School age - Year 1–2: Lesson 1 — Water confidence breath control

Students develop water confidence and fundamental buoyancy and breathing skills by practicing safe entries and exits, breath control (bubbles and face submersion), supported front and back floats, kicking with wall support, and introductory glides through progressive activities, engaging games, and clear adaptations for emerging, developing, and confident swimmers.

By Acme Swim

ACME Swim School

Part of School age - year 1-2

Public

Lesson Overview

School age - Year 1–2: Lesson 1 — Water confidence breath control

This lesson welcomes young swimmers into the pool with playful, confidence-building activities that make water feel safe and fun. Children explore easy, repeatable skills through guided practice and games so they become comfortable with safe entries and exits, breath control (blowing bubbles and introducing brief submersion), supported front and back floats, and simple kicking and gliding—always with positive encouragement and clear, child-friendly cues.

Aims and goals: increase water confidence and independent participation; establish basic breath control and comfort with face submersion; introduce buoyancy awareness through supported floating; and develop foundational kicking and body alignment for short glides. Instructors focus on clear coaching phrases, gentle progression, and maintaining a playful, motivating environment that prepares children for the next skill set.

Key Objectives

Key objectives

Students build water confidence and safe behaviour by practising controlled pool entries and exits and following instructor signals; they develop breath control by blowing bubbles and submerging the face calmly; they learn buoyancy and body position through supported front and back floats and begin controlled kicking using wall or board support. Measurable success criteria: enters and exits the water safely with minimal assistance and follows a simple signal; blows continuous bubbles (multiple breaths) and submerges face for a few seconds on request; maintains a supported front or back float for several seconds with relaxed breathing; performs alternating kicks with straight legs and pointed toes while supported for a short distance. Instructor enforces pool safety, checks equipment readiness, and prepares the environment before activities.

Equipment required

Small kickboards (child-sized) — for supported kicking practice and body alignment.
Pool noodles — for gentle float support, fun games, and transitional support during floats.
Flotation belts or adjustable buoyancy aids — for additional support for emerging swimmers during floats and kicking.
Small waterproof toys or rings — for breath-control games and to motivate submersion tasks.
Wall-mounted handholds or stable steps — to teach safe entries/exits and supported kicks at the wall.
Whistle and rescue tube — for instructor signalling and immediate rescue readiness.
First-aid kit and AED access — for on-deck safety preparedness.
Clipboards or laminated checklists and a waterproof marker — for recording assessment outcomes (pass/fail or numeric scores).
Optional goggles (child size) — for comfort during face submersion practice if the child prefers.

Get Started

Step 2 of 6

Progressive warm-up

3-5 minutes

These warm-up activities prepare children for breath control and buoyancy work with simple, progressive movements and clear coaching cues. Use calm, encouraging language and show each cue before children try it.

Breathing check at the pool edge
- Instruction: Children stand at the shallow edge facing the water, hands on the edge for support.
- Progression steps:
  - Model a deep inhale and slow exhale above water, cueing 'big breath'.
  - Children take a deep inhale and lean forward slightly to touch the water with lips, then exhale making bubbles, cueing 'blow bubbles'.
- Transition: Encourage children to move one step into the water while keeping hands on the edge, cueing 'chin tuck' before the next activity.
Wall-supported reach and kick
- Instruction: Children hold the pool wall with both hands and face the water at a shallow angle.
- Progression steps:
  - Coach demonstrates: arms reach forward, body long, legs straight — cue 'reach and kick'.
  - Children extend arms, push away a small distance while holding the wall, then kick gently on the spot — cue 'kick kick'.
  - Encourage a long body line and steady kicks, breathing between attempts — cue 'push and glide'.
- Transition: Ask children to turn and hold the wall with their backs to the water for the next float drill, cueing 'ready back'.
Face-in bubble practice
- Instruction: Children stand or kneel where they can reach the bottom with feet; hands can rest on a step or hold a noodle if needed.
- Progression steps:
  - Start with nose and mouth at waterline: inhale, then exhale into the water to make bubbles — cue 'blow bubbles'.
  - Progress to full face dip with eyes closed or goggles on, then come up and take a big breath — cue 'chin tuck'.
  - Repeat with encouragement to relax the cheeks and jaw to let air flow steadily — cue 'slow blow'.
- Transition: Invite children to keep holding the wall and try a gentle supported float for buoyancy practice, cueing 'float time'.
Gentle supported front and back float at the wall
- Instruction: Instructor or parent stands beside each child at the wall to provide hand support under the chest for front floats and under the hips for back floats.
- Progression steps:
  - Front float: child takes a deep breath, places face in water, reaches forward, and the coach supports under the chest — cues 'big breath' and 'relax'.
  - Back float: child leans back, looks at the sky/ceiling, coach supports under hips — cues 'float tall' and 'breathe easy'.
  - Encourage a calm, steady breath and relaxed limbs; coach gradually reduces pressure to test comfort — cue 'soft hands'.
- Transition: Praise effort and guide children to stand and prepare for the main session activities with the cue 'ready finish'.

Worksheet

Progressive warm-up: getting comfortable in the water helps you learn to breathe, float and kick without feeling scared. In this worksheet you will practice gentle entries, breathing out underwater, supported floating and simple kicking. Take your time, listen to your teacher and stop if you feel uncomfortable.

Overview of goals for today:

Enter the pool safely and calmly.
Practice breathing out underwater (bubbles).
Try supported front and back floats while relaxing the body.
Practice basic flutter kicks while holding the side or a small board.

Activity 1 — Pool entry & bubble practice
Step 1: Stand at the shallow side. Put one foot in, then the other. Sit on the edge and slide into the water if your teacher asks.
Step 2: Put your face near the water and blow bubbles 5 times in a row (nose and mouth).
Task: How many bubble-blows could you do easily? ________

Activity 2 — Face dip and short submersion
Step 1: Take a deep breath at the surface, lean forward and put your face in the water.
Step 2: Blow out slowly for 3 seconds under the water, then lift your head and breathe in.
Repeat 3 times.
Task: How long could you hold your face under while still breathing out slowly? ______ seconds

Activity 3 — Supported front float
Step 1: With a teacher or helper supporting your tummy, stretch your arms and look down toward the pool floor.
Step 2: Relax, keep your body long and let the helper support you until you feel balanced.
Task: Try to relax and hold the supported front float for 5 seconds. Tick when completed: [ ]

Activity 4 — Supported back float & recovery
Step 1: With support under your head and back, lean back so your face is out of the water and breathe normally.
Step 2: Relax your body and let your legs float up. When ready, roll to your front with your helper and stand up.
Task: Could you float on your back and breathe comfortably for 5 seconds? Yes / No

Activity 5 — Basic kick practice
Step 1: Hold the pool edge or a small kickboard with straight arms.
Step 2: Keep legs straight (not locked) and kick from the hips with small splashes. Aim for steady kicks for 10 counts.
Task: How many steady kicks could you do before you tired? ______ kicks

Activity 6 — Combine breath control with kicking (challenge)
Step 1: Hold the board or the edge, face in the water and blow bubbles for 3 counts.
Step 2: After the bubbles, lift your head to breathe and continue kicking for another 5 kicks.
Task: Try this 3 times. Did you manage to coordinate breath and kick each time? Yes / No

Real-world scenario A — If you slip into shallow water
Imagine you accidentally slip near the pool and fall in. What should you do first? Write the steps you would follow: ________

Real-world scenario B — Playing at the beach with small waves
You are standing in shallow water near the shore and a small wave knocks you over. Which two things from today’s warm-up help you stay safe? Write them down: 1) ________ 2) ________

Finish & reflection
Write one sentence: What helped you feel more confident in the water today? ____________________________

Answers:

• Activity 1 — Aim to be able to blow bubbles continuously for at least 3–5 breaths. A comfortable result is 5 bubble-blows.

• Activity 2 — Goal is to blow out slowly for about 2–4 seconds while face is in the water. A safe target for beginners: 3 seconds.

• Activity 3 — Supported front float: stay relaxed, keep body long and still; aim for 5–10 seconds with support before standing.

• Activity 4 — Supported back float: relax and breathe normally; 5 seconds is a good starting goal. Recover by rolling to the front with your helper and standing up slowly.

• Activity 5 — Basic kick: beginners often manage 8–12 steady kicks. Small, fast kicks from the hips are best.

• Activity 6 — Combine breath and kick: success means blowing bubbles for 3 counts, lifting to breathe, then continuing 5 steady kicks. Repeatable coordination across 3 attempts shows good progress.

• Real-world scenario A — Steps: stop, float or hold the edge, breathe, call for help/raise an arm if needed, move to shallow water or let an adult assist. (Primary priority: float and breathe.)

• Real-world scenario B — Useful skills: 1) Back float to rest and breathe; 2) Blowing bubbles/controlled breathing to stay calm when water splashes your face.

• Reflection — Example helpful answer: “Blowing bubbles and practicing the supported floats helped me feel calm and safe.”

Examples

Question: What is a progressive warm-up for Year 1–2 swimmers and why is it important?

Answer: A progressive warm-up is a short, structured sequence of gentle activities that gradually prepare young children physically and mentally for the main skills of the lesson (entering the water, breath control, supported floats, basic kicking). It's important because it reduces fear, increases body temperature and circulation, primes breathing patterns, and builds confidence step-by-step so children are ready to practise new movements safely.
Question: Suggest three simple warm-up activities that specifically target breath control for 5–7 year olds.

Answer: 1) Blowing bubbles with lips in the water at the pool edge; 2) “Hiss” game: put face in and slowly breathe out with a hiss sound; 3) Bubble transfers: child blows bubbles, then lifts head and says a short word before submerging again. These are age-appropriate, fun, and teach controlled exhalation which prevents panicked inhalation under water.
Question: How long should a progressive warm-up last for a Year 1–2 group, and why?

Answer: Aim for 6–10 minutes. Young children have short attention spans, so keep the warm-up brief but purposeful: 1–2 minutes for entering and acclimatisation, 2–3 minutes for breath control activities, and 2–3 minutes for supported floats and gentle kicking. This timeframe warms muscles without tiring them before skill practice.
Question: A child is very anxious about going beyond knee-depth and refuses to enter the pool. How would you adapt the progressive warm-up?

Answer: Start with shallow-water confidence steps: sit at the edge and splash feet, then progress to standing with water at ankles, then knees, offering toys and games at each stage. Use a hand or noodle for gradual support, model the activity beside them, and celebrate small progress. The logic is graded exposure—small, successful steps build trust and reduce anxiety.
Question: The pool is colder than normal. What adjustments to the warm-up should you make?

Answer: Increase active movement in the warm-up (gentle running on the spot, arm circles, more dynamic leg kicks) and shorten time spent stationary. Begin with quick shallow entries and return to warm areas before deeper work. Colder water increases the risk of muscle stiffness and breath irregularity, so more movement and a slightly faster progression help keep children warm and breathing normally.
Question: You have a mixed-ability group. How can the progressive warm-up be organised so everyone benefits?

Answer: Use stations or tiered tasks: Station A—shallow-entry breath games; Station B—supported floats with instructor; Station C—basic flutter kick practice with a board. Rotate small groups so advanced children get longer practice on kicks while beginners get repeated confident exposure to shallow activities. This differentiation keeps all children engaged and working at their level safely.
Question: A child refuses to let go of the instructor’s hands to try a supported back float. What immediate steps and cues will help?

Answer: Use a three-step approach: 1) Demonstrate the float with another child, showing relaxed face and slow breathing; 2) Keep close support at the shoulders and hips while the child practices leaning back a little, praising small attempts; 3) Use tactile reassurance (gentle touch) and countdown cues (“1, 2, rest”) before briefly removing one hand. Gradual reduction of support and positive reinforcement builds trust and demonstrates safety.
Question: A child kicks strongly but holds their breath and splutters when turning their face to blow bubbles. What drill and cue would you use to correct breath control while maintaining their kick?

Answer: Use the “kick-and-bubble” drill: child holds a kickboard, practices steady kicks while blowing steady bubbles for a count of 3 each time they put their face down. Cue: “Kick, blow slow bubbles, lift and smile.” The board stabilises body position so they can focus on exhaling slowly; repeating the action links kicking rhythm with controlled breath, preventing spluttering.
Question: Provide a short, practical progressive warm-up sequence (6 steps) that transitions from entering to basic kick practice for Year 1–2.

Answer: Sample sequence (6 minutes total): 1) Pool-edge splash game (30s) — gentle entry confidence; 2) Tip-toe and step-in to waist (30s) — acclimatisation; 3) Blowing bubbles at the edge (60s) — breath control; 4) Assisted back float with two hands (60s) — supported float feel; 5) Hold a kickboard and blow bubbles + 15–20s steady kick (60s) — link breath to kick; 6) Short guided line swim with coach support encouraging kick rhythm (60s). Each step builds on the previous so children progress safely from feeling safe in the water to practicing leg action.
Question: How can you tell if the progressive warm-up has prepared children for the main lesson? List observable signs and a quick on-the-spot check.

Answer: Observable signs: relaxed facial expressions, ability to place face in water and blow bubbles, a child able to lean back with support, coordinated flutter kicks for short bursts, and responsive following of simple cues. Quick on-the-spot check: ask children to take a breath, put face in and blow bubbles for 3 seconds, then perform a 5–10m assisted kick with a board. If most complete these without panic, the warm-up was effective. These checks confirm readiness in breathing, flotation comfort, and kick activation.

Step by step guide

Poolside briefing (30–60 seconds).

Gather the group, explain the aim: getting comfortable in the water and practising breathing. Remind safety rules: no running, listen to the teacher, and only enter when invited.
Land warm-up (1 minute).

Do simple movements to loosen shoulders and legs: arm circles, shoulder rolls, gentle marching on the spot. Add “blow bubble” practice (purse lips and breathe out) so children know the action before entering the water.
Demonstrate and practise safe entry (each child, one at a time).

Show feet-first entry using steps or ladder. Children hold the handrail or the teacher’s hand. Remind them to sit or step in slowly and keep hands on the rail or teacher until instructed to let go.
Acclimatise in shallow water (30–60 seconds).

Let children stand where the water is around chest height. Encourage them to splash water on their arms and face to get used to the temperature and feel of water.
Edge bubble practice (20–30 seconds each).

Sit on the pool edge with legs in the water, lean forward slightly and blow bubbles. Coach: show steady exhale through mouth and small bubbles. Repeat twice.
Standing bubble and breath control (20–40 seconds).

Stand in shallow water, put face close to the surface, and blow bubbles while counting to 5. Lift the head to inhale and smile. Coach provides calm encouragement and models the rhythm: blow out, lift to breathe.
Brief submersion practice (one at a time, 5–10 seconds).

Ask children to dip mouth and nose under for a quick moment and then come up to breathe. Keep this short and positive. Offer support for anxious children—teacher’s hand under chest or back.
Supported front float introduction (10–20 seconds).

Teacher stands beside or behind the child, supports under the chest and belly, and helps the child relax into a front float. Count slowly to 5–10, then bring them back up. Praise calm breathing and relaxed body.
Supported front kick with teacher hold (10–20 seconds per child).

While supporting under the chest or hips, encourage small, steady kicks from the hips with toes pointed. Keep legs straight but relaxed. Coach demonstrates kick rhythm: “kick, kick, kick.”
Independent kick practice at the poolside (2–3 short sets).

Child holds the pool edge with hands, body straight, and practices kicking from the hips. Keep sets short (5–10 seconds) with rest between. Cue: long body, small splashes, pointed toes.
Supported back float (10–20 seconds).

Teacher supports the child’s back and head while they relax face up in the water. Encourage deep breaths and counting. Release support gradually only if the child remains relaxed and stable.
Simple progress game to reinforce skills (1–3 minutes).

Examples: “Bubble Maker” — who can blow the most steady bubbles in 10 seconds; “Kick to the noodle” — kick from the edge to reach a float. Keep it fun, brief, and rewarding for effort.
Gentle cool-down (30 seconds).

Slow walking in shallow water, deep breaths, gentle arm movements. Give positive feedback and celebrate successes (even small improvements).
Safety check and teacher notes (end of activity).

Account for every child, note confidence and breathing progress, and plan next steps or modifications for children who need extra support (e.g., more assisted floats or shorter submersion practice).

Games

Bubble Treasure Hunt
1. Set-up: Scatter lightweight sinking toys or diving rings in shallow water (chest depth for students) in a small area. Each child has a number or colour so they take turns if needed.
2. Explain the rule: To collect a treasure the child must first stand at the pool edge, step or jump in safely, put their face in and blow bubbles for a count of 3 before reaching down to pick up the toy.
3. Demonstrate: Teacher shows how to enter safely, take a calm breath, dip the face and blow bubbles, then pick a toy and return to the side.
4. Play: Children take turns or do this in small groups. After picking a treasure they return it to a basket and come back to the end of the line. Encourage gentle entry and controlled breathing.
5. Progression: Increase the required bubble time (count to 5) or ask children to retrieve two toys before returning. For confident children, move toys slightly deeper (but still safe depth).
Teaching focus: safe entry, putting face in water, out-breath through the mouth/nose (bubbles), basic reach and return.

Equipment: small sinking toys/diving rings, basket.

Safety & adaptations: Keep toys in depths each child is comfortable with. Provide one-on-one support for those who need help with entering or breath control. Stop if any child shows distress.

Suggested time: 5–8 minutes.
Floating Island Rescue
1. Set-up: Place 2–4 floats or floating mats a short distance from the pool edge to act as “islands.” On each island place a soft toy or “stranded animal.”
2. Explain the rules: In pairs, one child is the rescuer and one is the helper/support. The rescuer steps in, kicks to the island using a basic flutter kick (hands holding the edge of the pool or a small kickboard), then the helper provides a gentle two-handed support under the rescuer’s back for a supported float for 5–10 seconds while the rescuer practices relaxed breathing.
3. Demonstrate: Teacher models the approach, the kick to the island, and the partner-supported front/back float while breathing calmly and counting to five.
4. Play: Each pair takes a turn to travel to an island, hold a supported float, then pick up the toy and kick back to the side. Rotate roles so everyone has a turn as rescuer and supporter.
5. Progression: Reduce physical support to a fingertip touch for confident children, increase float time, or move islands slightly further (within safe depth).
Teaching focus: partner-supported floats (front and/or back), relaxed breathing while floating, integrating a basic kick into movement.

Equipment: floating mats or small floats, soft toys, optional kickboards.

Safety & adaptations: Emphasise gentle, two-handed support and correct hand placement. Use closer islands or more support for nervous children. Always supervise closely during partner contact.

Suggested time: 6–10 minutes.
Kick & Pass Train
1. Set-up: Children form small lanes or lines along the pool edge, each child holding a small floating ball or foam token. Use kickboards or hold the edge for support depending on ability.
2. Explain the rule: The first child enters, takes a calm breath, puts their face in and kicks along the side using a basic flutter kick. While kicking they must pass the ball under water (or hand the ball along the line) to the next child without stopping their kick for more than a second.
3. Demonstrate: Teacher shows a steady kick while blowing bubbles and passing the ball to the next person. Emphasise steady kicks, straight legs (gentle), and regular breathing.
4. Play: Start as a relay — first child kicks to a marker (or a set distance), passes the ball to the next child who then returns. Alternatively, run as a continuous “train” where each child kicks in place while passing the ball down the line and back.
5. Progression: Require that the passing is done while the face is in the water (encourages breath control) or remove the kickboard/edge support for stronger kickers so they must balance and kick by themselves.
Teaching focus: sustained flutter kick, breath control while kicking, entering and moving in the water, coordination and teamwork.

Equipment: foam balls or tokens, optional kickboards, lane markers.

Safety & adaptations: Keep distances short for less confident kickers. Allow holding the pool edge or a noodle for extra support. Remind children to stop and lift head if they feel uncomfortable.

Suggested time: 5–8 minutes.

Step 3 of 6

Step-by-step main activities

15-20 minutes

Activity A — Safe entries and exits (goal: confident, controlled water entry)

Setup: stand at shallow edge with instructor beside or behind for support.
Step 1: Sit-and-slide entry — sit on the edge, feet first, hands on edge; teacher places a hand lightly at the back. Cue: "hands on, slide in".
Step 2: Assisted step-in — place one foot in, then the other, teacher steadies under arm if needed. Cue: "step, step, steady".
Step 3: Assisted jump-in (optional for confident children) — child holds teacher's hands, bends knees and jumps out to float with feet first. Teacher supports chest on first entry. Cue: "big breath, jump out".
Exit: turn to face the wall, use two hands to pull up and step out with one foot at a time. Teacher spots at the shoulder. Cue: "turn, pull up".

Activity B — Breath control: blowing bubbles to face submersion (goal: steady exhale and relaxed face-in-water)

Setup: hold the poolside or a kickboard for stability at shallow depth.
Step 1: Nose and mouth hover — child leans forward and touches chin to water, exhales slowly through nose and mouth to make small ripples. Cue: "chin tuck, blow bubbles".
Step 2: Bubble blowing with face in — child puts mouth and nose in, exhales to make steady bubbles while eyes stay open if comfortable. Teacher models at side. Cue: "big breath, blow bubbles".
Step 3: Gentle face submerge — child fully submerges face for a short moment, exhales underwater, then lifts head to breathe. Teacher places a hand ready under the chest. Cue: "blow out, lift up".
Step 4: Repeated practice — repeat submersion on cue until child shows calm regular bubbles. Progress to small underwater reach only when breathing is steady. Cue: "blow bubbles, nice and calm".

Activity C — Supported front float progression (goal: relaxed body position and trust in buoyancy)

Setup: hold child at the chest or use a noodle under the chest for initial support in shallow water.
Step 1: Chest support with knees bent — instructor supports under chest, child stretches arms forward and looks down. Cue: "reach long, relax".
Step 2: Full body support — teacher slides support to hips while child straightens legs and breathes out slowly to float. Cue: "push and float, blow bubbles".
Step 3: Reduced hands support — teacher supports only at hips or under knees while encouraging child's body to stay straight. Cue: "stretch tall, tight body".
Step 4: Spotting independence — teacher holds only at the fingertips or stands nearby while child floats independently. Cue: "float like a star, nice and calm".
Recovery: roll to side or lift head with teacher support to stand. Cue: "roll or lift, feet down".

Activity D — Supported back float progression (goal: calm breathing and back buoyancy)

Setup: in shallow water, child stands facing away from teacher; teacher places hands under the shoulder blades or uses a noodle under the shoulders.
Step 1: Rock-and-lean — child leans back while holding the teacher's hands; teacher supports shoulders. Cue: "lean back, look up".
Step 2: Full back float with support — teacher supports at shoulders and hips while child keeps body flat, ears in the water, and breathes evenly. Cue: "big breath, float easy".
Step 3: Reduced support — teacher supports only at the hips or under the small of the back and gradually lowers hands when child stays calm. Cue: "reach long, legs float".
Step 4: Independent check — teacher stands close but does not touch; child signals when ready to sit up. Cue: "signal when ready".

Activity E — Kicking drills with wall support (goal: steady, straight kicks)

Setup: child holds the pool wall or a kickboard at the wall, body horizontal with legs extended.
Step 1: Flutter kick with wall — hands hold the edge, face in water or turned to side if needed, kick from the hips with pointed toes. Cue: "kick kick, toes pointed".
Step 2: Push and glide with wall return — child pushes off the wall in a streamlined position, teacher supports under hips if needed; child glides then taps the wall and repeats. Cue: "push and glide, tight body".
Step 3: Kick with float support — use a kickboard held in front; child pushes off and kicks while holding the board to practice bodyline. Cue: "reach and kick, kick kick".
Step 4: Away-from-wall small distance — child pushes off and kicks a short distance to the instructor or a marker, teacher stays beside. Cue: "push, kick to me".

Activity F — Introductory streamlines and glides (goal: straight bodyline and controlled push-offs)

Setup: at the wall with toes on the edge or on a standing platform, hands together overhead in a streamlined position (can use a kickboard held vertically to teach alignment).
Step 1: Push and glide on front with support — child pushes from the wall, arms extended, face in water, teacher supports under hips if needed. Cue: "push and glide, tight arms".
Step 2: Add small kicks — after a short glide, child adds steady kicks while maintaining the streamline. Cue: "kick kick, keep tight".
Step 3: Streamline on back — child pushes off on back with hands together and ears in water, teacher spots at the hips; practice floating then finishing by standing. Cue: "push, float back".
Step 4: Progress to independent glide into wall touch — child pushes, glides with small kicks to a marker, then stands. Cue: "push and glide, touch the wall".

Coaching cues and safety reminders during all activities

Use short coaching cues constantly: "big breath", "blow bubbles", "chin tuck", "reach long", "push and glide", "kick kick", "tight body".
Keep hands-on until the child demonstrates calm, repeatable control; always position instructor where they can support shoulders or hips quickly.
Use progressive steps: model first, assist second, reduce support third, observe independence fourth.

Step 4 of 6

Fun game or challenge

5-7 minutes

Fun Game & Challenge: Breath, Buoyancy & Kicking Games

Two engaging games keep focus on breath control, buoyancy and kicking while maintaining high energy and clear skill practice. Each game includes setup, rules, objectives, coaching cues and simple ability adaptations.

1. Bubble Treasure Hunt (breath control & submersion)

Objective: Encourage safe face submersion and controlled exhale by collecting toys from shallow water while blowing bubbles.
Setup: Scatter 6–10 small weighted toys on the shallow floor. Each child has a small collection basket at the poolside.
Rules:
- On the instructor's signal each child enters the water at the shallow end.
- To pick up a toy the child takes one big breath, puts face in water, blows bubbles while reaching for the toy, then returns to the side and drops the toy in their basket.
- Each toy collected earns one point. Children continue until all toys are collected or instructor stops the round.
- Children take turns if the area gets crowded; instructor manages flow to keep safety and space.
Coaching cues: "Big breath", "chin tuck", "blow bubbles", "reach and take", "up to side".
Adaptations:
- Emerging: Instructor stands beside child, providing hand support at hips. Child picks toys within arm's reach without full submersion; cue "nose in, blow bubbles".
- Developing: Child reaches slightly deeper for toys; instructor provides light hold at the back if needed. Encourage one-second face submersion while blowing bubbles.
- Confident: Child swims independently to mid-shallow and fully submerges face to retrieve toys; increase number or spread of toys for extra challenge.
Safety note for game: Instructor positions at the poolside and in the water near the group to supervise retrievals and ensure safe exits.

2. Rescue Race Relay (kicking, buoyancy & glide practice)

Objective: Practice kicking with support and short push-and-glide streamlines while keeping buoyant and using breath control during brief underwater checks.
Setup: Split children into small teams. Each team lines up at a wall. A lightweight rescue toy or noodle acts as the "rescue object" at the opposite wall or a marked buoy.
Rules:
- On the cue, the first child pushes off from the wall holding a kickboard or noodle, kicks to the rescue object while keeping chin tucked and blowing bubbles, reaches the object, and returns to the wall pushing and gliding into a supported float or wall hold.
- Child passes the rescue object to the next teammate who repeats. The team completes when all teammates have gone once.
- Focus remains on technique and safe transitions rather than speed; instructor awards points for form (see scoring below).
Coaching cues: "Push and glide", "kick kick", "chin tuck", "blow bubbles", "reach and hold".
Scoring / encouragement:
- Award a form point if the child keeps steady kicks, a bubble exhale, and a straight glide. Use praise: "Nice glide", "Good bubbles."
Adaptations:
- Emerging: Child kicks holding a noodle against the chest and instructor supports at the hips during travel. Distance is the short lane width or half the pool width.
- Developing: Child uses a kickboard and instructor provides intermittent light support only at the waist. Distance is full lane width or to a marked mid-point.
- Confident: Child kicks independently with a streamline push-off, glides then returns with a gentle head check and bubble exhale. Increase distance or add a second glide for challenge.
Safety note for game: Place an instructor at each end wall and one mid-pool vantage to watch glides and pushes. Ensure clear lane and single-file movement.

Game-ending reflection and positive feedback

After each round, ask children to show one thing they did well: "Show your bubbles" or "Show your glide".
Use short praise phrases: "Great bubbles", "Strong kick", "Nice float".

Step 5 of 6

Adaptations, progressions & assessment

4-6 minutes

Adaptations and progressions by ability level

Emerging (high support)
- Distance: work within arm’s reach of the teacher or at the wall; glides cover up to 1 body length from the wall.
- Support: teacher provides full hold under chest and hips or uses a flotation belt; use a noodle under the back for extra buoyancy.
- Complexity: focus on single skills at a time — face in/face out practice, supported back float, gentle kick with hands held. Keep instructions simple: "big breath", "blow bubbles", "push and glide".
- Progression steps: reduce hand placement from full-body support to hands-at-hips hold; move from noodle to teacher hand only; increase glide distance from 0.5 to 1 body length when child shows calm breathing and relaxed float.
Developing (reduced support)
- Distance: work 1–3 body lengths from the wall or over shallow mid-pool area; glides aim for 1–2 body lengths.
- Support: teacher uses light hand support at the lower back or provides brief spot-checks; child uses kickboard or noodle for specific drills.
- Complexity: combine two skills — e.g., push and glide into a supported front float, then resume kicking. Introduce chin-tuck streamlines: "chin tuck", "reach and squeeze".
- Progression steps: encourage independent brief floats (with teacher nearby), then add kicking for 2 body lengths; move from kickboard to hands-at-side kicking when control improves.
Confident (independent)
- Distance: work across 3+ body lengths in shallow or mid-pool; complete short crossings as confidence allows.
- Support: teacher spots from poolside or gives occasional hand on the hip only; minimal flotation if needed for reassurance.
- Complexity: combine front and back floats with push-and-glide and kicking, introduce streamlined glides off the wall: "push and glide", "kick kick".
- Progression steps: move from supported push-glide to independent push-glide for 2–3 body lengths, then add rhythmic breathing with every 3 kicks; progress to simple streamline-to-kick transitions.

Exact modification examples instructors follow

Hold type: Emerging = two-hand full support (under chest + hips); Developing = one-hand lower-back spot or light hip touch; Confident = hands-off, teacher nearby.
Glide distance goals: Emerging = up to 1 body length; Developing = 1–2 body lengths; Confident = 2–3 body lengths independent.
Breath control targets: Emerging = blow continuous bubbles for 3 exhalations with support; Developing = 4–5 exhalations while face-in independently; Confident = 5+ exhalations and comfortable single-face submergence on cue.
Kick targets: Emerging = 6 steady kicks with teacher support; Developing = 10 continuous kicks with board or hands-at-side; Confident = sustained flutter kick across 2 body lengths without board.

Assessment tasks (record as Pass/Fail or 1–5)

Use a short checklist for each child. Mark Pass/Fail for core items and give a 1–5 score for skill quality (1 = not yet, 5 = consistent).

Task A — Blow bubbles
- Instruction: child places face in water and exhales to make continuous bubbles for 5 exhalations. Cue: "big breath", "blow bubbles".
- Pass criteria: produces 5 continuous exhalations of bubbles with calm recovery. Record: Pass/Fail and 1–5 quality.
- Scoring guide (1–5): 1 = no bubbles, 3 = inconsistent bubbles, 5 = steady bubbles and relaxed recovery.
Task B — Supported back float
- Instruction: child leans back into float with teacher support only as needed; aim for 3 relaxed breaths while head rests on water. Cue: "look up", "float tall".
- Pass criteria: maintains relaxed body position and breath control with reduced support. Record: Pass/Fail and 1–5 quality.
- Scoring guide (1–5): 1 = resists float, 3 = needs steady support, 5 = minimal support and relaxed posture.
Task C — Push and glide
- Instruction: child pushes off the wall in streamline and glides for a measured distance: Emerging = 0.5–1 body length, Developing = 1–2 body lengths, Confident = 2–3 body lengths. Cue: "push and glide", "reach and squeeze".
- Pass criteria: reaches expected glide distance with correct streamline position. Record: Pass/Fail and 1–5 quality.
- Scoring guide (1–5): 1 = no streamline, 3 = partial streamline and short glide, 5 = good streamline and full target distance.
Task D — Kick with support
- Instruction: child kicks while holding the wall or a board for a set number of kicks: Emerging = 6 kicks, Developing = 10 kicks, Confident = sustained kick across 2 body lengths. Cue: "kick kick", "straight legs".
- Pass criteria: demonstrates steady flutter kick with minimal splash and pointed toes. Record: Pass/Fail and 1–5 quality.
- Scoring guide (1–5): 1 = irregular kicks, 3 = steady but shallow kicks, 5 = strong, steady kicks with good body alignment.

Recording and progression decisions

Record each core task as Pass/Fail and give a 1–5 quality score immediately after the attempt.
Progression marker to move to Lesson 2: child scores at least 4/5 on three of the four core tasks OR passes all four tasks. If not, continue targeted practice at the child’s ability level.
Use notes to specify next-session focus (e.g., "work on 2-body-length glides" or "build steady 10-kick sets").

Primary progression goal before moving to Lesson 2: child independently achieves a calm supported back float and a push-and-glide for at least 2 body lengths with controlled breathing and a quality score of 4/5 or higher.

Step 6 of 6

Equipment, safety notes & parent practice