APSA: Swimming

APSA: Swimming

Work Program

• The program is divided into 4 parts.
• Context
• Official documents
• Conducting a Cd'A 2 session
• Sequence analysis

Cycle 1 Objectives

• Act in space, over time, on objects.
• Adapt one's balances and movements to various environments or constraints.
• Communicate with others through expressive or artistic actions.
• Collaborate, cooperate, oppose.
• The 4 objectives for cycle 1 are: "A, s'E, C through AP".

Cycles 2 & 3 Objectives

• Produce maximum performance, measured at a given deadline.
• Adapt movements to various environments.
• Express oneself in front of others through an artistic and/or acrobatic performance.
• Conduct and control a collective or interindividual confrontation.
• In each Cd'A, there are specific APSAs: 4 Cd'As to validate D1 CG1.

5 Competency Areas

• D1: Languages for thinking and communicating.
• D2: Methods and tools for learning.
• D3: Development of the individual and the citizen.
• D4: Natural and technical systems.
• D5: Representations of the world and human activity.

General Skills in EPS (Cycles 2 and 3)

• CG1: Develop motor skills and construct a language with the body.
• CG2: Learn alone or with others through practice, methods, and tools.
• CG3: Share rules, assume roles and responsibilities to learn to live together.
• CG4: Learn to maintain health through regular physical activity.
• CG5: Acquire a sporting and artistic physical culture.

Cycle I: Nursery School

• Act, express oneself, understand through physical activity.
• Objective 2: Adapt one's balances and movements to environments and constraints.
• Progress: Construct new forms of balance and movement to adapt to different types of environment, taking measured risks:
  • TPS/PS: Discover different arrangements and devices, move around by implementing unusual motor skills, enjoy it, and discover one's own possibilities.
  • MS: Explore varied motor actions that are increasingly mastered in spaces or with constraints requiring more significant imbalances; refine responses.
  • End-of-GS expectations: Adjust and link actions and movements according to obstacles to be overcome. Move with ease in varied, natural, or developed environments.

Cycle II and III: AFC Cd'A 2

Cycle II Expectations

• Move in water for about fifteen meters without support and after a period of immersion.
• Complete a course by adapting movements to an unusual environment.
• Respect safety rules.
• The space is set up and secured.

Cycle III Expectations

• Complete a course, alone or with others, in several unusual environments, in a natural, developed, or artificial setting.
• Know and respect the safety rules for each environment.
• Identify the person responsible for alerting or the procedure in case of a problem.
• Validate the school swimming safety certificate (ASSN), as per the decree of July 9, 2015.

Organizing a Sequence

• Conceive, implement, and facilitate learning situations that allow students to achieve the targeted competency through the various APSAs of Cd'A 2.
• Allow students to transform on three levels: motor, methodological, and social.
• Each activity should have a leading competency.

Cycle II and III: Skills Worked on Cd'A 2

Cycle II skills

• Transform spontaneous motor skills to master motor actions.
• Engage without apprehension to move in different environments.
• Read the environment and adapt movements to its constraints.
• Respect essential safety rules.
• Recognize a risk situation.

Cycle III skills

• Conduct a movement without apprehension and in complete safety.
• Adapt one's movement to different environments.
• Take into account the environment and its evolutions (wind, water, vegetation, etc.).
• Manage one's effort to be able to return to the starting point.
• Help others.

Cycle II and III: Activities/Resources For The Student Cd'A 2

Cycle II Activities

• Swimming, wheels and slides activities, nautical activities, horseback riding, hiking in nature, orienteering courses, climbing courses, etc.

Cycle III Activities

• Wheels and slides activities, nautical activities, horseback riding, hiking in nature, orienteering courses, climbing courses, knowing how to swim, etc.

Progression Marker

• Transition from natural motor responses (discovering the environment, evolving there in confidence) to more elaborate forms (floating, orienting oneself) and more technical forms (moving).
• The transition is from a vertical to a horizontal swimmer's balance, from a reflex to an adapted breath, from a propulsion based on the legs to one based on the arms.
• Swimming will, as far as possible, be the subject of teaching each year of the cycle (+C3).

ASNS (Attestation du Savoir Nager en Sécurité)

• It Appeared in the Official Journal in September 2022.
• It Is no longer the ASSN.
• Unique test on the National level.
• MNS: Lifeguard, validates the diploma.
• Takes charge of a group, always under the coordination of the P.E.

Aquatic Comfort → Nautical Pass

• The test (conducted with or without a safety vest) ensures that the student is capable of:
  • Jumping into the water.
  • Floating on the back for five seconds.
  • Remaining vertical above the water for five seconds.
  • Swimming on the stomach for twenty meters.
  • Crossing a water line or passing under a boat or floating object.
• Obtaining the aquatic comfort certificate allows access to aquatic activities in youth group settings.

Switching from Land To Water

• Shifting from actions in a familiar land environment to effective actions in an unfamiliar aquatic environment.
• From a vertical balance to a horizontal balance.
• Breathing in water: from reflex breathing involving only the nose to breathing with a focus on the mouth.
• From leg movements to arm movements while swimming.

Learning Content

• Progression in the following 5 actions:
  • Entering
  • Moving
  • Submerging
  • Floating
  • Exiting

Entrances (into Water)

• Stage 1: Descending using a ladder.
• Stage 2: Jumping into the water.
• Stage 3: Tilting into the water.
• Stage 4: Diving into the water.

Exits (from Water)

• Aided with the ladder.
• Using the sides of the pool on the surface of the water.
• Assisted by a mat you must climb.
• Using the high sides of the pool.

Moving (in Water)

• Stage 1: Moving while holding onto a support that is more or less solid.
• Stage 2: Moving 15m stomach or back with support.
• Stage 3: Moving 20m stomach and back with arms and legs.
• Stage 4: Moving 30m stomach and 30m back with synchronized breathing/propulsion.

Immersions

• Stage 1: Immerse with equipment.
• Stage 2: Immerse and release the equipment which will cause passive rising.
• Stage 3: Immerse and pass under a 1.5m surface obstacle.
• Stage 4: Immerse and pass deeply below a surface obstacle

Floating

• Stage 1: Floating with assistance.
• Stage 2: Floating without assistance 10 seconds stomach only or 15 seconds on their back.
• Stage 3: Holding a static vertical position, or a star fish for 15 seconds.
• Stage 4: Holding for upwards of 15 seconds while changing positions between back and stomach.

Essential actions to swimming

• Balance
• Information
• Respiration
• Propulsion

Typical Behaviors

• Level 1 includes:
  • Searching for a balance on solid support, while staying vertical.
  • Keeping the head above the surface.
  • Using available solid objects for propulsion.
  • Maintaining horizontal eyeline

Swimming Levels

• Level 1
  • Seeking balance like on land and being in a vertical position.
  • Breathing with head out of the water relying on air breathing.
  • Relying on ground level/solid supports for movement.
  • Keeps a horizontal eye/body line.
• Level 2
  • Keeping body slanted with head overextended.
  • Brief breath holding under water while still relying on atmospheric air.
  • Large number of small insignificant movements relying on floating aids.
  • Unable to see while eye covered by water and the head elevated.
• Level 3
  • Staying horizontal by becoming immersed enough to allow oneself to float.
  • Enchains controlled apnea.
  • Movement relying on ½ the body below the surface.
  • Eyes open only when above water or when they feel aligned.
• Level 4
  • Allowing themselves to float with an elongated and immersed body and head.
  • Incomplete exhale -> causing instabilities.
  • Do not give a range of motion - > quantity + / quality
  • Relying on eyesight while immersed/exterior also utilizing physical sense

Swimming: Activities Per Cycle

Cycle 1

• Skills:
  • Enter water via ladder.
  • Submerge the head to the bottom/small tub.
  • Solid equilibrium/cage area.
  • Aided propulsion using a line.
  • Learning the rules for safety.
  • Develop confidence in a unique environment.
• These skills aid in developing walking skills/rail skills.

Cycle 2

• Skills:
  • Jumping into/on top of water.
  • Finding an object in mid-deep water.
  • Stabilizing their body on both sides while maintaining a consistent breathing pattern
  • Self-propelled using arm/crawl strokes
  • Knowing their physical limitations in new waters.
• These skills aid in developing greater awareness while working in an obstacle zone.

Cycle 3

• Skills:
  • Jumping backwards into water and emerging safely
  • Swimming submerged a certain distance from the starting object
  • Maintaining constant upright motion un-aided
  • Pushing body using crawl strokes
  • Learning to save themselves during a safety test.
• These skills aid in the capacity to coordinate swimming motion/breathing

Interdisciplinarity

• Integrate concepts related to other subjects to enhance the overall learning of students.
• Mathematics: Counting meters (50m = 2x the length of the 25m pool); swimming time, dive.
• French: Communication via oral language; write the safety rules.
• EMC: F-G Equality, respect between player and referee, fair play, play together.
• History: the Olympics: records.
• Science: food; body (heartbeats, shortness of breath, body heat: vasodilation); floating.
• Foreign/regional languages: typical games.
• Art: movement.
• Competition intra / inter establishment

Water Skills Development Resources

• Cognitive - Perceptual skills like:
  • Comprehension: ability to utilize efficient swimming skills.
  • Search for Safety: learn to properly judge the safety of all risks.
• Water Specific skills like:
  • Entering, submersing, moving, body positioning, and self-propulsion
  • Learning to transition from pedestrian to floating and the swimming in a water environment while maintaining proper body motion and breath cycles.
• Emotion management/Social skills like:
  • Mastering feelings to overcome fear
  • Awareness of group safety
  • Understanding exterior risks with aid
  • Self-motivating
  • Teamwork

Physical Needs

• Ability to:
  • Sustain heavy breathing cycles
• A need to rely on ATP:
  • ATP: A fast burning muscle growth agent.
    • Anaerobic alactic: Quick bursts using the bodys current muscle mass.
    • Anaerobic lactic: Lowers water environment tension.
    • Aerobic: Presences oxygen and allows glycogen muscle processing.

Group/Teamwork

• Inclusion / Participation / Proposition
• Sharing - Playing / Fair-Play
• Cohesion / Group identity
• Proactivity/Stimulation
• Taking the lead / Climate of Confidence

Safety Before

• Group changing rooms’: all belongings ID’s, shoes removed.
• Swimsuits on with caps: proper fit, no shorts.
• A headcount after fitting.
• Showering and foot disinfection before using the facilities.
• Rules:
  • walk along the basins edge
  • listen for warnings entering the water.
  • have an adult accompany minors
  • no displacing without an adult
  • follow the same rules for leaving areas

PE Safety

• Roster of attendees.
• Rules about free play
• Establish water exit plan
• Maintain headcount/group number
  • Provide assistance to those who need it
  • Supervise the group
  • Remain near the areas
• Groups with exterior and no apprehensions
  • Work in deeper pools
    • Provide group overview for better supervision.

Action Plan

• Remaining attentive helps lower panic/fatigue.
• Monitor for issues.
• Have exterior reach and flotation plans on hand.

How To Conduct a Swimming Class

• Quick overview for the days activities

Activities

• Give overview and goal in each group activity.
• Keep a demo ready led by another student.
• Overview safety for all activities.
• Activity transition to maintain focus:
  • Give time before activity begins
  • Maintain time
  • Allow time to collect
• All student participation

Pool Setup

• Pool layout and water safety
• Each pool piece requires the listed care and monitoring, starting when there has been no prior activities. Everything must accounted for with the group clearly marked.

Swimming Action Plan

• A planned activity cycle for swimming, that can accommodate for specific skill tiers and level sets.
• Body conditioning
  • Going to and from specific locations and objects
  • Constant active state

Learning

• Objectives
• How to succeed
• How to apply
• Materials
• The schedule
• Variables

Activity Variables

• Available material
• Activity timing
• Area and environmental conditions
• Ground Rules