participant and instructor to teach:

blowing bubbles, submerging to mouth, nose and eyes, front float, back float, front glide, back glide.

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Candidates will prepare a mini-lesson plan for a teaching activity, drill or game specific to one of the strokes. You should use the Water Safety Instructor’s CD-ROM as a resource or can use any other swimming reference. The plan should be in writing and should include relevant information, such as class organization, safety considerations, brief descriptions of the activity and key cue words or question trees and should last about 5 minutes.

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Practice-Teaching Assignment 1

Skill Level (PSA = Preschool aquatics, LTS= Learn to Swim)

1. Back float and recover to a vertical position PSA 1

2. Combined arm and leg actions on back PSA 1

3. Recognizing the lifeguards PSA 1

4. Front float and recover to a vertical position LTS 1

5. Combined arm and leg actions on front LTS 1

6. Alternating leg action on front LTS 1

7. Front glide PSA 2

8. Roll from front to back LTS 2

9. Treading water LTS 2

10. Jellyfish float LTS 2

You will need a written lesson plan for this 5 minute lesson.

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Practice-Teaching Assignment 2

Skill Level (PSA = Preschool Aquatics, LTS= Learn to Swim)

1. Fully submerging and holding breath PSA 3

2. Back glide PSA 3

3. Treading arm and leg actions PSA 3

4. Change direction of travel while swimming on the front or back (teach front and back) PSA 3

5. Too Much Sun Is No Fun PSA 3

6. Headfirst entry from the side in a sitting position LTS 3

7. Front crawl LTS 3

8. Elementary backstroke LTS 3

9. Push off in a streamlined position then begin dolphin kicking LTS 3

10. Exit skills assessment LTS 3

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Swimming classes often include students at various levels or stages of performance.

Be prepared to discuss solutions for the following scenarios.

Scenario 1

This is your first day of teaching a class of Level 1 students. There are six students in your class. Three of the students are eager to totally submerge their heads. One student attempts to do so, but is quite hesitant. Two students are unwilling to put their faces in the water and appear to be quite fearful.

Scenario 2

This is the third day of teaching a class of Level 4 students. There are eight students in your class. Two of the students exceed the performance criteria for all strokes on the front and back. One student is well below the performance criteria. Five of the students are near the performance criteria for at least two of the strokes on the front.

Scenario 3

This is the first day of teaching a class of Level 6 students. There are ten students in your class. All of the students are between the ages of eight and 12, however, only five of the students can demonstrate all of the strokes consistent with the Level 6 Stroke Performance Charts. Three of those five students have signed up for the Lifeguard Readiness Option and two signed up for the Fitness Swimmer option. The remaining five students have simply signed up for swimming lessons and did not make any option choice.

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Be prepared to discuss solutions to these problems:

Two participants start to hyperventilate before starting a long swim skill and then later try to hold their breath for extended periods.

Two participants begin splashing each other and disrupting the class.

A participant has a cramp in the hamstring muscle.

Thunder and lightning are detected in the area and the facility is closed for the next 30 minutes.

A participant rejoins the class after missing several lessons and does not open turn have the same skill level as the other participants.

A parent interrupts the class and demands to speak with you.

One participant gets frustrated with the other participants who are swimming slower and disrupting his swim by being in the way.

Due to a scheduling conflict at the facility, you are able to work only in shallow water, but the lesson 'requires' deeper water.

Two participants begin teasing while swimming another participant who then refuses to attempt this skill.

The pool temperature is colder than normal and about 4 minutes in to your lesson participants are too cold to stay in the water.

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Practice-Teaching Assignment 3 A written lesson plan is required.

Skill Level (LTS= Learn to Swim)

1. Survival swimming LTS 4

2. Feetfirst surface dive LTS 4

3. Tread water using 2 different kicks (modified scissors, modified breaststroke or rotary) LTS 4

4. Sidestroke LTS 4

5. Backstroke open turn LTS 4

6. Think So You Don’t Sink LTS 4

7. Breaststroke LTS 4

8. Exit Skills Assessment 1 LTS 4

9. Front flip turn while swimming LTS 5

10. Tuck surface dive and pike surface dive LTS 5

This will be a 7 to 10 minute practice teaching lesson.

When teaching any head-first entries, whether starts or dives, review the safety precautions in your texts. The students’ safety is foremost.

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prepare (with a written lesson plan) and teach two 5 minute mini-lessons:

one from Parent and Child Aquatics Level 1 skills:

1. Getting wet with toys and kicking

2. Blowing bubbles on the surface

3. Blowing bubbles with mouth and nose submerged

4. Submerging mouth, nose and eyes

5. Front glide

6. Passing from instructor to parent

7. Leg action on front

8. Back float

9. Leg action on back

10. Rolling back to front

and one from the following Parent and Child Aquatics Level 2 skills:

1. Stepping or jumping in

2. Bobbing

3. Drafting

4. Front float

5. Back glide

6. Leg action on front—alternating movements

7. Arm action on front—alternating movements

8. Leg action on back—simultaneous movements

9. Arm action on back—simultaneous movements

10. Rolling front to back

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Briefly write up modifications or accommodations that you should consider to meet the needs of an individual with a disability as in these scenarios:

Scenario 1 The swimming and water safety program coordinator has informed you that a child who has epilepsy has enrolled in your next Preschool Aquatics Level 1 class. How might you prepare for that participant?

Scenario 2 One of your Learn-to-Swim Level 3 students has a vision impairment. How might you approach teaching headfirst entries?

Scenario 3 The swimming and water safety program coordinator has informed you that one of the Level 2 participants in the upcoming session does not speak English. How could you adjust your class to accommodate his or her needs?

Scenario 4 An adult participant in your Learn-to-Swim Level 4 course has severely restricted movement in one shoulder. His main goal for signing up for swim lessons is to improve his strokes so he can swim for fitness. How could you adjust your class to help him meet his goals?

Scenario 5 The swimming and water safety program coordinator has informed you that one of the Preschool Aquatics Level 3 participants in the upcoming session has autism. How could you adjust your class to accommodate his or her needs?

Scenario 6 The swimming and water safety program coordinator has informed you that a 9- year-old child who has an intellectual disability is registered for your upcoming Level 2 class. There will be only two other participants in your class. How could you approach teaching this session to accommodate his or her needs?

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Practice-Teaching Assignment 4

Skill Level (LTS= Learn to Swim)

1. Shallow-angle dive LTS 5

2. Backstroke flip turn while swimming LTS 5

3. Sculling LTS 5

4. How to call for help and the importance of knowing first aid and CPR LTS 5

5. Reach or Throw, Don’t Go LTS 5

6. Breaststroke turn LTS 6

7. HELP position LTS 6

8. Diving from poolside progressions (kneeling, forward dive fall-in and standing dive) LTS 6

9. Calculating target heart rate LTS 6

10. Takeoff on deck (one-part and two-part takeoff) LTS 6

We will write different types of conditions or circumstances on small pieces of paper, such as—

Two participants are visually impaired and cannot see.

Half of the participants cannot hear due to a physical disability.

One participant with mild autism has difficulty communicating.

One participant with cerebal palsy has trouble with balance and posture.

One participant with mild autism is sensitive to being touched.

Some participants in an adult class have limited range of motion in the shoulders.

One participant cannot bend one leg at the knee joint.

One participant has trouble concentrating and following complex instructions.

A majority of participants speak and understand limited English.

Half of your adult class is extremely hesitant to try new things.

and have each candidate pick out one of the pieces of paper from a hat or bag.

In teaching assignment 4 you will have to be prepared to make accommodations for the condition or circumstance. Review their lesson plan to determine what accommodations need to occur.

You will have about ten minutes to teach. After about 7 minutes, I will stop the instructor candidate and have him/her state the condition or circumstance that he or she was assigned and explain what modifications or accommodations might be used to help participants achieve success.