Showing swimmers how to do something is vitally important. Many young people learn visually and seeing a demonstration or a picture of what to do is their best method of learning with lifeguard training.
This method is mostly used in younger swimmers.
Use a live demo when possible.
Use a larger student or one who performs the exercise correctly.
Demonstration by the coach, but only if the coach does the exercise well.
Use one of the swimmers in the group who has already mastered the skill
Use videos or photos of swimmers:
No matter what methods are used for the demonstration, try to emphasize the correct way to perform the skill. Show “what to do” instead of “what not to do”.
2.- The explanation
The students retain images of words that they use to keep in their minds and use again when they have to perform the exercise or technical gesture again.
• Keep instructions short and to the point.
• Be consistent in your instructions and the vocabulary used.
• Use language appropriate to the group.
• Similes and metaphors can be helpful. (“Put your hands in at 11 am and 1 o’clock”)
Give the student key words (for example: “fingers down, elbow up”) or questions and answers to remember for each activity.
Repeat the questions and answers as you teach a certain skill and be consistent in always using the same keywords.
Example: Coach says: “The head should be…”
Swimmers reply in unison: “…in line with the spine.”
lifeguard training.
3.- Repetition:
The explanation and demonstration is just the beginning of skill acquisition. The learning continues as swimmers practice and hone their skills.
Athletes learn by doing. It is important that they execute the skills correctly .
Otherwise this is nothing more than practice and repetition of mistakes. Repetition is simply repetition/practice of correct actions.
It can be done in a variety of ways:
• Parts Method: Break each skill down into its component parts and have students practice each one repeatedly and independently.
(Example: Chest Kick)
• Part-whole-part method: After repeating a part of the skill, have the whole skill incorporated, repeat some more, and isolate again. (Example: Chest kick-swim full chest then chest kick one more time)
• Whole-part-whole method: Start with the whole skill, isolate one part to focus on, then return to the skill set . (Example: full chest, then chest thrust, then full chest again.)
4.- Feedback (Feedback)
Executing a bunch of reps is not enough. The coach must give meaningful information to the athletes. Feedback can be positive (“You’re doing a big enough stroke! Great!”) or negative (“You’re not doing a big enough stroke”). A negative message can also be conveyed in a positive way (“You’re trying, but you still have to do the bigger stroke”) or a positive message in a negative way. (“Well, you finally got your stroke wide enough!”).
Positive feedback is no more effective than negative, but most people prefer to hear things in a positive way.
The feedback must also be specific. Don’t shy away from constructive criticism, just be sure to include multiple positive comments if you must make any negative comments.
5.- The organization
• One-on-one method: With a group of no more than 12 students, explain and demonstrate the skill. Use only a small area of the pool, perhaps 10 meters or less. Have each swimmer execute the skill, one at a time for a short distance. Give feedback so the swimmer has a chance to try and correct the skill again. Repeat the process for each swimmer.
• Group Method: Explain and demonstrate the skill. Be very specific. For example, not working “chest” and yes “positioning the head during the slide.” Divide the group by numbers and give the signal for them to come out in series. Do not use more than 4 series and always propose short swimming distances.
When working with a larger group using the group method described above there is sometimes a tendency to try to see every mistake and make every correction. By trying to see everything, the coach may not be seeing some things clearly enough to be effective. Focus on just two or three swimmers in each heat and give them constructive feedback and corrections. Then the next time you run a new rep, focus on two or three different swimmers.
6.- Aquatic skills
The importance that educators give to the use of different aquatic motor skills (figure 1) shows that the three most used skills in the teaching-learning process are floating, breathing and propulsion. These are followed by displacement, immersion, balance, rhythm and turns. The last skills in importance correspond to a block in which educators frame others, such as coordination, driving, etc., throws-receptions, jumps and drags.
7.- The use of material in the teaching of aquatic activities.
Given its importance, the material is a very treated aspect in the specific bibliography of educational aquatic activities and, for this reason, we asked the educators to express their importance in the educational programs they developed, in a score ranging from 1 (not at all important) to 5 (very important) (figure 3). The clear influence of competitive swimming equipment in indoor aquatic facilities means that corks and pull-boys are the most valued in importance in the development of educational programs. These are followed by floating mats, unconventional material, hoops, plastic balls and inflatable materials. The sleeves and bubbles, being a specific material for children who are beginning to enter the aquatic environment,
When carrying out an analysis by gender of the educator (table 2), we find that it is women who, in principle, use more varied material and, theoretically, with more possibilities of variety in the activity. Men continue to insist on corks and pull-boys as the most important material, while women consider corks and floating tapestries to be more important. It should be noted that both male and female educators give the same importance to the use of non-conventional material. The muffs and bubbles continue to be little valued by both men and women.
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