2012 Swim Instructor Manual by Traci Tenkely

2012 SWIM INSTRUCTORâ&#x20AC;&#x2122;S MANUAL

City of Chandler Community Services Department Aquatics Division

Acknowledgements This manual was developed and produced by the City of Chandler aquatics staff with help from the American Red Cross materials and information. Many individuals shared in the overall process in many supportive, technical, and creative ways. This manual could not have been developed without the dedication of the staff. Their commitment to excellence has made this manual possible. Traci Jo Tenkely Aquatic Coordinator City of Chandler Logan Schneider Assistant Pool Manager City of Chandler Ben Stuetelberg Aquatic Coordinator City of Chandler

American Red Cross Water Safety Instructorâ&#x20AC;&#x2122;s Manual,2004/09 Guide for Training Water Safety Instructors, 2004/2009 Swimming and Water Safety, 2004/2009 Starfish Aquatics Institute Starfish Swim School Manual, 2005 Aquatic Fitness Professional Manual 5th Edition, Human Kinetics, 2006

Justin Kern Aquatic Coordinator Arizona State University Sheri Passey Aquatic Superintendent City of Chandler Angela Lorenzo-Clavell Recreation Coordinator II â&#x20AC;&#x201C; Aquatics City of Chandler Hillary Bellus Aquatic Coordinator City of Chandler

Compiled by: Traci Jo Tenkely

Last Updated: 4/2012

TABLE OF CONTENTS Subject

Page

I. Emergency Phone Numbers

II. Overview of the Learn-to-Swim Program

III. Important Information

IV. Operational Procedures and Policies Activity #1: Operating Policies & Procedures

6 7

V. Personnel Guidelines and Expectations

VI. Lesson Info Lesson Preparation | Discussion Class Structure | Discussion Teaching Principles Activity #2: Progressive Front Crawl Activity #3: Positive Corrective Feedback Effective Communication Activity #4: Group Challenge Activity #5: Answering Parent Questions Discipline & Challenges Activity #6: Discipline & Challenges Inclusion In Swim Lessons

10 11 12 13 13 15 16 17 18 18 20 21

VII. Learn to Swim Levels Parent & Child Aquatics: American Red Cross Level I: Tadpole Level II: Shrimp & Duck Level III: Seahorse, Otter, & Turtle Level IV: Frog & Fish Level V: Porpoise Level VI: Marlin Teen/Adult Beginner Surfer Swim Testing | Discussion Activity #7

VIII. Special Programs Semi-Private Lesson Program Aqua Fit

X. Appendix Simple Water Games for Swimming Lessons Songs for Swimming Lessons 50 Ways to Say “Good Job!” Emergency Information Handout Stroke Mechanic Illustrations Block Plans – 8-Day Sessions Sample Progress Cards Boy Scout Merit Badge Requirements

EMERGENCY PHONE NUMBERS EMERGENCY PHONE NUMBERS Do NOT give Home Phone Numbers to the Public!

EMERGENCY Police Fire NON-EMERGENCY Police (non-emergency - need an officer - 24 hours) Fire - General Information Dispatch National Weather Service (M-F only 7am to 6pm) Animal Control (bites, complaints, dog licenses) Poison Control Center Buildings and Facilities Standby Pools Arrowhead Pool Folley Pool Desert Oasis Aquatic Center Hamilton Aquatic Center Mesquite Groves Aquatic Center Nozomi Aquatic Center Administration Community Center - Front Desk Community Services Administrative Office Parks & Aquatics Office

Primary/Office Secondary/Cell 911 911 (480) (480) (480) (602) (602) (800) (480)

782-4130 782-2120 782-4130 275-0073 506-7387 222-1222 215-9848

(480) (480) (480) (480) (480) (480)

732-1064 732-1063 732-1061 782-2630 782-2635 783-8261

(480) (480) (480) (480)

Home

732-1062 782-2631 782-2636 783-8262

(480) 782-2727 (480) 782-2660 (480) 782-2750

(480) 782-2749

(480) 782-2753

(602) 361-0999

(480) 782-2756

(602) 228-1670

(480) 782-2764 (480) 782-2763 (480) 782-2767

(480) 236-8684 (480) 518-5416 (480) 559-8801

Aquatic Superintendent Sheri Passey

(480) 883-8291

Recreation Coordinator II - Aquatics Angela Lorenzo-Clavell

Aquatic Coordinators Ben Stuetelberg Hillary Bellus Traci Tenkely

Park Development & Operations Manager Mickey Ohland

(480) 782-2743

Pool Maintenance Mechanics Andrew Mendez - Pool Maintenance Supervisor Jim Maloney Herman Eaton Mike Rodriguez

cell cell cell cell

(602) (602) (623) (602)

299-8513 908-9524 221-6478 526-0573

DO NOT GIVE HOME PHONE NUMBERS TO THE PUBLIC!

Overview of the Swim Lesson Program The City of Chandler Aquatics Division has these objectives to meet as a part of its Learn-to-Swim program. 1. Provide year-round programming in recreational and instructional aquatic activities suited to the needs and desires of the community. 2. To provide and maintain safe, healthy, and enjoyable swimming environments 3. To provide individuals with the opportunity to participate, learn, and enjoy swimming regardless of their age or ability. Levels The City of Chandlerâ&#x20AC;&#x2122;s learn-to-swim program is based on a modified American Red Cross level system. The following outline provides the progression of levels. Course Parent-Infant Parent-Toddler Tadpole Shrimp Duck Seahorse Otter Turtle Frog Fish Porpoise Marlin Surfer Teen/Adult Beginner Semi-Private Lessons Level A Level B Level C

Level Level A Level B Level 1 Level 2a Level 2b Level 3a Level 3a Level 3b Level 4a Level 4b Level 5 Level 6 (all 4 menu options) Beginner

Length 25 minutes 25 minutes 25 minutes 25 minutes 25 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes 50 minutes

Tadpole, Shrimp & Duck Seahorse, Otter & Turtle Frog, Fish & Porpoise

Instructor: Participant 1:10 1:10 1:5 1:5 1:5

1:6

*Next Recommended level

1:8 1:8 1:8 1:8 1:8 1:8 1:8 1:8

45 minutes 45 minutes 45 minutes

Turtle

1:3 1:3 1:3

Important Information

Do NOT allow participants into the class who are not on the roster o Check and Double check FIRST and LAST name of each participant o If a child does not appear on your roster, alert the manager and DO NOT allow the child in the water

Adhere to the Instructor: Participant ratios noted above. If there are more children in your class than described above â&#x20AC;&#x201C; speak with the manager before continuing with class.

Seahorse and Otter classes contain the same skills and objectives. The only difference between these classes is the age requirements for participants â&#x20AC;&#x201C; Seahorse participants are 4 to 6 years old, Otter participants are 6 to 8 years old. o If participants successfully pass the Seahorse class the next recommended class level is Turtle. o If participants successfully pass the Otter class the next recommended class level is Turtle.

If a parent asks to switch classes please ask them to speak with a manager. If you and another instructor are able to swap participants check with a manager before telling the parent it is okay to do so.

If you have a participant who is above or below the level they are registered for you may check to see if space is available in the appropriate class. If there is no space available then you will need to adjust your lesson plans to accommodate the participant. Do not hold up the other participants in the class but make adjustments to manage the different levels. If you are having a difficult time with this ask a manager or a veteran instructor for assistance.

Surfer classes are for individuals with little to no experience in the water. After completing a session in the Surfer class, find the level that best matches the participantsâ&#x20AC;&#x2122; skills and abilities with the learn-to-swim levels. This will be the next recommended class.

When to request an aide:

o A parent or guardian may make a request for an aide during the registration process. o o

Aides are typically requested for participants with special needs. If this request is made a manager will schedule an aide to assist with the class. If you are asked to be an aide within the class your job is to assist the instructor with all students in the class and provide additional support to the individual participant. If the instructor feels an aide is necessary they must speak with a manager.

Operating Procedures and Policies Emergency Procedures Each facility will have a different set of emergency procedures. The pool manager should educate all staff on these procedures. Non-Critical Emergency (your class): Blow one short whistle blast to alert lesson guard and management. Maintain safety within your class by asking the other students to sit on the deck. Non-Critical Emergency (someone else’s class): Acknowledge whistle blast. Maintain safety within your class and assist other instructor if you are the closest instructor. If you are not the closest instructor, continue your lesson as planned. Critical Emergency (your class): Blow three short whistle blasts. Perform the appropriate rescue. Remove your class from the water and direct the closest instructor to take your class and class roster to your facility’s designated area and account for all students. . Critical Emergency (someone else’s class): Blow one repeat whistle. Remove your class from the water and move them into your facility’s designated area – use your class roster to account for all students. Stay with your class at all times - unless you are asked to assist in the emergency by a manager and another instructor has taken responsibility for your class. Safety Rules All safety equipment should be accessible during instructional programming. All lights should be turned on and appropriate doors and gates unlocked. Health Rules Children participating in the parent and child classes cannot wear regular diapers – swim diapers or tight fitting rubber pants must be worn. Participants having any contagious disease, infectious conditions such as cold, fever, ringworm, foot infections, skin lesions, carbuncles, boils, inflamed eyes (pink eye), ear discharges, or any other condition which has the appearance of being infectious shall be excluded from participating in class. Adhesive tape, rubber bandages, or other bandages of any kind are not permitted in the pool. Equipment Swim lesson equipment storage areas should be kept in a neat manner. The appearance of the pool is the responsibility of the staff on site and should be maintained. Any problems should be reported immediately to expedite correction of the problem. Diving Boards Use will be limited during swimming lessons. According to Red Cross guidelines - diving instruction begins with springboard diving at the MARLIN level only. Customer Service Listen to the patrons concern. Repeat or summarize what the patron is saying to make sure you understand the problem. Explain the reason for any policies, rules, or regulations that may exist. Make suggestions as to how the problem may be solved. Do your best to accommodate the patron; some allowances can be made as long as safety and credibility are never compromised. Most importantly, treat each and every person with respect. Always behave with the utmost level of professionalism. Communicate the complaint and/or concern with facility’s management. Severe Weather Procedures The manager on duty is responsible for monitoring weather conditions during the instructional period. The decision to cancel lessons due to severe weather conditions will be determined by the aquatic administration or pool manager. If lessons have to be cancelled due to severe weather conditions, the class time will be made up on the following Friday.

Activity #1

Operating Procedures and Policies 1. Walk around the facility where you will teach. List everything you see that is currently in place to prevent an injury, illness, or drowning. Look for the obvious (i.e., equipment, signage, etc.), the subtle (i.e., design features, policies/procedures, etc.) and any items you feel may need to be corrected. Equipment

Policies/Procedures

Corrections to Make

2. Your class has been cancelled due to weather and a parent has asked when the make-up day will be.

3. What steps would you follow in the event of a non-critical incident during lessons at your facility? Your Class:

Other Instructorâ&#x20AC;&#x2122;s Class:

4. What steps would you follow in the event of a critical incident during lessons at your facility? Your Class:

Other Instructorâ&#x20AC;&#x2122;s Class:

Personnel Guidelines, Expectations, & Duties Employee Dress Code The appearance, grooming, and the uniform of all aquatics personnel are regulated uniformity. The wearing of the uniform should be a matter of personal pride to entitled employees. The high standard of appearance and grooming is required at ALL times. Appearance: A. Cleanliness and neatness will be expected in all aspects of a lesson instructorâ&#x20AC;&#x2122;s appearance and personal hygiene. B. Unnecessary ornaments, such as bracelets, pins etc. must not be worn while on duty. Body piercing pose a safety risk therefore must be removed. C. All male lifeguards are required to be neatly shaved while on duty. D. All staff should have well-groomed and neatly trimmed hair. Uniform Requirements: A. Uniforms must be clean, neat, and in good condition. B. Uniforms must be worn as prescribed by safety standards. No female lifeguard is permitted to wear her suit in any fashion other than it was designed for. Uniforms may not be cut or defaced in any manner. C. The Aquatics Division reserves the right to require all lifeguards to purchase any and all parts of the required uniform and equipment. The City is not responsible or required to reimburse you for loss, stolen, or damaged uniforms. D. Instructors are allowed to wear a modest and neat suit when teaching lessons; the lifeguard swim-suit uniform is not required. Modesty should be interpreted as any suit that is not French cut or revealing in any fashion. NO TWO PIECES (this includes tank top suits). The aquatic administrative staff and/or pool manager reserve the right to send the instructor home, if the suit is unacceptable. E. Male lifeguards and instructors ARE NOT PERMITTED TO WEAR BOXER SHORTS hanging below or above the required uniform or suit they choose to teach in. F. Instructors are allowed to wear a staff t-shirt or rash guard while teaching swimming lessons to protect them from the sun. All t-shirts and/or rash guards MUST have the City of Chandler logo and must be in good condition â&#x20AC;&#x201C; which means no tears or rips in the fabric and it must not be faded or altered in any way, shape, or form. Sickness Instructors MUST inform their immediate supervisor a minimum of two (2) hour before your shift. Failure to notify a supervisor will result in disciplinary action. Part-time employees do not receive sick pay. All call-ins will be documented. Tardiness An employee is of little value unless they are at work, ready to go fifteen (15) minutes before their assigned shift. If for an unplanned reason you will be late, you must contact your immediate supervisor prior to the start of your shift and inform her/him that you will be late. The following is an example of the disciplinary action that may be taken: First offense: Verbal warning and written documentation. Second offense: Written reprimand, sent to Aquatic Superintendent. Third offense: Suspension or dismissal of employment. Progress Cards

Instructors are responsible for accurately completing and distributing a progress card to each participant. You must use the following material and outlines to objectively evaluate the stroke performance criteria for each participant according to the level you are teaching. Each progress card will also include a free admission pass. • Progress cards should be distributed by your management team at least 4 days prior to the end of an 8 day session; 3 days prior to the end of a 6 day session; and 2 days prior to the end of a 4 day session to allow you ample time to complete the card. Please ask for blank progress cards if you do not receive them in a timely manner. Free Pass Distribution The Chandler Aquatics Division is taking a role in addressing childhood obesity throughout the community. A physically active lifestyle through recreation is a viable strategy for disease prevention and health promotion.

In an effort to meet this challenge, we made a “best practice” change by eliminating all snacks the last day of swimming classes. In lieu, a free admission pass is distributed to each participant in our learn-toswim program. We believe this will encourage children to be active and families to enjoy our facilities together. Distribution Free admission passes are to be treated as cash and kept secure when delivered to each facility. Passes will be distributed to each pool before the start of a lesson session. They will be numbered and will expire on the last day of the following session. Instructors are responsible for securing a free admission pass to each progress card distributed. Parent and Child aquatic classes receive one free adult admission per parent and child pair. Teen/Adult Beginner and Aqua-Fit participants also receive one free adult admission per participant. Redemption The cashier is responsible for recording the pass numbers redeemed at the cashier’s window on the daily close out form. Passes must be attached to the Daily Close Out form and returned to the aquatics office. EXPIRED free passes should NEVER be accepted. Security Progress cards and the free passes that are not distributed to the participant must be placed in the Ziploc bag and labeled with the pool name, date, and session number and secured at the facility. Once the expiration date has passed, the progress cards and free passes should be taken to the aquatics office to be shredded.

LESSON INFO Lesson Preparation Discussion Class Structure Discussion Teaching Principles Activity #2 Guiding Practice through Feedback Activity #3 Effective Communication Activity #4 Discipline & Challenges Activity #5 Inclusion In Swimming Lessons

LESSON PREPARATION Lesson preparation, class management and organization skills are necessary for you to be an effective instructor. In addition, organization and involvement keeps students attentive and minimizes discipline problems. Pre-Lesson: Attend the mandatory W.S.I in-service Know your instructor assignments, schedule, and obtain a class roster Lesson Plans: MUST be completed and submitted to management one week prior to the start of the session. First Day: Introduce Yourself – Pass out “Hi My Name is _________” cards Establish a consistent meeting area Establish rules and expectations Learn the names of your students Assess students’ skills – perform exit skills assessment from previous level On-Going: ALWAYS arrive at facility 15 minutes prior to the start of swim lessons ALWAYS start and end class on time (classes are either 25 min or 50 min in length) Use time between classes to communicate any concerns with participants’ parents Have a lesson plan prepared for each class Dress appropriately and neatly for class (see Dress Code) Remember students’ names and use their name when giving positive and corrective feedback (see Teaching Principles) Be firm and consistent in rule enforcement and discipline Keep participants actively involved throughout entire lesson End of Session: Perform Exit Skills Assessment Present participants with Progress Card & Free Pass Report the number of classes taught in the session, the number of students who attended and the number of students who passed each level by using the American Red Cross Water Safety Instructor Activity Report after each session. Duties of the Swim Lesson Staff: Swim lesson staff may be required to perform maintenance tasks, paperwork, and other assigned duties in addition to teaching swimming lessons. Discussion List the specific duties a morning/evening/Saturday instructor is responsible for completing at your facility:

CLASS STRUCTURE The following is a basic structure for teaching a class within the Learn to Swim Program. Begin with simple skills or goals that can create a feeling of success and confidence. Then build on simple skills with increasingly newer and/or more difficult skills and goals. End the lesson with a review of previously learned or simpler skills. Throughout the lesson, inform the students how learning each skill improves their swimming skills. 1. Introduction/ Warm-up & Water Safety Topic: 1-3 minutes but may be up to 10 minutes for younger kids Gives your lesson a structured starting point that tells the kids learning begins Helps to settle the kids down Water Safety Topics provide children with additional information about how to be safe around the water; they can be discussed at any point in the lesson 2. Review Skills General length will be 7-8 minutes Builds strength and confidence Solidifies prior learning from previous classes or lessons Gives time to improve new skills through repetition 3. New Skills Generally 7-8 minutes Introduce new material Introduce more advanced information to skills learned before- increase technical ability 4. Review/ Improve Generally 7-8 minutes Review new information learned during the class Incorporate previously learned skills The amount of time spent on each area will vary depending on the level being taught, the progression of participants, and the length of the class. What is shown above is only a general guideline to get you started. Introduction time may take more time for infants when the water is colder. For older kids it may be 1-2 minutes at most. The time spent on review will be greater at the beginning and end of a two-week session while teaching time will increase in the middle of a session. Block plans for each class have been provided as a general guideline (See Appendix). Remember that each class will need to be customized according to the skill level of the students. Remember that kids learn through REPETITION. Make each class interesting and keep participants actively involved throughout the lesson. Games Games may be used on occasion as a reward for a classâ&#x20AC;&#x2122; well doing. Each game should incorporate swimming skills associated with the skill level of the class. Games should not be used to fill in time. No more than 5 minutes for 50-minute classes and no more than 3 minutes for 25-minute classes. Class Locations Each facility is different and has its own unique features and programs. Depending on the type of programming and other events scheduled at each facility there may be limited space in the pool. Understand the needs at your facility and plan accordingly. Discussion Discuss class locations and using space effectively in your facility.

TEACHING PRINCIPLES Your primary goal as a Water Safety Instructor is to enhance each studentâ&#x20AC;&#x2122;s aquatic skills and safety in, on and around the water. You can help a person learn to swim and be safe in and around the water using different teaching strategies. Explain, Demonstrate and Practice Explain, demonstrate and practice is the most commonly used teaching strategy in physical education, coaching and swimming instruction. Generally, the steps in this strategy of teaching are: The instructor explains a skill The instructor demonstrates how it is performed On the instructorâ&#x20AC;&#x2122;s signal, the students practice the skills as demonstrated When done appropriately, demonstrations are effective ways to present visual models of motor skills. To demonstrate appropriately, you must be knowledgeable about the subject and proficient at the skills as well. It is also important to break down the stroke and teach its components progressively. Using Teaching Progressions When you lead participants through progressions, you are using a teaching strategy that is developmental, familiar, and measurable. Developmental Motor skills are best learned when the skill is broken into steps that are taught logically, each leading directly to the next. Familiar The teaching progressions rely on the principle that people learn a variety of skills more easily when the skills are taught in a standardized way. Measurable Since the teaching progressions are divided into small measurable steps, you and the participants have a useful standard for setting goals. Activity #2 List the progressive steps involved in teaching front crawl.

Guiding Practice through Feedback The most important contribution you can make to the participants’ practice is the feedback you give. There are many ways to give feedback. For example, you can give feedback while the participants are moving by mirroring their movements. You can also give verbal feedback during the action. Normally, when you give feedback as the person practices, you can see if the feedback helps the participant with improving the skill. Some students may find it difficult to do the skill and listen to the feedback at the same time. Feedback is typically given just after the learner completes the skill. This lets participants give their full attention to what you say. As you become more experienced, you will better understand what kind of feedback works best and when. There are generally two types of feedback to use when teaching motor skills: positive and corrective. Positive Feedback: shows that you appreciate the effort, see an improvement, or see a positive result of the participants’ behavior. Corrective Feedback: identifies the behavior as not matching the goal and provides specific corrective information to help participants attain the goal. Negative Feedback: even if used with good intentions, is not productive. It can hurt the learner’s motivation and inhibit learning because learners try to avoid the punishment rather than alter their behavior. The following are examples of positive and corrective feedback in a teaching situation. In this example, you are trying to correct the body position of a participant doing the elementary backstroke with hips too low in the water. Positive Feedback: “I can tell you are trying, and you are doing better. You’ll get it soon, I’m

sure.” This response is not helpful. It neither identifies what is wrong nor gives any prescriptive measures. You are making the participant figure out on his or her own what is wrong and what to do to correct it. Corrective (positive) Feedback: “(1) This is a good effort. (2) Your hips are still too low because your head is out of the water. (3) Keep your head back and your ears in the water and you will improve.” The three separate elements within this response are: (1) a positive manner in that it praises good effort and encourages the person to continue, (2) identifies what should be improved, and (3) states how to improve it. As an instructor, you should identify and respond when participants are performing a skill according to the performance criteria of a level, for two reasons. First, success is a powerful way to set the psychological stage for learning. When participants are doing something effectively, they must be made aware of it. Second, participants might not know that they are performing the skill correctly. If you do not reinforce the correct movement with feedback and then have the participant repeat it, the participant may lose the correct skill. If you identify correct performance and have participants repeat it, they will learn it. The following are examples of positive and reinforced (positive) feedback in a situation where the participant is performing the skill correctly. Positive Feedback: “Good, that’s it!” This response recognizes the success, but it does not carry any information other than something was done right. Reinforced (positive) Feedback: “Great job, your hips are right at the surface and your head is in the water. Keep your head back and your ears in the water, and you will have your hips at the surface where you want them.” This response is positive and rewards the success by giving praise, and it also reinforces what the participant is supposed to do (keep the hips up) and reminds the participant how

to accomplish it (head back and ears in the water). As in the first example, the most beneficial form of feedback is the longest and takes the most effort. Activity #3 Provide corrective (positive) feedback for a participant who is doing front crawl but is lifting their head out of the water and breathing to the front while swimming.

Provide reinforced (positive) feedback for a participant who is performing front crawl correctly.

EFFECTIVE COMMUNICATION The ability to communicate effectively is extremely important! It will be necessary for you to communicate well at many different levels with many different people – your students, the parents of your students, co-workers, and supervisors. What you say, how you say it, and even what you don’t say can directly influence your ability to be an effective instructor.

With Students -

Every class ask, “What’s my name?” until familiarity is established Be able to address each student by name Remember your manners and ask them of your students in return (i.e., Please/Thank you) Use positive and corrective reinforcement (see Teaching Principles) Continually inform your students of the rules, consistently enforce rules

Avoid saying… “Do you want to….” “I won’t let you drown” “Boy this water is cold, etc.”

With Parents/Guardians -

Introduce yourself – look people in the eye when speaking and listening Be professional. Use “please” and “thank you” and keep dialogue appropriate. Inform parent of their child’s progress Give positive feedback If you have concerns about the child’s behavior, talk to the parent; ask questions Be confident and professional. You are the trained expert! Inform parents of your plans for the class Inform parents of class rules and facility policies Think before you speak! It’s okay to say “I don’t know” if you are not sure about the answer to a question – but offer to find the answer and follow up on the things you’ve said Let the parent know you’re listening. Look at them and repeat back what you think they said. Ask clarifying questions if necessary.

Avoid… Saying, “Your child will pass in ____ sessions” Saying, “I don’t know why you child was passed into this class” Saying, “Your child is too hyper” Being critical of another instructor in any way Being critical of your facility, programs, or co-workers Promising a private lesson or refund Sharing your personal opinion

Instead say… “He/she is so eager, he/she wants to get started before class begins, and I love your child’s energy. However, one thing that might help your child’s learning experience is to remind him/her the class rules before bringing him/her to the pool.”

With Co-workers -

Ask for help if you need it! Be courteous, kind, and respectful to each other The public (parents, students, etc) are watching and listening to all of us – keep your conversations related to your responsibilities as a swim instructor Pay attention to how you interact and come across to others – vocabulary/language/body language Remember the Golden Rule – Treat Others as You Wish to Be Treated!

If you are having a problem not related to the lesson at hand, handle it in a professional manner and avoid discussing the issue in front of your students. Discuss the issue after class with your co-worker and a supervisor Have fun! Enjoy each other’s company and learn from each other

With Supervisors -

Talk about problems only to those who can help you solve them – most often this is your supervisor, NOT your co-workers Challenges should be discussed in an office area, after class, and out of the eyes and ears of the public Utilize the knowledge of your management team, they are there to help you!!

Activity #4 Break into 4 Groups and assign one of the following scenarios to each group. Each group will designate its “actors” who will present the scenario in front of the entire group. Allow 5-10 minutes for preparation and two (2) minutes for presentation. Scenario #1: Communication with Students (Designate one instructor and 4-5 participants) The instructor has prepared a safety topic (“Be Cool, Follow the Rules”) to be discussed at the beginning of the lesson. Effectively communicate the safety topic with your participants. Scenario #2: Communication with Parents/Guardians A parent/guardian has come to you (the instructor) after class and wants to know why their child did not pass your Ducks class. Effectively communicate with this parent/guardian. Scenario #3: Communication with Co-Worker A fellow instructor is not utilizing space in the pool effectively and it is disrupting your class and distracting your participants. Effectively communicate your concerns and possible solutions with your fellow instructor. Scenario #4: Communication with Supervisor As an instructor, you feel that one of your participants was not placed in the correct class level. Effectively communicate the situation with your supervisor and explore possible solutions. Activity #5 Read the following prompts out loud. Ask the instructors to write 1-2 sentences on their own explaining how they would respond to the following parent questions. 1. A parent comes to you (instructor) after class and says, “I have to register for sessions 3 & 4 soon. What class should I register my child for?

2. A parent comes to you with a complaint about another instructor. How would you respond?

3. One of your students is not placed in the right level. What would you say to the parent?

4. A learn to swim participant is having difficulty following the rule about keeping one hand on the wall at all times. You have already given the student a warning followed by sitting out a turn. What would you say to the parent after class?

DISCIPLINE & CHALLENGES Keeping a child actively involved in class by swimming and moving efficiently and quickly between activities will leave little time for misbehavior. However, even with the best preparation and organization, your students will test boundaries and you will encounter discipline challenges. Have a plan to help you deal with some of the situations you may encounter: - When a child is not following directions, calmly state a planned consequence rather than react in a frustrated manner. Consequences include a warning, sitting out on deck (no longer than 1 minute), sitting out on deck and a talk with mom and/or dad, and finally a removal from the remainder of class time and a talk with mom and/or dad. - Do not allow your class to become chaotic – “letting go” just once can cause this to occur. - FOLLOW THROUGH on disciplinary actions and stated consequences. - Involve your supervisor to assist with repeat offenders. - Don’t allow discipline problems to distract your attention from other students and the lesson objectives. - COMMUNICATE with the parents as well as your supervisor. As the Instructor It is your responsibility to plan and prepare all activities and lesson plans prior to the start of class. You must be able to keep all kids moving and actively engaged with little down time between their turn to perform the skill – keeping in mind safety at all times. It is not necessary to only have one child performing a skill while the others sit idly on the wall. Idle time will lead to discipline issues when they can sometimes be avoided. Refer to your American Red Cross Instructor manual for class organization tips. Participants may exhibit inappropriate behavior for a number of reasons. Some of these reasons may not be within your control or even related to the swim lesson. Understanding the possible causes can help you develop strategies to manage the situation. Please keep management informed of all disciplinary problems as they occur. Your supervisors can provide you with alternative options to pursue as well as support when speaking with parents/guardians. The Non-Attentive Child Causes: Bored, class too slow-paced; hyperactive; instructor not keeping child actively involved in lesson. Ways to overcome the challenge: - Challenge the student - Be firm about the class area and enforce rules - Keep the class up-beat and interesting - Give the child a job to do (i.e., hold a kickboard, blow bubbles, gather equipment, etc.) - Keep the child actively involved throughout the lesson by having them kick while holding the side, blowing bubbles, etc. while working with another student. The Crier Causes: environment (away from parent, too many people, noisy, cold, etc.); behavior escape (attention seeker); needs to use the restroom or does not feel well; previous bad experience in the water and/or in swim lessons. Ways to overcome the challenge: - Keep calm and use friendly and warm actions - Give the child their personal space yet try to identify the underlying cause - Make the class positive and fun with the other children – even if the crier only watches - Put the child in a special place where they are a bit removed, distracted, yet still a part of the class (i.e., with an aid, etc.) - Have a supervisor or aide assist with the child…remember you have other children in the class

If this behavior continues the next day – further steps may need to be taken (i.e., talk with parent/guardian – child may be place in the wrong level or may not be ready to be separated from parent/guardian)

No! Child Causes: asking “Do you want to do this?” or “Should we try this?” or “Are you ready?”; demanding too much; testing your will against theirs. Ways to overcome the challenge: - Don’t give them a chance to say no… kindly, yet firmly tell them what to do - Avoid asking, “do you want to?” - Be in command – without being scary or mean! - Play with the no…”I/we don’t understand that word.” - Keep changing the activity and order of turns to keep their interest - Be upbeat, enthusiastic, and give praise Short Attention Spans Causes: too much verbalization by the instructor; too many demonstrations; not enough activities for each child. Ways to overcome the challenge: - Change the activities more often - Work with the students in pairs or groups instead of one at a time - Provide practice activities for the student (within your reach and eyesight) while working with another student - Keep interest up so they are excited about what is going to happen next - Keep class focused on you rather than what is going on around you and your students - Over plan the lesson so there are more than enough activities to complete during the time given. Do not fill class with time wasters and games BE PATIENT! Each student comes to you with different talents and abilities. Swimming skills can only be achieved when a student is developmentally ready – both physically and mentally. Your expertise and teaching skills can facilitate the process but cannot force it to happen. KEEP THEM MOVING! A well behaved child may not be so well behaved when not actively engaged in class. Do your best to keep each and every child moving for the entire class!

Activity #6

Discipline & Challenges Directions: Choose the best way to communicate and overcome these challenges Challenge #1 You have a class with five Level I students, some are fearful and some are very comfortable in the water. You are the only instructor and have become overwhelmed Option A Sit all the kids on the wall and call your supervisor for assistance Effectively express your frustration and the need to immediately transfer these children to their appropriate class level or you will not be able to continue the lesson Option B Make it work! Incorporate activities that keep the student actively involved (activities, moving locations, working with two or three students at a time, etc.) Don’t force involvement by fearful students – but don’t ignore them either Don’t ask if they want to do something. Ask them to tell you when they are ready. Keep them loosely involved with the group and let peer pressure build. As they see others having fun, they will eventually join in because the choice is theirs. After class, express your concerns to the parents remaining upbeat and positive. Ask for suggestions from both the parents and your supervisor after you have exhausted all other options. Challenge #2 You have a child who will not listen, will not maintain eye contact, keeps jumping in, etc. How would you handle this situation? Option A Keep your attention solely focused on this child to make sure that you can provide discipline. When you realize your discipline actions are not working, signal to the supervisor that you need assistance and say, “I can’t get this kid to pay attention, what do I do?” Option B Keep the group moving and all children actively engaged in the lesson Explain to the student the consequences of his/her actions. Give a warning If the student continues to be a disruption, have the child sit out for no more than 1 minute Challenge #3 You are teaching a skill and have exhausted every idea you know to teach the skill. One student is still not grasping the concept and is still unable to perform. How would you overcome this challenge? Option A Signal the supervisor that you need assistance Say, “(Name) is not getting it. What should I do? Option B Remain positive and enthusiastic with the student – use corrective (positive) feedback Move onto a different skill and re-visit the first skill often After class, ask for suggestions from other instructors as well as your supervisor and utilize other instructor resources for ideas and information

INCLUSION IN SWIMMING LESSONS INCLUDING THOSE WITH DISABILITIES City of Chandler Community Services Department Statement of Inclusion The City of Chandler Community Services Department welcomes and encourages the participation of children and adults, including those with disabilities, in all of its facilities, classes, programs and activities. Our Therapeutic Recreation staff offer classes, programs and activities specifically designed for qualified individuals with disabilities. In addition, we welcome and encourage persons with disabilities to participate in our general recreation and aquatics classes, programs and activities or to use our facilities. We are committed to the letter, spirit, and intent of the Americans with Disabilities Act (ADA), and to: • Maintaining accessible facilities, classes, programs and activities; • Promoting inclusion through reasonable accommodations; and • Striving to make the recreational experience a positive and successful one for all. If a qualified individual with a disability requires assistance in order to successfully participate in one of our classes, programs or activities, or to use our facilities, a reasonable accommodation should be requested two (2) weeks in advance. Refer to the Community Services Department Behavior Management and Inclusion Policy and Procedures Manual for additional information and policy requirements. Instructor’s Aide An aide may be placed in a class to assist with a learn to swim participant with a disability. As an aide, you are providing support to the instructor and participant to help mainstream the participants into the class. You are not providing one on one attention to the participant, however, you are assisting in facilitating their learning and being attentive to the instructor. There are a few things to keep in mind when working with learn to swim participants with disabilities. Never assume that you can see someone’s disability. There are physical, medical, psychiatric, speech and language and learning disabilities. People who are blind or have low vision, who are deaf or hard of hearing, people who have suffered brain injuries or who have attention deficit or hyperactivity disorders. The best rule of thumb is to be considerate and patient with everyone regardless of their potential disability. Consult parents or personal aides that work with the participant on what works best for their child and ask other instructors what has worked in the past. Each case and participant is unique, below are some barriers to learning and how to break down each barrier. Physical Barriers: Buoyancy—Balance—Breath Control

Breaking down physical barriers: Consider both buoyancy and balance when it comes to flotation and use flotation devices if needed; consider limb placement; position your class to accommodate; request additional in-water support if needed. Breath control is difficult for some swimmers so be cautious when teaching bubbles and submerging. Learning Barriers: • How do they learn? Auditory vs. Visual vs. Tactile learning • What is the swimmer’s attention span? • Auditory processing? • Level of distractibility? • Memory? • Can they organize tasks? • How well do they transition?

Breaking down learning barriers:

Use hands-on or visual demonstrations (or both); change the position of the class in the pool; have written or pictorial material; give advanced swimmer order and stick to it; be consistent; use eye contact; break skills down into very small parts. Communication Barriers: • How does the person communicate? • Does the swimmer speak? • Is it a hearing issue? • What is their level of understanding?

Breaking down communication barriers: Use informed resources (parents, teachers, workers); determine a “yes” and “no” if possible; ask and ask again; allow time for answers; explore other communication methods Behavioral Barriers • What age are they? Cognitive vs. Chronological age • Is withdrawal an issue? • Are they aggressive? • Behavioral issues are often related to frustration associated with other barriers

Breaking down behavioral barriers: Have consistent rules and stick to them; re-direct inappropriate behavior; consider lesson structure; use “first…then” statements; consider the physical environment; use praise often and sincerely; use rewards; use equipment; be conscious of physical contact (some swimmers don’t like to be touched.) Other things to take into consideration Educating your “other” swimmers: • Be comfortable and prepared to field questions and comments • Explanation of “fair” as needed • Give only general details about disability • Explanation of “different” as needed Class management: • Class size • Class formation • Class length • Additional in-water support (equipment or aid) • LESSON PLANNING! Motivate the swimmers: • Provide the accommodations needed for independence and success • Be positive • Find out what participants like • Maybe competition, maybe not! • Point out participants accomplishments • HAVE FUN! Assessment key points: • Water comfort • Entry/exit • Breath control • Propulsion or forward progress • Ability to use equipment • Safety (medical, behavioral) • Goals (set by student or parent) Note: When setting goals consider the swimmer’s physical and cognitive ability, safety and the swimmer’s and parent’s goals.

LEARN TO SWIM LEVELS Class Overviews & Outlines Parent and Child Aquatics Parent-Infant American Red Parent-Toddler Cross Songs for Circle Time Parent Handout Level I Tadpole Level II Shrimp Duck Level III Seahorse Otter Turtle Level IV Frog Fish Level V Porpoise Level VI Marlin Teen/Adult Beginner Discussion

Parent and Child Aquatics Parent-Infant (6-18 months) This class requires: Mom or Dad to accompany the child in the water Parent learns techniques to help teach their child simple water acquaintance safety skills. A Water Safety Instructor guides parent Water adjustment by getting wet and water entry Blowing bubbles, prone float, back float Child learns to interact with water through playing games, singing songs and having fun. One day of class will review CPR. Instructor will demo and class will watch a video

Parent-Toddler (18-36 months) This class requires: Mom or Dad to accompany the child in the water Parent learns techniques to help teach their child water acquaintance safety skills (grabbing wall, holding breath and back floats. A Water Safety Instructor guides parent Underwater exploration (opening eyes) bobbing, jumping in Prone float, back float, and kicking Child learns to interact with water through playing games, singing songs and having fun. One day of class will review CPR. Instructor will demo and class will watch a video Skills to Be Taught to Parents/Guardians Starting each lesson with a parent orientation gives you the opportunity to describe the goals of the session and what parents can expect. Remember that Parent and Child Aquatics is as much about providing parents with information and techniques to create safe aquatic experiences for their children as it is about orienting young children to the water. Throughout your lessons, incorporate the following skills for parents: How to properly supervise children and maintain safe behavior in and around water How to enter and exit the water. Establish and strictly enforce a rule that a child must get adult permission before entering any body of water How to use holding and support techniques and when to use them How to determine the child’s readiness to try basic skills Proper submersion techniques (supported and unsupported) The importance of cues and how to use them How to play and the importance of playing as a way to learn How to help children learn and practice skills appropriate for their ages and current ability levels How to select, use and properly fit U.S. Coast Guard approved life jackets for children Basic water safety information and rescue skills such as reaching and throwing assists Demonstrate and show a video on Rescue Breathing and CPR skills o Emergency Information Handout: See Appendix for important information to share with your Parent & Child aquatic classes to keep them safe! o The American Red Cross agrees that WSIs are not trained to teach these skills at the level you would find in a CPR certification course and they are not expected to. However, they are still able to provide an accurate demonstration and provide basic information using manikins, a co-instructor, or simulating rescue breathing on a partner. Skills to Be Taught to Infants and Young Children You will notice the term “explore” is used frequently in the skills charts. The intent is for the child to experiment and to try different approaches to accomplishing the skill, building on what comes naturally. What is important in Parent and Child Aquatics is that the child becomes comfortable in the water and a basic foundation for learning to swim is laid. As the child attempts new skills, praise him or her for even the slightest accomplishments. The goals of this level are to provide experiences and activities for parents and children to: Parent-Infant: Learn to ask permission before entering the water; learn how to enter and exit the water in a safe manner; feel comfortable in the water; explore submerging to the mouth, nose and eyes completely; explore buoyancy on the front and back position; change body position in the water; learn how to play safely; experience wearing a U.S. Coast Guard approved life jacket. Parent-Toddler: establish expectations for adult supervision, learn more ways to enter and exit the water in a safe manner; explore submerging in a rhythmic patter; glide on front and back with assistance; perform combined stroke on front and back with assistance; change body position in the water; experience wearing a U.S. Coast Guard approved life jacket.

Parent-Infant American Red Cross Outline

Skills Water Adjustment Getting Wet

Water Entry

Exploring the Pool

Swimming on Front Front Float Front Glide

Leg action Swimming on Back Back Float Back Glide Leg action Breath Control Blowing Bubbles

Underwater exploration Changing Directions Rolling back to front

Personal Safety Choosing a life jacket Using a life jacket Water Exit Lifting out

Activities Parent and child sit on the deck and get water on each otherâ&#x20AC;&#x2122;s bodies by playing with toys, washcloths, sprinkling cans or cups Parent supports the child and encourages him or her to kick the water while sitting on the edge of the pool Parent lifts the child into the water and submerges the child to chin level Parent places the child in the hip straddle position and enters the pool using the steps or ramps Child moves around the pool to observe different depths and parts of the pool, such as steps and ladders, with close parental supervision Parent places child in a face-to-face or in a side-to-side position and travels around the teaching area Child travels along the pool wall while the parent provides appropriate support and supervision Child explores floating in a front position with support from parent (face may be in or out of the water) Child explores floating in a front position with support from parent (face may be in or out of water) Parent passes child to instructor or another parent Child explores kicking in a front position with support from parent Child be in Child be in Child

explores floating in a back position with support from parent (ears may or out of water) explores gliding in a back position with support from parent (ears may or out of water) explores kicking in a back position with support from parent

Child explores moving light objects that float (such as ping-pong ball) along the surface of the water with his/her breath Child explores exhaling underwater with mouth and nose submerged (blows bubbles) Child explores submerging mouth, nose and eyes underwater Child explores changing from a back to a front float position with support from parent Child explores changing from a front to a back float position with support from parent Instructor presents information on how to choose a U.S. Coast Guard approved life jacket Instructor demonstrates how to use a U.S. Coast Guard approved life jacket Parent puts a U.S. Coast Guard approved life jacket on child Parent lifts child out of the water then exits the pool while maintaining supervision

Parent-Toddler American Red Cross Outline Skill Water Adjustment Getting Wet

Activities Parent and child sit on the deck and get water on each otherâ&#x20AC;&#x2122;s bodies by playing with toys, washcloths, sprinkling cans or cups. Parent supports the child and lets him or her kick the water while sitting on the edge of the pool.

Water Entry

Parent lifts the child into the water and submerges the child to chin level. Parent places the child in the hip straddle position and enters the pool using the ramps or the steps Child enters the water from a seated position with assistance from parent. Child turns onto stomach and slides into the water with assistance from parent. Child steps or jumps into the water with assistance from parent then without assistance from parent. Child steps down stairs or climbs down a ladder to parent

Exploring the Pool

Child moves around the pool to observe different depths and parts of the pool, such as steps and ladders, with close parental supervision. Parent places the child in a face-to-face or in a side-to-side position and travels around the teaching area. Child travels along the pool wall while the parent provides appropriate support and supervision. Child explores pool by trying to touch the bottom at shallow depths (e.g., 1 to 3 feet, if available).

Swimming on Front Front Float

Child explores floating in a front position with support from parent; using a flotation device, such as a kickboard or a barbell, with support from parent; then with assistance from parent.

Front Glide

Child explores gliding in a front position with support from parent. Parent passes the child to the instructor or another parent. Child explores gliding in a front position using a flotation device with support or supervision from parent. Child explores gliding to the wall in a front position with assistance. Parent passes child to pool wall with assistance from parent.

Leg action

Child explores kicking in a front position with support from parent; using a flotation device with support or supervision from parent. Child kicks in a front position with assistance from parent.

Arm action

Child explores alternating or simultaneous arm movements in a front position with support from parent. Child moves arms in an alternating or simultaneous motion using a flotation device with support from parent then with assistance from parent.

Combined stroke on front

Child explores moving forward in front position using any type of arm movement, kicking and blowing bubbles with support from parent. Child explores moving forward in a front position using any type of arm movement, kicking and blowing bubbles with assistance from parent Child explores floating in a back position with support from parent, using a flotation device (such as a barbell or kickboard) with support from parent, and then with assistance from parent.

Swimming on Back Back Float Back Glide

Child explores gliding in a back position with support from parent, using a flotation device with support from parent, and then with assistance from parent

Leg Action

Child explores kicking in a back position with support from parent, using a flotation device with support from parent, and then with assistance from parent.

Arm Action

Child explores alternating or simultaneous arm movements in a back position with support from parent, using a flotation device with support from parent, and then with assistance from parent.

Combined stroke on back

Child explores moving forward in a back position using any type of arm movement and kicking with support from parent and then with assistance from parent.

Buoyancy on Back Show comfort maintaining a back float position

Demonstrate, at least 5 seconds, with support

Recover from a back float to a standing position Breath Control Blowing Bubbles

Demonstrate, with support

Underwater Exploration

Child explores submerging mouth, nose and eyes underwater. Child explores opening eyes underwater and picking up a submerged object held at armâ&#x20AC;&#x2122;s length and then in shallow water.

Changing Directions Rolling back to front

Rolling front to back

Personal Safety Choosing a life jacket

Child explores moving light objects tat float (such as ping-pong ball) along surface of the water with his/her breath. Child explores exhaling underwater with mouth and nose submerged (blow bubbles). Child explores rhythmic breathing pattern (bobbing). Child explores rhythmic breathing pattern while performing the combined stroke on front (with or without support)

Child explores changing from back to front position with support from parent, with assistance from parent, and then without assistance from parent. Child explores changing from a front to back position with support from parent, with assistance from parent, and then without assistance from parent.

Instructor presents information to parents and children on how to choose a U.S. Coast Guard approved life jacket.

Using a life jacket

Instructor demonstrates to parents and children how to put on a U.S. Coast Guard approved life jacket Children and parents experience using life jackets in the water.

Basic Safety Rules

Child states basic safety rules Never go near the water without an adult supervising Never swim without an adult supervising Know how to call for help

CPR/Rescue Breathing

Instructor demonstrates basic CPR/Rescue Breathing skills to parents and shows a video on the topic.

Water Exit Lifting Out

Parent lifts child out of the water, then exits the pool while maintaining supervision.

Using the side of the pool, steps or ramp

Child explores exiting the pool by pulling himself or herself out onto the deck with support or supervision of parent.

Using a ladder

Child explores exiting the pool using the ladder with support of parent.

SONGS FOR CIRCLE TIME Happy Song If you're happy and you know it, Splash your hands (Repeat) If you're happy and you know it, Then your face will surely show it. If you're happy and you know it, Splash your hands. *Continue substituting the following phrases: a. Wash your face b. Kick your feet c. Blow some bubbles d. Take a shower e. Go all the way under f. Float on your back g. Any others you would like to add Old MacDonald Old MacDonald had a farm E-I-E-I-O And on this farm he had a duck E-I-E-I-O With a splash splash here and Splash splash there Here a splash, there a splash, Everywhere a splash splash Old MacDonald had a farm E-I-E-I-O *Continue substituting the following for “duck” and “splash” a. Fish – bubbles, bubbles b. Horse – kick, kick c. Pig – wiggle, wiggle d. Kangaroo – hop, hop e. Boat – float, float f. Any others you would like to add. . Spider Song The itsy, bitsy spider Went up the water spout. . . .(finger play) Down came the rain. . . .(sprinkle water) And washed the spider out. Out came the sun and. . . .(make a sun with arms) Dried up all the rain. And the itsy, bitsy spider Went up the spout again.

"Pop Goes the Weasel" (Parents "pop" the children into the air) All around the cobbler's bench The monkey chased the weasel The monkey thought it was all in fun Pop! goes the weasel. A penny for a spool of thread A penny for a needle That's the way the money goes Pop! goes the weasel. Ring around the Otter Ring around the Otter Pockets full of water Splashes, splashes, we all go under! This Is the Way This is the way we wash our face, Wash our face, Wash our face. This is the way we wash our face In the swimming pool. *Continue substituting the following phrases: a. Take a shower b. Kick our legs c. Pull with our arms d. Blow some bubbles e. Go all the way under f. Float on our back g. Any others you would like to add... Hokey Pokey You put your right foot in, You put your right foot out, You put your right foot in And you KICK it all about.. You do the Hokey Pokey And you turn yourself around. That's what it's all about. *Continue substituting the following phrases: a. Left foot b. Right hand c. Left Hand d. Whole self

PARENT HANDOUT: PARENT/CHILD SWIMMING ORIENTATION The purpose of this program is to teach the child rules of safety in and around the water and basic swimming skills, as well as to help them develop a positive attitude while in the water. The instructor will be teaching parents how to achieve these skills with their child. Although the instructor will explain and demonstrate skills, parents will be doing much of the actual teaching. Remember, the objective is to teach children how to be safe in, on and around water. Parent Role and Attitude This should be a rewarding, fun experience for both you and your child. To make it so, try to keep the following points in mind. 1. Be patient and enjoy class. If you have a good time, chances are your child will too. 2. Always encourage your child - praise honest efforts. 3. Listen carefully to instructions. 4. Give your child clear, specific instructions and be consistent. For example, when the child is jumping in, signal your child with "one, two, three, go" and use the same signal every time. 5. Be willing and ready to demonstrate for your child. Children learn by imitating. 6. Keep your child busy the entire time. Don’t give him/her a chance to “worry” about what’s happening or to get cold. 7. Understand and accept your child's fears, but don't dwell on them. Instead, work towards developing skills that will inspire confidence in your child and help him/her overcome any apprehension. 8. If you are a non-swimmer and afraid of water, inform your instructor. Your child can sense your fears. The instructor will help you learn how to become more relaxed. 9. Don't compare your child to others. Each child progresses at his/her own rate. Don't push your child if she/he isn't ready. 10. Make a point to discuss any problems you are having with your instructor. Your instructor can help you determine what approach or technique is best for your child at a particular time. 11. Take the time to meet other members of the class. Encourage your child to play with other children. Children often learn best watching other children. Safety Some children progress more rapidly and feel confident in the water sooner than others. Safety cannot be stressed too much. Some children do not know their limitations and expect you to appear automatically to assist them. All children should learn and follow certain basic safety rules including the following: 1. Never swim alone or without an adult. 2. Don't run on the pool deck or in the locker room. 3. Develop pool awareness. a. Learn where the shallow end is and where deep water begins. b. Be aware that the most common permanently disabling aquatic injuries are to the spinal chord. Avoid shallow water diving unless under strict supervision. Educate your child as to the hazards of diving in shallow water. 4. Don't enter the water or allow your child to enter the water until the instructor says so. 5. Parents should keep children under constant supervision, accidents happen very quickly. 6. Absolutely never enter the water with gum or foreign objects in the mouth. Practice Once session is not enough. Try to bring your child to open public swims. You'll find they will learn a lot faster with a little extra practice and free time in the water. Learning to swim takes repetition and exposure! Helpful Hints 1.

If your child chills easily, let him/her wear a T-shirt in the water for the first few classes/sessions. It helps maintain body heat. A child can become easily chilled at beginning levels of ability because they won't be moving continually. Once some swimming skills are developed, the body will stay warmer.

Allow your child to get out of the water if he/she tires or becomes chilled. Wrap him or her in a towel, letting him/her sit on the edge observing. Your child can learn a lot by watching others in the water.

Allow time for free play and self-discovery. The more independent a child is in the water, and the more he is given an opportunity to explore how his body works in the water, the more secure he will become.

Avoid nose plugs. Nose plugs will hinder skill development. Swimming goggles are acceptable.

Remember, the goal of this class is not so much to teach your child to swim but to develop a positive attitude toward the water and to learn certain basic safety skills. Water adjustment is 99% of learning how to swim. When your child is ready, he will learn. Patience and persistence will be the key to success.

TADPOLE Level 1 (3-5 years of age)

Child is potty trained, and can be separated from Mom/Dad. For children with “little or no” water experience. Class will focus on “water adjustment” skills. Will learn to submerge face, blow bubbles, enter and exit water safely, front and back float with support

Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Enter and exit water safely using ladder, steps, or side

Demonstrate independently

Breath Control and Underwater Swimming Submerge mouth, nose, and eyes Exhale underwater (blow bubbles) through mouth and nose Open eyes underwater, pick up a submerged object held at arm’s length

Demonstrate independently Demonstrate, at least 3 seconds Demonstrate, at least 2 times

*Optional: bobbing Buoyancy on Front Show comfort maintaining a front float position; face may be in/out of water Recover from a front float to a standing position, front glide Front Glide Buoyancy on Back Show comfort maintaining a back float position Recover from a back float to a standing position Back glide Changing Direction and Position Change direction of travel while walking or paddling Roll over from front to back Roll over from back to front Treading Explore arm and hand movements

Demonstrate, with support, for at least 5 seconds Demonstrate, with support at least 3 times Demonstrate, with support at least 3 seconds

Demonstrate, at least 5 seconds, with support Demonstrate, with support Demonstrate, with support at least 3 seconds Demonstrate Demonstrate, with support Demonstrate, with support Demonstrate, with support, in chest-deep water

Swim on Front Alternating arm action Explore, at least 2 yards, with support (ALL) Simultaneous arm action Alternating leg action Simultaneous leg action Combined stroke on front, using any type of arm and leg action Swim on Back Alternating arm action Explore, at least 2 yards, with support (ALL) Simultaneous arm action Alternating leg action Simultaneous leg action Combined stroke on front, using any type of arm and leg action General and Personal Water Safety Water Safety Rules: Discuss Staying Safe around aquatic environments Discuss Recognizing the lifeguards Discuss Don’t just pack it wear your jacket Discuss/ Demonstrate Recognizing an emergency Discuss How to call for help Discuss Too much sun is no fun Discuss Helping Others How to recognize a swimmer in distress Discuss How to get help Demonstrate Exit Skills Assessment 1. Enter unassisted, move 5 yards, bob 5 times to chin level and safely exit the water (participants can walk, travel along the gutter or “swim”). 2. Glide on front with support for 2 body lengths, roll to back (with assistance) and float on back with support for 3 seconds. The objective of this level is to help students feel comfortable in the water and to enjoy the water safely. You should teach basic aquatic skills which students can build on as they progress through the City of Chandler’s learn to swim program. Your students will also start developing good attitudes and safe practices around the water at this level. If you approach teaching this level with creativity and enthusiasm, learning to swim will become a fun concept for the students.

Progress Cards: All Students

SHRIMP Level 2a (3-6 years of age) Pass Tadpole OR who can: Enter and exit water safely using ladder, steps, or side Completely submerge head underwater and blow bubbles for 3 seconds Front and back float with support. Recover from front and back float to standing position with support. Change directions (roll over from front to back) with support. Will work on combined arm and leg actions on front and back, float, glide, and recover with support. Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Enter water by stepping in from side Exit water safely using ladder or side

Demonstrate independently, in chest-deep water Demonstrate, independently, from chest-deep water

Breath Control and Underwater Swimming Submerge entire head Blow bubbles, submerging head in a rhythmic pattern (bobs) Open eyes underwater, pick up a submerged object

Demonstrate, at least 3 seconds Demonstrate, at least 3 times Demonstrate, at least 3 times, in shallow water

Buoyancy on Front Show comfort maintaining a front float position with face in the water Recover from a front float to a standing position Front glide Float in a face-down position (jellyfish float/tuck float) Buoyancy on Back Show comfort maintaining a back float position Recover from a back float to a standing position Changing Direction and Position Change direction of travel paddling on front or back Roll over from front to back Roll over from back to front Treading Using arm and leg motions Swim on Front Combined arm and leg actions on front, using any combination of alternating and simultaneous arm and leg actions Swim on Back Combined arm and leg actions on back, using any combination of alternating and simultaneous arm and leg actions Swim on Side Alternating leg action

Demonstrate, at least 5 seconds, unsupported Demonstrate, unsupported Demonstrate, at least 2 yards, unsupported Explore, at least 5 seconds

Demonstrate, at least 5 seconds, unsupported Demonstrate, unsupported Demonstrate, with support Demonstrate, with support Demonstrate, with support Explore, unsupported, in chest-deep water Explore, at least 10 yards, unsupported

Explore, at least 15 yards, with support

Demonstrate, at least 10 yards, with support, on either left or right side

General and Personal Water Safety Water Safety Rules: Be Cool, Follow the Rules Discuss Always swim with a buddy in a supervised area Look before you leap How to use a lifejacket Discuss Move in water while wearing a lifejacket Demonstrate Helping Others How to recognize a swimmer in distress Discuss How to get help Demonstrate Exit Skills Assessment 1. Step from side into chest-deep water, move into a front float for 5 seconds, roll over to a back float, return to standing position, then move back to a back float for 5 seconds and return to a standing position.

The objective of this level is to give students success with fundamental skills. Students learn to float without support and to recover to a vertical position. This level marks the beginning of locomotion skills in the water. Instructors will also present self-help and basic rescue skills. Students entering this level should already show proficiency in all of the skills presented in level I. Progress Cards: All Students

DUCK Level 2b (3-6 years of age) Pass Shrimp OR who can: Enter and exit water safely using ladder, steps, or side Submerge entire head and retrieve submerged object held at armâ&#x20AC;&#x2122;s length Front and back float without support for 3 seconds Recover from front and back float to standing position without support Change directions (roll over from front to back) without support Swim a short distance on front and back to the instructor using arms and leg action Will learn to enter water by jumping from the side, glides (front & back), push off and swim with a combination of arm and leg actions 10 ft. and swim underwater, and swim independent of physical assistance from instructor. Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Enter water by stepping or jumping from side Exit water safely using ladder or side

Demonstrate independently, in shoulder deep water Demonstrate, independently, from chest-deep water

Breath Control and Underwater Swimming Submerge entire head Blow bubbles, submerging head in a rhythmic pattern (bobs) Open eyes underwater, pick up a submerged object Buoyancy on Front Show comfort maintaining a front float position with face in the water Recover from a front float to a standing position Front glide Float in a face-down position (jellyfish float) Buoyancy on Back Show comfort maintaining a back float position Recover from a back float to a standing position Back glide Changing Direction and Position Change direction of travel paddling on front or back Roll over from front to back Roll over from back to front Treading Using arm and leg motions Swim on Front Combined arm and leg actions on front, using any combination of alternating and simultaneous arm and leg actions Swim on Back Sculling arm action Combined arm and leg actions on back, using any combination of alternating and simultaneous arm and leg actions Swim on Side Alternating leg action

Demonstrate, at least 5 seconds Demonstrate, at least 5 times Demonstrate, at least 3 times, in chest-deep water Demonstrate, at least 5 seconds, unsupported Demonstrate, unsupported Demonstrate, at least 2 yards, unsupported Explore, at least 5 seconds

Demonstrate, at least 15 seconds, unsupported Demonstrate, unsupported Demonstrate, at least 2 yards, unsupported Demonstrate, unsupported Demonstrate, unsupported Demonstrate, unsupported Demonstrate, unsupported, 15 sec in shoulder deep water Explore, at least 5 body lengths, unsupported

Explore, at least 10 yards, unsupported Explore, at least 10 yards, unsupported Explore, at least 10 yards, unsupported Demonstrate, at least 5 yards, with support, on either left or right side

General and Personal Water Safety Water Safety Rules: Be Cool, Follow the Rules Discuss Always swim with a buddy in a supervised area Look before you leap How to use a lifejacket Discuss Move in water while wearing a lifejacket Demonstrate Helping Others How to recognize a swimmer in distress Discuss How to get help Demonstrate Exit Skills Assessment 1. Step from side into chest-deep water, move into a front float for 5 seconds, roll over to a back float. 2. Back float 5 sec then roll to front. 3. Push off and swim using a combination of arm and leg actions for 10 yards on the front; turn to back for 15 sec back float, roll back to front and continue to swim 5 yards.

Progress Cards: All Students

SEAHORSE Level 3a (4-6 years of age) Pass Duck OR can: Enter water by jumping from the side. Open eyes underwater and retrieve submerged objects from pool bottom. Front & back float without support for 5-10 seconds. Front & back glides with kick two body lengths and recover to standing position. Tread water using arm and leg action for 5-10 seconds. Combine rhythmic breathing with leg and arm action on front for 2 yards Combined arm and leg action on front and back for 2 yards Will learn to jump into deep water, rotary breathing, front and back glides with kick, change from vertical to horizontal position. Lots of repetition on front crawl stroke. Practice makes perfect. Will introduce butterfly kick Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Jump into deep water from side

Demonstrate without flotation in deep water

*Optional: Headfirst entry from sitting/kneeling position Breath Control and Underwater Swimming Submerge and retrieve an object Bobs with the head fully submerged Rotary breathing with the body in a horizontal position

Demonstrate, at least 3 seconds, in chest-deep water, independently Demonstrate, at least 5 times, chest-deep water Demonstrate, at least 5 times

Buoyancy on Front Front glide using two different kicks Demonstrate, at least 2 yards Survival float Demonstrate, at least 30 seconds, in deep water Buoyancy on Back Back glide using flutter kick Demonstrate, at least 2 yards Back float Demonstrate, at least 15 seconds, in deep water Changing Direction and Position Change from vertical to horizontal position on front Demonstrate, in deep water Change from vertical to horizontal position on back Demonstrate, in deep water Treading Tread water Demonstrate, 15 seconds, in deep water Swim on Front Front crawl Demonstrate, at least 10 yards Streamline with flutter/dolphin kicking Demonstrate, at least 10 yards Swim on Back Back crawl Demonstrate, at least 10 yards Elementary backstroke Demonstrate, at least 10 yards Scissors kick on side Demonstrate, at least 10 yards General and Personal Water Safety Water Safety Rules: Discuss Think twice before going near cold water or ice Reach or throw, donâ&#x20AC;&#x2122;t go Look before you leap Demonstrate, independently Wearing a lifejacket, enter the water using ladder, steps, or side Demonstrate, at least 1 minute HELP Position Demonstrate, at least 1 minute Huddle Position Helping Others Reaching assist Demonstrate Check-Call-Care Discuss Exit Skills Assessment 1. Jump into chest-deep water from the side, swim front crawl for 10 yards with face in the water and rhythmic breathing pattern (to front or side), maintain position by treading or floating for 15 seconds and swim elementary backstroke for 10 yards. The objective of this course is to bridge the age gap between Duck and Otter. Skills taught in this course are generally the same skills that will be taught in Otter. However, activities and introduction to skills will need to be adjusted to accommodate a younger age group. Seahorse will be 4-6 years in age and may have a shorter attention span requiring more variety in activities.

Progress Cards: All Students **Important Note: If a child PASSES the Exit Skills Assessment for Seahorse the next recommended class level should be TURTLE** ** Seahorse and Otter classes are the exact same class. The only difference is the age of the participants and the instructor to student ratio (1:6)**

OTTER Level 3b (6-8 years of age) Pass Ducks OR can: Enter water by jumping from side. Open eyes underwater and retrieve submerged objects from the pool bottom. Front and back float without support for 5-10 seconds. Front and back glides with kick 2 body lengths and recover to standing position. Tread water using arm and leg action for 5-10 seconds. Combine rhythmic breathing with leg and arm action on front 15 feet. Combine arm and leg action on front and back 15 feet. Will learn to jump into deep water, rotary breathing, front and back glides with kick, and change from vertical to horizontal position. Lots of repetition on front crawl stroke. Practice makes perfect! Once all the skills at the Otter level are mastered, participants will advance to the Turtle class (not Surfer) Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Jump into deep water from side

Demonstrate without flotation in deep water

Demonstrate, at least 3 seconds, in chest-deep water, independently Demonstrate, at least 5 times, chest-deep water Demonstrate, at least 5 times

Buoyancy on Front Front glide using two different kicks Demonstrate, at least 2 yards Survival float Demonstrate, at least 30 seconds, in deep water Buoyancy on Back Back glide using flutter kick Demonstrate, at least 2 yards Back float Demonstrate, at least 15 seconds, in deep water Changing Direction and Position Change from vertical to horizontal position on front Demonstrate, in deep water Change from vertical to horizontal position on back Demonstrate, in deep water Treading Tread water Demonstrate, 15 seconds, in deep water Swim on Front Front crawl Demonstrate, at least 10 yards Streamline with flutter/dolphin kicking Demonstrate, at least 10 yards Swim on Back Back crawl Demonstrate, at least 10 yards Elementary backstroke Demonstrate, at least 10 yards Scissors kick on side Demonstrate, at least 10 yards General and Personal Water Safety Water Safety Rules: Discuss Think so you donâ&#x20AC;&#x2122;t sink Reach or throw, donâ&#x20AC;&#x2122;t go Wearing a lifejacket, enter the water using ladder, steps, or side Demonstrate, independently HELP Position Demonstrate, at least 1 minute Huddle Position Demonstrate, at least 1 minute Helping Others Reaching assist Demonstrate Check-Call-Care Discuss Exit Skills Assessment 1. Jump into chest-deep water from the side, swim front crawl for 10 yards with face in the water and rhythmic breathing pattern (to front or side), maintain position by treading or floating for 15 seconds and swim elementary backstroke for 10 yards.

The object of this level is to build on previously learned skills providing additional guided practice. The instructor will introduce the elementary back stroke, safe diving rules, and begin to teach diving from the side of the pool (this does not include use of the diving boards). Students entering this course must hold a Level II certificate or be able to perform all of the skills associated with Level II. The City of Chandler has broken down the American Red Cross Level III into three separate sub-levels (seahorse, otters, and turtles). Progress Cards: All Students

TURTLE Level 3b Pass Seahorse OR Otter OR Surfer who can: Perform feet first entry from the deck Front and back glides with flutter kicks two body lengths Swim front crawl with rotary breathing 10 yards and back crawl 10 yards Will learn survival float, butterfly kick, and continue to build endurance Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Jump into deep water from side Head-first entry from side in a sitting or kneeling position Breath Control and Underwater Swimming Submerge and retrieve an object Bobs with the head fully submerged Rotary breathing with the body in a horizontal position Buoyancy on Front Front glide using two different kicks Survival float Buoyancy on Back Back glide using two different kicks Back float Changing Direction and Position Change from vertical to horizontal position on front Change from vertical to horizontal position on back Treading Tread water Swim on Front Front crawl Butterfly – kick and body motion Swim on Back Back crawl Elementary Backstroke Scissor Kick on Side General and Personal Water Safety

Demonstrate without flotation in deep water Demonstrate in water at least 9 feet deep Demonstrate, at least 3 seconds, in chest-deep water, independently Demonstrate, at least 5 times, chest-deep water Demonstrate, at least 5 times Demonstrate, at least 2 yards Demonstrate, at least 30 seconds, in deep water Demonstrate, at least 2 yards Demonstrate, at least 30 seconds, in deep water Demonstrate, in deep water Demonstrate, in deep water Demonstrate, 30 seconds, in deep water Demonstrate, at least 15 yards Demonstrate, at least 15 yards Demonstrate, at least 15 yards Demonstrate, at least 15 yards Demonstrate, at least 15 yards

Water Safety Rules: Discuss Think so you don’t sink Reach or throw, don’t go Rules for Safe Diving: Discuss Learn how to dive properly from a qualified instructor Obey all posted rules and “no diving” signs Never dive in shallow water or into above ground pools Wearing a lifejacket, enter the water using ladder, steps, or side Demonstrate, independently HELP Position Demonstrate, at least 1 minute Huddle Position Demonstrate, at least 1 minute Helping Others Reaching assist Demonstrate Check-Call-Care Discuss Exit Skills Assessment 1. Jump into chest-deep water from the side, swim front crawl for 15 yards with face in the water and rhythmic breathing pattern (to front or side), maintain position by treading or floating for 30 seconds and swim elementary backstroke for 15 yards.

Progress Cards: All Students

FROG Level 4a Pass Turtle OR can: Perform near perfect freestyle for 15 yards and back crawl for 15 yards Demonstrate butterfly kick 15 yards Perform sitting to kneeling dive Tread water for 30 seconds in deep water Will work on diving from side in compact position and swimming distances of 25 yards or more using the front and back crawl. Will learn sidestroke and elementary backstroke. Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Dive from side in a compact or stride position Demonstrate in water at least 9 feet deep Breath Control and Underwater Swimming Swim underwater (no hyperventilation) Demonstrate, at least 3 yards Feet first surface dive Demonstrate, submerging completely Buoyancy on Front Survival float Demonstrate, at least 30 seconds, in deep water Survival Swimming Demonstrate, at least 30 seconds, in deep water Buoyancy on Back Back float Demonstrate, at least 30 seconds, in deep water Changing Direction and Position Open turn using any stroke on front and push off in streamlined Demonstrate, then glide at least 2 yards before stroking position Demonstrate, then glide at least 2 yards before stroking Open turn using any stroke on back and push off in streamlined position Treading Tread water using modified scissors, breaststroke, or rotary kick Demonstrate, at least 30 seconds and sculling arm motions Swim on Front Front crawl Demonstrate, at least 15 yards Breaststroke Demonstrate, at least 5 yards Butterfly Demonstrate, at least 5 yards Swim on Back Back crawl Demonstrate, at least 15 yards Push off streamline with flutter or dolphin kick Demonstrate, at least 5 yards Elementary backstroke Demonstrate, at least 15 yards General and Personal Water Safety Additional rules for safe diving Discuss Compact jump into the water from a height while wearing a life Demonstrate, in water at least 5 feet deep jacket Helping Others Throwing assist Demonstrate Care for conscious choking victim Demonstrate Exit Skills Assessment 1. Perform a feet-first entry into chest-deep water, swim front crawl for 15 yards, turn to back and swim elementary backstroke 15 yards. 2. Swim breaststroke for 5 yards, tread water for 30 seconds and swim back crawl for 15 yards.

The object of this level is to develop confidence in the strokes learned thus far and to improve other aquatic skills. The instructor will help students improve their endurance by swimming familiar strokes for greater distances. The backstroke, sidestroke, and turning at the wall will be introduced at this level. Students entering Level IV must have passed Level III or demonstrate the ability to perform all of the skill associated with Level III. Once a student has completed all of the skills associated with the Fish course they will receive a Red Cross certification card for Level IV. Be sure that students can pass all of the skills before passing them. Passing students too early can make the next instructorâ&#x20AC;&#x2122;s job more difficult and can lead to feelings of frustration from the participant. Progress Cards: All Students

FISH Level 4b Pass Frog OR can perform: Front crawl with rotary breathing and back crawl 25 yards Swim sidestroke and elementary backstroke 15 yards Will begin diving from side in stride position and swimming longer distances. Will learn breaststroke and butterfly stroke. Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Dive from side in a compact or stride position Demonstrate in water at least 9 feet deep Breath Control and Underwater Swimming Swim underwater (no hyperventilation) Demonstrate, at least 3 yards Feet first surface dive Demonstrate, submerging completely Buoyancy on Front Survival float Demonstrate, at least 1 minute, in deep water Survival Swimming Demonstrate, at least 1 minute, in deep water Buoyancy on Back Back float Demonstrate, at least 1 minute, in deep water Changing Direction and Position Open turn using any stroke on front and push off in streamlined Demonstrate, then glide at least 2 yards before stroking position Open turn using any stroke on back and push off in streamlined Demonstrate, then glide at least 2 yards before stroking position Treading Tread water using modified scissors, breaststroke, or rotary kick Demonstrate, at least 2 minutes and sculling arm motions Swim on Front Front crawl Demonstrate, at least 25 yards Breaststroke Demonstrate, at least 15 yards Butterfly Demonstrate, at least 15 yards Swim on Back Back crawl Demonstrate, at least 15 yards Elementary backstroke Demonstrate, at least 25 yards Streamline with scissor kicks & dolphin kicks Demonstrate, at least 3-5 yards Swim on Side Swim on side with scissors kick, sidestroke Demonstrate, at least 15 yards, with or without support General and Personal Water Safety Additional rules for safe diving Discuss Compact jump into the water from a height while wearing a life Demonstrate, in water at least 5 feet deep jacket Helping Others Reaching/Throwing assist Demonstrate Care for conscious choking victim Demonstrate Recreational Water Illnesses Think so you donâ&#x20AC;&#x2122;t sink Look before you leap Exit Skills Assessment 1. Perform a feet-first entry into chest-deep water, swim front crawl for 25 yards, and swim elementary backstroke for 25 yards. 2. Swim breaststroke for 15 yards and swim back crawl for 15 yards.

Progress Cards: All Students

PORPOISE Level 5 Pass Fish

OR can perform: 25-50 yards on front and back crawl 15 yards of breaststroke and elementary backstroke 15 yards of butterfly Will be swimming distances of 50 yards or more. Learn flip turns and long shallow dive. Will learn surface dives and rescue breathing

Skill (Introduced)

Completion Requirement (Mastered)

Water Entry and Exit Shallow dive from the side Shallow dive, glide two body lengths and begin any front stroke

Demonstrate in water at least 9 feet deep Demonstrate in water at least 9 feet deep

Breath Control and Underwater Swimming Tuck and pike surface dives

Demonstrate, submerging completely

Changing Direction and Position Flip turn while swimming on front Flip turn while swimming on back

Demonstrate Demonstrate

Treading Tread water using two different kicks (scissors, breaststroke or rotary) Swim on Front Front crawl Breaststroke Butterfly Swim on Back Back crawl Elementary backstroke Sculling on back Swim on Side Sidestroke General and Personal Water Safety Survival Swimming How to call for help and the importance of knowing first aid & CPR Recreational water illnesses Reach or throw donâ&#x20AC;&#x2122;t go Look before you leap Think so you donâ&#x20AC;&#x2122;t sink Think twice before going near cold water or ice Helping Others Rescue Breathing

Demonstrate, at least 5 minutes

Demonstrate, at least 50 yards Demonstrate, at least 25 yards Demonstrate, at least 25 yards

Demonstrate, at least 25 yards Demonstrate, at least 50 yards Demonstrate, at least 30 seconds Demonstrate, at least 25 yards Demonstrate, 2 minutes

Demonstrate

Exit Skills Assessment 1. 2.

Perform a shallow dive into deep water, swim front crawl for 50 yards, and swim elementary backstroke for 50 yards. Swim breaststroke for 25 yards and swim back crawl for 25 yards.

The object of this level is coordination and refinement of key strokes previously learned. The instructor will introduce flip turns, long shallow dives, surface dives, and rescue breathing. Students will increase swimming endurance in this level while improving technical skills. Students entering Level V must have completed Level IV or demonstrate the ability to perform all of the skills associated with Level IV. Progress Cards: All Students

MARLIN Level 6 Pass Porpoise OR can perform: Swim 50 yards of front and back crawl Swim 25 yards of breaststroke, butterfly, and elementary backstroke Tread water and float in deep water for at least 2 minutes Perform long shallow dive Will work up to swimming 500 yards continuously, building endurance, and perfecting all strokes. Will also learn lifeguard readiness skills, springboard diving fundamentals, personal water safety skills, and principles of fitness swimming. Skill (Introduced) Endurance Skills Front Crawl Back Crawl Breaststroke Elementary Backstroke Sidestroke Butterfly Turns Front crawl open turn Sidestroke open turn Backstroke open turn Front flip turn Breaststroke turn Butterfly turn Backstroke flip turn Review Skills and Information HELP Position Huddle Position Feet-First Surface Dive Pike Surface Dive Tuck Surface Dive

Completion Requirement (Mastered) Demonstrate, Demonstrate, Demonstrate, Demonstrate, Demonstrate, Demonstrate,

at at at at at at

least least least least least least

100 yards 50yards 50 yards 100 yards 50 yards 50 yards

Demonstrate while swimming (ALL)

Demonstrate, at least 2 minutes, in deep water Demonstrate, at least 2 minutes, in deep water Demonstrate, in water at least 7 feet Demonstrate, in water at least 7 feet Demonstrate, in water at least 7 feet 4 Menu Options: Skills and Information Fundamentals of Diving Personal Water Safety Basic stretching exercises for diving Discuss Tread Water, Demonstrate,5 minutes, in deep water Dive from side from kneeling and compact position Demonstrate Tread water, kicking only, Demonstrate,2 minutes, in deep water Dive from side from stride and standing positions Surface dive and retrieve object from the bottom, Demonstrate in water at least 7-10 feet Forward dive fall in from diving board Approach and hurdle from deck and diving board Survival float, Demonstrate, at least 5 minutes, in deep water Forward jump, tuck position Back float, Demonstrate, at least 5 minutes, in deep water Forward dive, tuck position Survival swimming, Demonstrate at least 10 minutes Forward dive, pike position Self-rescue techniques while clothed, Demonstrate Basic safety rules for open water, Discuss Basic safety rules for boating, Discuss Lifeguard Readiness Fitness Swimmer Check-Call-Care, Demonstrate Demonstrate Etiquette in fitness swimming Care for conscious choking victim, Demonstrate Use a pack clock Reaching Assist, Demonstrate Use a pull buoy while swimming Throwing Assist, Demonstrate Use fins whiles swimming Rescue Breathing, Demonstrate Use paddles while swimming Compact jump into water from a height with rescue tube, Describe the principles of setting up a fitness program. Demonstrate in water at least 5 feet deep Demonstrate various techniques Front Crawl & Breaststroke with rescue tube trailing, Calculate target heart rate Demonstrate 25 yards Apply principles of water exercise Swim on back holding object and keeping face out of water, Completion Requirements: Demonstrate all of the above skills

Demonstrate 25 yards Wading Assist with equipment, Demonstrate Walking Assist, Beach Drag, Demonstrate Hip and should support, Head Splint, Demonstrate Using a backboard, Demonstrate 2 person removal from the water, Demonstrate

Exit Skills Assessment 1. Swim 500 yards continuously using the strokes in the following order: front crawl, 100 yards; back crawl, 100 yards; breaststroke, 50 yards; elementary backstroke, 50 yards; sidestroke, 50 yards; butterfly, 50 yards; and choice of stroke, 100 yards. 2. Perform a front approach and hurdle with a feet-first entry from a 1-meter springboard. 3. Perform a front approach and hurdle with a head-first entry from a 1-meter springboard. 4. Jump into deep water, perform a survival float for 5 minutes, roll onto back and perform a back float for 5 minutes. 5. Perform a feet first surface dive, retrieve an object from the bottom of the pool at a minimum depth of 7 feet, return to the surface and return to starting point. 6. Swim 20-yards using front crawl or breaststroke to a depth of 7 to 10 feet, retrieve a 10-pound object, return to the surface and swim 20 yards back on the back or side to the starting point with the object (student must hold object with both hands and keep his or her face out of the water)

The purpose of Level VI is to refine strokes so students swim with more ease, efficiency, power, and smoothness over great distances. Observe, assess, and intervene as necessary to refine studentsâ&#x20AC;&#x2122; strokes, improve their turns and build their endurance. This course was updated in 2008 to include components of all four American Red Cross Level 6 menu options: Lifeguard Readiness, Fitness Swimmer, Fundamentals of Diving, and Personal Water Safety. Refer to pages 240-249 in the American Red Cross Water Safety Instructorâ&#x20AC;&#x2122;s Manual for more info on diving Progress Cards: All Students

TEEN/ADULT BEGINNER TEEN/ADULT BEGINNER (Ages 14+): This class is designed for teens and adults who have not had swimming lessons. Will learn submerging face, floating, flutter kicks, dive into deep water and gain confidence in the water. A teen/adult beginner class may consist of participants at different skill levels and abilities. It is very important to take into consideration participant’s past experiences, goals, and motivations before you start. Then create lesson plans specifically designed to meet the needs of your participants. There are three basic “courses” for teen/adult beginners including Basic Aquatic Skills, Stoke Mechanics, and Fitness Swimming. Courses or skills may be combined depending on the needs of your participants. Basic Aquatics Skills This course starts with the basics of entering the water and getting adjusted to it. Take into consideration fears of the participants and try to understand these fears to help participants overcome them. As participants become used to the water they will then learn skills for moving around and gain independence in the water. Participants will learn to float, tread water, surface dive, scull, and change directions by rolling over to supine float. Finally, participants will learn how to start in the water and turn when swimming laps in the pool. Participants will progress at different levels so make sure your lesson plans are flexible and can accommodate a wide range of abilities and skills levels. Stroke Mechanics The purpose of this course is to help participants improve their strokes. Whether swimming for leisure or competition, propelling through the water easily and efficiently is the goal. Factors such as size, strength, body composition, and flexibility influence how participants perform their strokes. This course provides participants with a basic understanding of each stroke including freestyle, backstroke, sidestroke, elementary backstroke, breaststroke, and butterfly. Participants will progress at different levels – you may introduce all strokes or you may only introduce a few strokes. The Swimming and Water Safety DVD is an excellent resource for this course. You can combine the video clip of each stroke with an on deck demonstration and in water practice. Drills can also be found on the American Red Cross CD-ROM. The appendix of this manual also includes stroke illustrations that can be used as a visual aid or as a handout to each participant. Fitness Swimming Fitness swimming is a swimming program in which the workouts have a specified level of intensity and are sustained for a set period of time. Fitness swimming is an excellent way to improve overall physical fitness and especially the health of the cardiovascular system. The purpose of this course is to focus on developing fitness through fitness swimming. Participants will discuss the F.I.T. principle, safety considerations for a fitness program, components of a workout, and the phases of a fitness program. You may also want to provide participants with workout examples. See Appendix for Stroke Mechanics illustrations – these are a great way to add a visual component to your lesson plan and may help an adult understand the skill components quicker.

Surfer Surfer (Ages 8-13) This is a beginning swimming class for students who have little or no swimming lesson experience. This class will combine skills of Tadpole, Shrimp, Duck, and Otter classes. Students donâ&#x20AC;&#x2122;t have to pass Tadpole or Otter to enroll in this class. o Students will learn to submerge and float o After basic skills are mastered, this class will move at its own pace through the various swimming strokes and safety skills. Once the participant has completed Surfer the instructor should try to recommend the child into the appropriate level based on their skill performance. If the participant is still not performing according to a specific level then recommend the participant to repeat the â&#x20AC;&#x153;Surferâ&#x20AC;? course.

SWIM TESTING Swim testing is conducted to help determine a child’s placement into one of the levels as outlined above. You may be asked to conduct a swim test prior to a session to advise a parent on what class they should register their child for, when two of the same classes are scheduled at the same time you will need to swim test to split the class into two separate classes, and you may need to swim test your class on the first day to determine what level of skills and abilities they currently possess. Swim Test for Placement Parents may request a swim test during public swim hours at any of our facilities. You may be asked by a manager to help a parent with this request.

Gather: Pick up a current copy of the Breaktime to assist you with the swim lesson class descriptions and the parent with times and classes available. Bring with you a copy of the “stroke performance criteria.”

Greet: Greet the parent by introducing yourself and asking that following questions: • •

Ask the name and age of the child. This will help you narrow down what levels may be appropriate for the child. Ask about previous lesson experience. This will give you a clue as to what the child may or may not have already learned. Parents sometimes overestimate the abilities of their children but this is still a good question to ask to help give you an idea of where to start. Narrow down one to two classes you can determine will best fit the child.

Go: Using the Breaktime swim lesson class descriptions and the “stroke performance criteria:” • • •

Enter the water and face the child Ask the child to use an appropriate entry Test the following criteria; o Water Entry & Exit o Breath control and underwater swimming o Buoyancy on front o Buoyancy on back o Changing direction and position o Treading o Swim on front (note the distance the child can swim comfortably) o Swim on back (note the distance the child can swim comfortably)

Recommend: Tell the child what a great job they did showing you their skills. Based on your understanding of the Breaktime swim lesson class descriptions and American Red Cross stroke performance criteria make a recommendation for the most appropriate class. Swim Test to Split Combined classes Often times there are two classes offered at the same time. You and the other instructor assigned to this class will need to swim test the class in order to put similar skills and abilities together. This should take no more than 5 minutes to complete. • Exit Skills Assessment: Lead participants through the exit skills assessment from the previous level. Determine which candidates would be considered at level or above and which candidates would be at level or below. Place all of the at level or above candidates with one instructor and the at level or below candidates with the other instructor. • Move classes apart. There should be a distinct separation between the physical locations of each class. Instructors are responsible for their class and are not permitted to co-teach or share in the duties of a combined class.

Discussion Name skills and/or activities that are FUN and age-appropriate for each class:

ParentInfant/ Parent Toddler

Level I Tadpole

Level II Shrimp Duck

Level III Seahorse Otter Turtle

Level IV Frog Fish

Level V Porpoise

Level VI Marlin

Surfer Teen/Adult Beginner

Activity #7 Going the distance. Each level outline above describes a completion requirement using a distance of a body length, two body lengths, 5 yards, 10 yards, 15 yards, 25 yards, 50 yards, or 100 yards. As an instructor it is important to allow your students the opportunity to swim the required distance for each skill. A good instructor will encourage each participant to swim further each time the skill is practiced.

Step 1: On the 25 yard competition pool below, mark the following distances from the wall a. b. c. d.

Mark Mark Mark Mark

5 yards from the wall 10 yards from the wall 15 yards from the wall 20 yards from the wall

Step 2: For most people – one step is about one yard. Head outside and start from the side of the pool and walk the following distances. After each distance is met – turn around to face the wall to give yourself a visual understanding of the distance traveled. e. f. g. h.

Walk Walk Walk Walk

5 yards from the wall - turn around and look to see how far you have traveled 10 yards from the wall – turn around and look to see how far you have traveled 15 yards from the wall – turn around and look to see how far you have traveled 20 yards from the wall – turn around and look to see how far you have traveled

Each facility is unique and depending on the time a class is offered and the facility layout, space may be limited. You may need to move your class to a different area of the pool to assure the required distance for each skill is met. You may also need to get creative on how to get the appropriate distances met when you are unable to move your class.

Step 3: You have enough space to stand 10 yards from the wall and 10 yards of wall space for your Turtle class without bumping into another class. They are required to demonstrate front crawl for at least 15 yards. Create a diagram below to show how you will organize this activity so your class is able to swim the required distance. .

SPECIAL PROGRAMS Semi-Private Lesson Program Sample Parents Letter Overview Level A Skills Checklist Level B Skills Checklist Level C Skills Checklist Aqua Fit Program In Water Portion: Gettin' Wet

Semi-Private Lesson Program This program provides a more intimate swimming lesson experience. All classes are 45 minutes in length and the teacher to student ratio is 1 to 3. All children will be swim tested by the instructor on the first day of class and placed with children with similar skills and abilities. Level A â&#x20AC;&#x201C; Rising Star School of Swimming These are children who generally fall into our Tadpole, Shrimp, and Duck classes. The objective of this level is to help students feel comfortable in the water, to enjoy the water safely, and give students success with fundamental skills. You should teach basic aquatic skills which students can build on as they progress through the program. Students learn to float without support and recover to standing position and also begin locomotion skills in the water. Your students will also start developing good attitudes and safe practices around the water at this level. If you approach teaching this level with creativity and enthusiasm, learning to swim will become a fun concept for the students. Instructors may also present self-help and basic rescue skills. Level B â&#x20AC;&#x201C; Shining Star School of Swimming These are children who generally fall into our Seahorse, Otter, and Turtle classes. The objective of this level is to build on previously learned skills providing additional guided practice. The instructor will introduce the elementary backstroke, safe diving rules, and begin to teach diving from the side of the pool (this does not include use of the diving boards). Level C â&#x20AC;&#x201C; Illuminating Star School of Swimming These are children who generally fall into our Frog, Fish, and Porpoise classes. The object of this level is to develop confidence in participants, coordination and refinement of key strokes previously learned, and improve other aquatic skills. The instructor will help students improve their endurance by swimming familiar strokes for greater distances. The backstroke, sidestroke, and turning at the wall will be introduced at this level. The instructor may also introduce the butterfly, flip turns, feetfirst surface dive, and springboard diving. Students will increase swimming endurance in this level while improving technical levels.

Sample Parents Letter

Dear Parents/Guardians, Welcome to the semi-private lesson program being conducted at [Insert Pool Name Here]. It is a program designed to provide your child with a more intimate swimming lesson experience. We have combined various lesson programs to create a new and exciting swimming experience for your child. Your child is registered for either Level A Rising Star, Level B Shining Star School of Swimming or Level C Illuminating Star. All children will be swim tested the first day of class and placed with children at a similar level within their Swim School. The instructor to student ratio for each Swim School will be a one to three ratio. This will provide your child with more individual instruction time. Your input is very important to us. Please let us know how we are doing and provide us with any suggestions that may benefit this program. Thank you for participating in our semi-private lesson program. We hope your child has an enjoyable experience. Sincerely, Water Safety Instructor

Semi Private Lesson Program Overview Goal: To teach students the fundamentals of swimming and water safety through smaller classes and more individual instructional time. Management Duties Before Day One: 1. Select instructors based on patron and management evaluations 2. Meet with instructors to introduce goals and objective for the semi-private lesson program 3. Assign instructors to levels A, B, or C. 4. Have instructors write out lesson plans for the 8 or 4 day session. 5. Review all lesson plans and give instructors feedback. 6. Prepare copies of handouts & Parents Letter for instructors to distribute. 7. Ready to begin!!! Instructor Duties Before Day One: 1. Prepare 8 or 4 day lesson plans for each level based on the “Semi Private Lessons – Skills Checklist” and submit to your manager 2. Review feedback provided and make changes if necessary On-going Instructor Duties Provide participants with an “Individual Action Plan” (See Appendix). Use this tool to enhance your participants’ learning experience and create semi-private experience. Testing On Day One: 1. All students will be swim tested and separated into groups of three that best match their skills and ability level.

IMPORTANT INFORMATION Ratio: 1 instructor for every 3 participants Class Time: 45 minutes

Semi-Private Lessons Level A Skill Checklist Water Entry and Exit Enter using ladder, steps, or side Enter by stepping in from side Enter by jumping from side Exit safely using ladder, steps, or side Breath Control and Underwater Swimming Submerge mouth, nose, and eyes Submerge entire head Exhale underwater (blow bubbles) through mouth and nose Blow bubbles, submerging head in a rhythmic pattern (bobs) Open eyes underwater, pick up submerged object held at arm’s length Open eyes underwater, pick up submerged object Buoyancy on Front Show comfort maintaining a front float position; face may be in or out of water supported Recover from float to a standing position - supported Show comfort maintaining a front float position; face in the water - unsupported Recover from float to a standing position - unsupported Front glide Float in a face down position (jellyfish float) Buoyancy on Back Show comfort maintaining a back float position – supported Show comfort maintaining a back float position – unsupported Recover from a front float to a standing position – supported Recover from a front float to a standing position – unsupported Back Glide – supported Back Glide – unsupported Changing Direction and Position Change direction of travel while walking or paddling Roll over from front to back – supported Roll over from front to back – unsupported Roll over from back to front – supported

Roll over from back to front – unsupported Treading Explore arm and hand movements – with support in chest deep water Explore arm and leg motions – unsupported in chest deep water Swim on Front Alternating arm action - explore Simultaneous arm action - explore Alternating leg action - explore Simultaneous leg action - explore Combined stroke on front, using any type of arm and leg action – supported Combined stroke on front, using any type of arm and leg action – unsupported Swim on Back Alternating arm action - explore Simultaneous arm action - explore Alternating leg action - explore Simultaneous leg action - explore Combined stroke on back, using any type of arm and leg action – supported Combined stroke on back, using any type of arm and leg action – unsupported Finning arm action - unsupported Sculling arm action - unsupported Swim on Side Alternating leg action - supported General & Personal Water Safety Water Safety Rules o Be Cool, Follow the Rules o Always swim with a buddy in a supervised area o Look before you leap How to use a lifejacket Move in water while wearing a lifejacket The sun is hot and powerful, protect yourself Wear sunscreen – SPF #15 or higher every day! Helping Others How to recognize a swimmer in distress How to get help

Semi-Private Lessons Level B Skill Checklist Water Entry and Exit Jump into deep water from side Head first entry from side in a sitting or kneeling position Breath Control and Underwater Swimming Submerge and retrieve object in chest deep water Bobs with head fully submerged Rotary breathing with the body in a horizontal position Buoyancy on Front Front glide using two different kicks Survival float – deep water Buoyancy on Back Back glide using flutter kick Back float – deep water Changing Direction and Position Change from vertical to horizontal position on front – deep water Change from horizontal to vertical position on back – deep water Treading Tread water – deep water Swim on Front Front crawl – 10 to 15 yards Butterfly – kick and body motion – 10 to 15 yards Swim on Back Back crawl – 10 to 15 yards General and Personal Water Safety Water Safety Rules: o Think so you don’t sink o Reach or throw, don’t go Rules for Safe Diving o Learn how to dive properly from a qualified instructor o Obey all posted rules and “no diving” signs o Never dive in shallow water or into above ground pools Wearing a lifejacket, enter the water using ladder, steps, or side HELP Position Huddle Position When in the water, it’s extra important to be sun-safe. Put on sunscreen before you get dressed every day. Be safe from the sun’s harmful rays. Use a hat and shades every day when outside (except when you’re in the pool!) Helping Others Reaching Assist Check-Call-Care

Semi-Private Lessons Level C Water Entry and Exit Dive from side in a compact of stride position Shallow dive from the side Shallow dive, glide two body lengths and begin any front stroke Forward dive fall in from diving board Approach and hurdle Forward jump, tuck position Forward dive, tuck position Forward dive, pike position Breath Control and Underwater Swimming Swim underwater Feet first surface dive Tuck and pike surface dive Buoyancy on Front Survival float Buoyancy on Back Back float – 2 minutes Changing Direction and Position Open turn using any stroke on front and push off in streamlined position Open turn using any stroke on back and push off in streamlined position Flip turn while swimming on front Flip turn while swimming on back Front crawl, sidestroke, and breaststroke open turn Treading Tread water using modified scissors, breaststroke, or rotary kick and sculling arm motions Swim on Front Front crawl – 15, 25, or 50 yards Breaststroke – 5, 15, or 25 yards Butterfly – 5, 15, or 25 yards Swim on Back Back crawl – 15, 25, or 50 yards Elementary backstroke – 5, 15, or 25 yards General and Personal Water Safety Additional rules for safe diving Compact jump into water from a height while wearing a life jacket Survival Swimming Helping Others Throwing Assist Care for conscious choking victim Rescue breathing Endurance Skills Front Crawl 100 yards Back Crawl 100 yards Breaststroke 50 yards Elementary Backstroke 50 yards Sidestroke 50 yards Butterfly 50 yards

Gettin’ Wet This portion of the Water Safety Instructor in-service is devoted to enhancing the skills of the instructors as well as providing hands-on practice and demonstrations. There are two key elements to this portion of the in-service: 1) Demonstration of a Parent/Child Aquatics class a. Designate one instructor (either a veteran instructor or manager). b. Designate ten participants (the remaining staff position themselves along the side of the pool where they have an unobstructed view of the demonstration). c. The instructor leads the participants through a condensed version of the first day of a Parent/Child Aquatics class – including songs and games often used during that time. d. Provide time at the end of the demonstration for questions from participants and other staff. Prompt staff with questions such as, “What did the instructor do well?” or “What can we take away from this demonstration?” or “Does anyone else have suggestions or advice they would like to share?” 2) In-Water Stroke Mechanics with Reciprocal Practice e. Determine the stroke mechanic skills that staff is most interested in refining by asking staff to discuss the strokes they are the most unfamiliar with or are challenged by. Use newsprint or scratch paper to list the specific strokes and/or staff needs. f. Divide staff into groups and designate lane assignments. g. Provide information and drills to refine the skills and stroke mechanics noted on the newsprint or scratch paper. h. Ask one person to perform the stroke or drill while the other person uses the stroke performance criteria to provide corrective and reinforced positive feedback. i. Provide time at the end of the stroke mechanics session for questions from staff. *2012 Suggested Strokes: - Breaststroke – emphasis on timing; pull to breath kick to glide - Flip turns – emphasis on pushing off on back and rolling to front - Butterfly – emphasis on timing - Freestyle – emphasis on breathing and timing

Notes:

AQUA FIT All classes are 50 minutes. Participants must be 16 years or older. Fee is based on 8 classes. Drop-in fee is $5 for resident and $7 for non-resident, space permitting (Drop-in participation is limited due to class size. Drop-in may not be accommodated if class registration is full). PLEASE NOTE: Classes must meet minimum enrollment levels. Classes will be cancelled three days prior to start of class date if minimal enrollment required is not met. Drop-in registration held at the pool where class is conducted, please register with class instructor. Aqua Fit Shallow: Walking, running, jumping and a variety of aerobic movements are performed in the shallow end of the pool to increase heart rate and provide a cardiovascular and strength training workout. A variety of water equipment is used for conditioning and total body toning. Includes stretching, warm-up, cardio, toning, and cool-down. Shoes are required. (3.5 to 5 ft. deep) Aqua Fit Deep: Uses deep water jogging and exercises to challenge and strengthen the entire body including the core. This class is held in 6-12 feet of water, in a vertical position, feet not touching the bottom to improve overall fitness. Flotation belts, noodles and other equipment are used but comfort in the water is recommended (6 to 12 ft. deep) Aqua Zumba: Join the party! Aqua Zumba combines the fun Latin rhythms of land Zumba with the resistance of water to create a fun and exhilarating in-water fitness class. An aquatic workout with all of the benefits, fun and excitement from a Zumba class! (3.5 to 5 ft. deep)

Before we get started… It is important to understand a little bit about the adult learner. Motivation to Learn: 1. Adults seek out learning experiences in order to cope with specific life-changing events. 2. The more life changing events an adult encounters, the more likely he or she is to seek out learning opportunities. 3. The learning experiences adults seek out on their own are directly related – at least in their perception – to the life-changing events. 4. Increasing or maintaining one’s sense of self-esteem and pleasure are strong secondary motivators for engaging in learning experiences. Curriculum Design 1. Adult learners tend to prefer single concept, single theory courses that focus heavily on the application of the concept to relevant problems. This tendency increases with age. 2. Adults need to be able to integrate new ideas with what they already know if they are going to keep and use the information. 3. Adults tend to compensate for being slower in some psychomotor learning tasks by being more accurate and making fewer trial-and-error ventures. 4. Adults tend to take errors personally and are more likely to let them affect self-esteem. 5. A concept needs to be “anchored” or explained from more than one value set and appeal to more than one developmental life stage. 6. People learn differently. What works for one may not work for another. In the Classroom (in our case – the water) 1. The learning environment must be physically and psychologically comfortable. 2. Adults have something real to lose in a classroom situation. Self-esteem and ego are on the line. 3. Adults have expectations and it is critical to take the time to clarify and articulate all expectations. 4. New knowledge has to be integrated with previous knowledge. 5. The key to the instructor role is control.

Aqua Fit Shallow Shallow Water Aqua Fit – Sample Work-Out Warm Up Jog ----- 8mins.

Bring back into a job

Rocking horse right—15 sec Main Work Out High knees—30 sec

Rocking horse left –15 sec

Knees to the diagonal—30sec

Bring into a jog Bottom kickers – 30 sec (bend knees backwards and kick your bottom alternating legs) Bring back into a jog

Opp. Jumping jacks – 45 sec

Cross country ski—45 sec

Speed intervals Jog **Bring jog up to a run—bring run up to a sprint – do each for about 15 sec

Leg kick out arms go to the left legs to the right and switch Jog

ARMS With dumbbells jog arms pumping by your side—30 sec Cardio Speed intervals**Bring jog up to a run—bring run up to a sprint – do each for about 15 sec Jog it out

Then both arms in front pump up and down—30 sec

Right hand to left ankle left hand to right ankle (doe se doe)

One in front one in the back –30 sec

Jog arms by your side** Jog it out

Speed intervals**Bring jog up to a run—bring run up to a sprint – do each for about 15 sec Jog it out

Bicep curls Jog by your side** Jumping jack arms Arms by your side small pulses Raise arms right below the surface small pulses Follow through with jumping jack arms REPEAT X2 Legs Arms straight out floating on the surface* Jog

Abs High knees/knees to the diagonal/bottom kickers

Knees into your chest

Jog

Knees into your chest closing your arms at your knees

Jumping jack legs Kick outs side to side

Jumping jack legs criss crossing in the middle

Horizontal scissor kick Horizontal scissor kick criss crossing in the middle Vertical scissor kick REPEAT X2

Cross country ski legs Cool down Jog 8 mins Stretch on the wall (hold each for about 30 sec) Arm across chest switch One leg on the wall reach toward your toes, switch Lower the leg toes on the wall stretching your calf, switch Grab one foot and bring it to your bottom, switch Roll shoulders forward, backward, alternate up and down

REPEAT X2

Aqua Deep Hydrofit Choreography Library Deep Water

Knee High Jog / Sweep Out Warm Up / Transition Exercise

Knee High Jog / Press Aerobic Conditioning Exercise

Knee High Jog / Power Shoulder Sweep Aerobic and Strengthening Exercise

Knee High Jog / Arms Pump Aerobic Conditioning Exercise

Knee High Jog / Forearm Sweep Strengthening Exercise

Knee High Jog / Tricep Press Aerobic and Strengthening Exercise

Knee High Jog / Push Pull Strengthening Exercise

Knee High Jog / Press Behind Aerobic and Strengthening Exercise

Knee High Jog – Travel Back / Push- Alternate Aerobic and Strengthening Exercise

Knee High Job / Sweep In Warm Up / Transition Exercise

Knee High Jog – Travel Back / Push Aerobic and Strengthening Exercise

Knee High Jog – Travel Back / Scoop Aerobic and Strengthening Exercise

Knee High Jog / Power Shoulder – Alternate Aerobic Conditioning Exercise

Straddle Jog / Scull Warm Up / Transition Exercise

Straddle Jog / Torso Tick Tock Warm Up / Transition Exercise

Straddle Jog / Sweep Front & Back Strengthening Exercise

Straddle Jog- Travel Back/Sweep Aerobic and Strengthening Exercise

Straddle Jog- Travel Forward/Breaststroke Pull Aerobic and Strengthening Exercise

Straddle Jog- Travel Forward/Paddle Sweep Aerobic Training/Core Strengthening Exercise

Straddle Jog / Instep Sweep Aerobic and Strengthening Exercise

Run- Travel Forward/Press Aerobic and Strengthening Exercise

Straddle Jog/Tuck and Boogie Aerobic Training/Core Strengthening Exercise

Run- Travel Forward/Rotator Cuff Sweep Aerobic and Strengthening Exercise

Run- Travel Forward/Rotator Cuff Sweep Aerobic and Strengthening Exercise Straddle Jog/Ball of Water Aerobic Conditioning Exercise

Run- Travel Back/Scoop Aerobic and Strengthening Exercise

Run- Travel Forward/Arms Pump at Sides Aerobic Conditioning Exercise

Aqua Deep: Sample Workout WARM UP

BASE MOVE

COMPLEMENTARY MOVE

Knee High Jog Knee High Jog Knee High Jog Straddle Jog Tire Pumps Tire Pumps Cuff Touch Knee High Jog Knee High Jog Knee High Jog Flutter Kick Scissors

Jog Press Sweep Ins Sweep Outs Scull Scull Torso Tick/Tock

TRAVEL

Pec Squeeze Press Down Behind Pumping arms Scull Scull

CARDIO WARM UP

BASE MOVE

COMPLEMENTARY MOVE

X-Country X-Country X-Country X-Country

Ski Ski Ski Ski

Scull Bent leg Tuck Straight legs

X-Country X-Country X-Country X-Country

Ski Ski Ski Ski

Alternating scoops front/back Unison sweeps front/back Unison sweeps up/down Windshield wipers

TRAVEL

X-Country Ski Tire pumps Set 5 Straddle Jog Forward run Crossack Kicks Knee high jog Set 6 Power Tuck Jacks X-Country Ski Knee high jog Tire Pumps Set 7 Knee high jog Steep climb Knee high jog X-Country Ski

Diagonal Tuck & Turn Tuck & Boogie Unison sweeps front/back Rotator cuff pulls Unison elbows pull back Unison chest press front

Overstride Unison triceps pulses Ball of water

Back

Forward Back

Jog press Alternate plant poles Forward Jog press Alternating scoops front/back

Targeted Conditioning Knee high jog Press/pulls Sit kicks Scull Straddle jog Unison sweeps front/bacl Half jacks pull in Scull Half Jacks push out Scull Knee high jog Press down behind Targeted Conditioning – Abdominals

X-Country Ski Straddle Jog X-Country Ski

Overstride Unison sweeps front Diagonal Tuck & Turn

Forward Back

CARDIO WARM UP

BASE MOVE Set 1 Forward Run Knee high jog Knee high jog X-Country Ski Set 2 Straddle Jog Cuff touch Straddle Jog Half Jacks Set 3 Knee high jog Forward run Toe Touch Knee high jog Set 4 X-Country Ski Tire pumps

COMPLEMENTARY MOVE

TRAVEL

Arms pump Jog press Alternate chest press Unison sweeps front/back

Forward Back

Breaststroke Arms

Forward

Unison sweeps fron Scull

Back

Fans Unison scoops down

Forward

Unison scoops up

Back

Alternating scoops front/back Forward Paddle/sweep

BASE MOVE

COMPLEMENTARY MOVE

Shoot throughs Shoot throughs Hip Curls Hip Curls Bicycles Crunches Crunches Diagonal crunch Hip roll Diagonal crunch Hip roll Butterflies

Side to side Front to back Level 1 – hands on hips Level 2 – hands on shoulders Clockwise/counterclockwise Buoys sweep front at surface Buoys submerged plunge front Right shoulder to left knee Right hip Left shoulder to right knee Left hip Front to back

TRAVEL

Cool Down X-Country Ski Straddle Jog Flutter Kick Scissors

Scull Scull

Stretch *Hold all stretches about 10 sec Right arm across

Additional Resources

Instructional videos can be viewed on www.chandleraquatics.wikispaces.com - Aqua Fit Corner Find more sample workouts on www.chandleraquatics.wikispaces.com - Aqua Fit Corner Attend the Aqua Fit In-service Hydro-Fit Choreography Library can be found at www.hydrofit.com

APPENDIX Appendix Simple Water Games for Swimming Lessons Songs for Swimming Lessons 50 Ways to Say “Good Job!” Emergency Information Handout Individual Action Plan – For Semi-Private Lessons Stroke Mechanic Illustrations Block Plans – 8 Day Sessions Sample Progress Cards Boy Scout Merit Badge Requirements

Simple Water Games For Swimming Lessons Note: Games should not be used as time fillers associated with an instructor’s failure to prepare for class. Games should not be used every day in class but should be used as a reward for good student behavior. If a game is played during class it should not last longer than five minutes for 50-minute classes and no longer than 3 minutes for 25-minute classes and must have instructional value to the skills of the level being taught. American Red Cross Water Safety Instructor Manual pp. 174-184 has many more games to hone aquatic skills. The following are some ideas for games. Instructors may make up their own games. Level I: Water Exploration 1. Teeter-Totter: Rhythmic breathing and submerging. Choose partners and line up side by side. Partners hold hands and one goes under in the fashion of a teeter-totter. 2. Ring-Around-The Rosy: Face in the water- Class in a circle formation or individually. Instead of just walking around, try jumping, changing direction, and hopping for variety. 3. Motor Boat: Breath holding- Children inhale, place their heads in the water, and blow the air out under water to sound like a motorboat. 4. Rockets- The children get the idea of straightening out and floating. The children stand in a line a sufficient distance from the side. The children go under the bridge, which is just enough above the water, so that when the children go under, they must put their face in the water, a little help may come from the instructors “lowering the bridge,” and making sure the bridge cannot be raised. Level II: Primary Skills & Level III: Stroke Readiness 1. Gliding/ Kicking contest for Distance- front and back 2. Parachute- Children learn to jump off the side of the pool- Children are standing on the deck. Instructors explain that they are in a big plane and that they are going jump from the plane with a parachute onto the landing strip (black line). The instructor takes 2 arms and the children jump. Second time the child has one arm up, then jumps. Then as individual children progress, let them go solo. 3. Simon Says- all skills can be used. 4. Coins in a Fountain- Scatter stones in water. At the signal “go”, swimmers submerge and pick up as many stones as possible in one breath. Levels IV, V, & VI 1. Retrieving Stones- Underwater Swim- students line up with their backs to the side of the pool. Stones are placed at intervals across the pool. At the signal “go,” they start across the pool, picking up one stone a piece, by ducking under water, and then swimming across in a specified stroke. First one across is the winner. 2. Races- strokes, kicks only, individual, relays, kickboards.

Songs For Swimming Lessons Wheels on the Bus The wheels on the bus go round and round, round and round, round and round. The wheels on the bus go round and round, all through the town. The driver on the bus says, “Move on back...” The doors on the bus go open and closed... The horn on the bus goes beep, beep, beep... The wipers on the bus go swish, swish, swish... The baby on the bus goes wah, wah, wah... The mother on the bus goes sh, sh, sh... The windows on the bus go up and down, up and down, up and down...

Row Your Boat Row, row, row your boat gently down the stream, Merrily, merrily, merrily, merrily, life is but a dream. (Set child on knee, pacing away- good for practicing arm stroke) If You’re Happy and You Know It If you’re happy and you know it, clap your hands If you’re happy and you know it, clap your hands If you’re happy and you know it, then your face will surely show it. If you’re happy and you know it, clap your hands Substitute: not your head- kick your feet- row your arms- blow some bubbles- jump up and down- pat your tummy- shake your head- touch your nose. London Bridge London Bridge is falling down, falling down, falling down. London Bridge is falling down, My fair lady. Take the key and lock her up, lock her up, lock her up. Take the key and lock her up, my fair lady. Ring-Around-The-Rosey Ring around the rosey- A pock full of posies- Ashes, ashes, we all fall down!! Itsy Bitsy Spider The itsy, bitsy spider climbed up the water spout Down came the rain, and washed the water out. Out came the sun, and dried up all the rain. So, the itsy, bitsy spider climbed up the spout again.

50 Ways to Say “VERY GOOD” Specific feedback about what a child has done well will help improve his or her performance the most. When giving praise, remember to be specific, for example: “Super (student’s name), you held your breath for 2 seconds.” 1. Note: Always try to remember to use the name of the student. 2. (Name), you’re doing a good job!

26. You’re getting better every day.

3. You did a lot of work today, (Name)!

28. I knew you could do it.

4. That’s RIGHT! 5. Now you’ve figured it out.

29. Keep working on it... you’re getting better 30. You’re really working hard today.

6. Now you have the hang of it!

31. That’s the way to do it!

7. You did it great that time!

32. Keep on trying!

8. FANTASTIC!

33. You are very good at that.

9. TERRIFIC!

34. You are learning fast.

10. Good for you!

35. You certainly did well today.

11. GOOD WORK!

36. You’ve just about got it.

12. That’s better.

14. That’s a good (boy/ girl)

37. I’m happy to see you working like that. 38. I’m proud of the way you worked today. 39. That’s the right way to do it.

15. That’s the best you have ever done.

40. MARVELOUS!

16. Good going!

41. GREAT JOB!

17. Keep it up!

42. PERFECT!

18. That’s really nice.

43. You figured that out fast.

19. Keep up the good work.

44. You’re really improving.

20. Much better!

45. I think you’ve got it now.

21. Good for you!

46. You’ve done a great job, (name).

22. SUPER!

47. Congratulations, you got (number) right! 48. You can be proud of yourself for not giving up. 49. You’ve gotten the hardest part right. 50. Nice job!

13. EXCELLENT!

23. Nice going! 24. You make it look easy. 25. Way to go!

27. WONDERFUL!

Emergency Information Handout Emergency Action Steps In the excitement of an emergency, you may be frightened or confused about what to do. Stay calm – you can help. An emergency scene might look complicated at first, but the three emergency action steps will help you organize your response to the situation. CHECK

o o

Call First situations are likely to be cardiac emergencies, such as sudden cardiac arrest, where time is critical. Call Fast, that is, provide one minute of care, then call 91-1 or the local emergency number for o an unconscious victim less than 8 years old o any victim of submersion or near drowning o any victim of cardiac arrest associated with trauma o any victim of drug overdose

Call 9-1-1 or your local emergency number.

o o o

Care for the victim. Care for the conditions that you find (first aid, rescue breathing, CPR). Make sure the victim is comfortable until EMS personnel arrive.

CALL

CARE

Check the scene and the victim. Check the scene for unsafe conditions that would prevent you from helping.

National Poison Control #: 1-800-222-1222

Local Poison Control #:____________________

Non-Emergency Police #:______________________ Non-Emergency Fire #:___________________ Child’s Doctor:_______________________________ Phone #:______________________________ Rescue Breathing WHAT TO LOOK FOR: o Chest does not rise and fall o Cannot feel or hear breaths o Skin appears pale or bluish WHAT o o o o

TO DO: CHECK the scene and the victim Send someone to CALL 9-1-1 or the local emergency number Tilt head back and lift chin to open the airway Look, listen, and feel for breathing for about 5 seconds

If the victim is breathing but remains unconscious: o Place the victim on the side in case he or she vomits, and monitor breathing and signs of circulation If the victim is NOT BREATHING: o Pinch the victim’s nose shut, open your mouth wide and make a tight seal around the victim’s mouth. o For an infant, both the mouth and nose are covered with your mouth o Give two slow breaths, until the chest clearly rises o Check for movement (coughing or response to breaths) o Perform rescue breathing Adult: Give one slow rescue breath about every 5 seconds o Child or infant: Give one slow rescue breath about every 3 seconds o Recheck for breathing and movement about every minute

Front Crawl The front crawl, sometimes called freestyle, is the fastest stroke. Most people think of the front crawl when they imagine swimming, and most are interested in learning it first. Like all strokes, it has three characteristics: the goal is efficiency of motion; the stroke depends on principles of hydrodynamics; stroke components, such as body position, arm and leg action, and breathing are critical for success.

Body Position/Motion In this stroke, your body is prone and straight. The front crawl uses much body roll; a rotating around the midline, an imaginary line from head to feet that divides the body equally into left and right parts. With body roll, the whole body rotates, not just the shoulders.

Stroke

Breath & Timing

The above figure shows a bottom view of the front crawl arm pull.

Flutter Kick

The propulsion from the kick is less than from the arms, but the kick is still important. Ankles are relaxed and floppy, the power part of the kick is the downbeat, and the size of the flutter kick is not great.

The breath is taken by exhaling with the face in the water and then turning the head to the side when the hand is almost fully extended and inhaling quickly.

Back Crawl This stroke, which developed from the inverted breaststroke and the trudgen, was introduced in 1902. The body position generally allows unobstructed breathing and clear vision above the water. It is one of the four competitive strokes and is the fastest stroke on the back. For this reason, it is frequently called the backstroke. It is also used in leisure swimming.

Body Position/Motion

In this stroke, you lie on your back in a flat, streamlined, horizontal position. As in the front crawl, there is a lot of body roll. It is important to keep your head still and aligned with your spine.

Stroke

Recovery

Your arms move continuously in constant opposition to each other; one arm recovers while the other arm pulls. This is called opposition rhythm and looks like a windmill. Except for differences of speed between the power phase and the recovery, each arm is always opposite the other arm.

Start the recovery by lifting your arm from the water, shoulder first, palm inward. Relax your wrist so that your thumb and the back of your hand leave the water first.

Breaststroke The breaststroke is the oldest known swimming stroke. For many centuries it was thought the best stroke to teach beginners. It is one of the four strokes used in competitive swimming, but is also very popular for leisure swimming because the head can be kept up, making vision and breathing easy, and because the swimmers can rest momentarily between strokes. Swimmers can use it for survival swimming and in modified form in some lifesaving situations.

Body Position/Motion In this stroke, the arms and legs move symmetrically. In the glide, your body is flat, prone, and streamlined, with legs together and extended. Extend your arms in front of your head. Keep your palms down and 6 to 8 inches below the surface. Position your head with water line near your hairline. Keep your back straight and your body nearly horizontal, with hips and legs just below the surface. The stroke uses a rocking action that comes from lifting the hips as you extend the hands in front and then lifting your upper body as your hands finish and start to recover. The final lift from the kick adds to this rocking action.

Kick With a continuous whipping action, press your feet outward and backward until feet and ankles touch. Extend your ankles and lift your legs and feet slightly. Lift forces on your feet moving outward give some forward propulsion. The pressing action also gives your feet some momentum for their thrust backward. The pressing action starts slowly, then speeds up to the completion of the kick. Propulsion results from the pressure of the water against the soles of your feet and the insides of your feet and lower legs.

Breath & Timing

As your arms and hands start to pull backward, start lifting your head to breathe. Near the end of the arm pull, with your jaw jutting forward, your mouth just clears the water and you inhale. As your arms start to recover, lower your face into the water. Exhale in a slow, steady manner, mostly through your mouth, from the arm recovery until just before your next breath. At that point, explosively exhale the last of your breath and start lifting your head for the next breath. Breathe during each armstroke.

Butterfly Many people think of the butterfly as a difficult stroke that is used only for competition. Thus many swimmers, even those good at other strokes, do not try to learn it. But even beginning swimmers can learn butterfly by practicing timing and technique. The key to this stroke is relaxing and using your whole body in a flowing motion. This stroke gives you a rewarding feeling of power and grace.

Body Position/Motion

Leg and body motion give this stroke a unique dolphin-like feeling. In prone position, the body moves in a constantly changing, wave-like motion in which it rolls forward through the water. The wave motion starts with the head and continues to the ends of the feet. The kick, breathing, and pull are very closely related.

Kick

The power of the dolphin kick comes from the same dynamics as the flutter kick. The leg action is the same as in the front and back crawl, but the legs stay together in the dolphin kick. The kick starts at the hips and makes the same whip-like motion as the front crawl. Most of the power comes from the quick extension of the legs. Bend the knees slightly through most of the downbeat and straighten them on the upbeat. Relax your ankles. Let your heels just break the surface at the end of the recovery.

Elementary Backstroke The elementary backstroke was mentioned in one of the earliest swimming books. The elementary backstroke is used for leisure, for survival swimming, and for exercising muscle groups not used in other strokes. Swimmers also use this stroke to recover from strenuous effort while still making slow but effective progress through the water. Breathing is easy because the face stays out of the water.

Stroke

This stroke uses symmetrical and simultaneous movements of the arms and legs. In the glide, your body is in a streamlined, supine position. Most swimmers keep their head submerged to the ears only, with the face always out of the water. The back is kept almost straight, with hips and legs slightly lower than head and shoulders. The arms extend along the body with palms against the thighs, and the legs are fully extended and together. The hips stay near the surface at all times in this stroke.

Kick

In the kick for the elementary backstroke, both legs bend at the knee and circle around in a kind of whipping action. The kicking action is continuous and smooth, without a pause between the recovery and the power phase.

Sidestroke In the nineteenth century, the sidestroke evolved from the breaststroke because swimmers wanted more speed. The body position reduces frontal resistance and lets the face and one ear stay out of the water. Propulsion comes mainly from the kick. The arms give some propulsion but mainly just stabilize the body in the side-lying position The sidestroke is easy to learn because the breathing is simple. Since it is a resting stroke, it requires less energy and a swimmer can use it for long distances without tiring easily. The sidestroke is used for both leisure swimming and lifesaving.

Body Position/Motion

In the glide, your body is nearly horizontal on its side. Keep your head back, and legs in a straight line, your legs fully extended and together, and your toes pointed. Your leading arm (or bottom arm) is extended in front of you, parallel to the surface, palm down and in line w ith your body, 6 to 8 inches below the surface of the water. Your trailing arm (or top arm) is fully extended toward your feet, hand above the thigh. Your lower ear rests in the water close to your shoulder Your face is just high enough to keep your mouth and nose above the water for easy breathing. Keep your head and back aligned throughout the stroke.

Arm & Leg Coordination

From the glide position, start the stroke with the sweep of your leading arm. Then recover your trailing arm and your legs and kick and stroke with your trailing arm as your leading arm recovers (A & B). Your arms and legs are fully extended when you complete the kick and the stroke of your trailing arm ( C ). Glide until your momentum slows. Remember not to glide too long, since it takes more energy to start and stop than to keep moving. Aâ&#x20AC;&#x201D;E shows the coordination of arms and legs in the sidestroke.