School age - Year 1–2: Lesson 2 — Independent floating, kicking and front glides

Overview

• Purpose: prepare joints, hips and ankles for kicking; reinforce controlled breathing and comfortable head position; practice safe scaled entries that match each swimmer’s confidence.
• Progression markers: measurable, repeatable targets that indicate readiness to begin main activities (see each drill).

Warm‑up sequence — step‑by‑step

1. Dry / poolside mobility review (repeatable set)
   • Coach says: "Big shoulders, long spine" and models each move.
   • Arm circles forward and backward — perform 8 each direction. Progression marker: child completes full range with arms straight and chest lifted for all 8 reps.
   • Ankle pumps and toe pointing — 10 pumps per foot. Progression marker: child shows relaxed ankles and full point/flex through reps.
   • Torso rotations with hands on hips — 8 slow rotations each side. Progression marker: child turns shoulders without lifting hips.
2. Gentle in‑water mobility (shallow area)
   • Coach cue: "Push the water down, feel your hips move." Walk forward and backward on the spot while reaching arms forward and back — 6 passes each way. Progression marker: child keeps chin tuck and relaxed jaw throughout.
   • Heel flicks on the bottom standing tall — 10 tight flicks each leg to feel ankle snap. Progression marker: child creates small splashes at heels with toes pointed at the top of each flick.
3. Breath preparation and bubble control
   • Blow bubbles with nose and mouth at chest level while standing — 6 controlled exhales. Coaching cue: "Blow long, slow bubbles like a gentle stream." Progression marker: child exhales underwater for a continuous 3–4 seconds or until instructor counts to three.
   • Submerge chin then mouth, lift head to breathe — practice 3 repeats. Cue: "Chin to chest, eyes down, then lift to breathe." Progression marker: child performs three smooth submerge-and-lift cycles without panic.
   • Bubble‑blow while leaning back supported: child leans back using teacher or noodle support and blows steady bubbles for one slow breath cycle twice. Progression marker: child keeps mouth relaxed and exhales steadily while ears stay in the water.
4. Kick activation (shallow to mid‑depth)
   • Vertical kick drill: child holds the wall or board and practices compact kick with pointed toes — 10 kicks in control. Cue: "Small, quick kicks from the hips; ankles soft like noodles." Progression marker: child keeps legs straightish and produces forward movement when using a board.
   • Streamline push glides on knees from the wall: push and hold streamline for one glide attempt. Cue: "Squeeze ears with arms, look down, kick after glide." Progression marker: child maintains a straight line and holds streamline for a clear glide before kicking once.

Scaled pool entry options and teacher positioning

• Emerging swimmers (low confidence / new to submersion)
  • Entry option: step in chest‑deep or sit/kneel on the step and slide into the water so feet stay in contact with the floor initially.
  • Teacher position: hands-on or at‑arm's‑length directly in front or slightly to the side, facing the child. Maintain a gentle hold at the trunk or underarms for stability during entry.
  • Coach language: "Step down with me — I am here. Keep your toes on the bottom until you feel steady." Progression marker: child enters with minimal hesitation and takes 3 controlled breaths after entry while supported.
• Developing swimmers (some submersion, beginning floats)
  • Entry option: kneel on the step and push off into a shallow glide, or step in with a shallow jump from step to standing depth.
  • Teacher position: at‑arm's‑length behind or beside the child, ready to catch under the shoulders or at the hips. Use light hands-on assistance only as needed.
  • Coach language: "Kneel and reach long, then push and float my hands close if you need them." Progression marker: child enters and achieves a stable float or controlled glide with only brief (if any) hands-on contact.
• Confident swimmers (comfortable submersion and basic glides)
  • Entry option: step and push into a front or back glide from the pool edge, or jump in if facility rules allow and child is assessed as safe.
  • Teacher position: supervisory position in the water nearby (one arm’s length), ready to spot but allowing independent entry; remain between swimmer and deeper water when possible.
  • Coach language: "Push long, streamline, look down and breathe when you need to." Progression marker: child performs entry and immediate glide with controlled streamline and one clean kick initiation on cue.

Safety and transition checks

• Coach verifies ear tolerance and calm breathing before progressing to main float/kick drills: child demonstrates steady exhale bubbles and returns to normal breathing within three breaths after each submerge.
• Teacher confirms positioning: emerging swimmers stay within arms’ reach; developing swimmers within an arm’s length and ready to provide light support; confident swimmers remain supervised within sight and reach.
• Progression to Lesson 3 readiness trigger from this section: child performs three controlled entries with appropriate support level and meets the progression markers listed above for mobility, bubble control and initial streamline glide.

Purpose: build a calm, stable back float and a safe, repeatable recovery to standing using step-by-step, scaffolded support that a different instructor can reproduce.

1. Initial trust & breath prep (pool edge or shallow water)
   1. Position child facing up in chest‑deep water with feet touching the floor. Use teacher language: “Big breath in, blow out slow, make your body like a star.”
   2. Coach child to take one slow inhale, place ears in water, exhale through nose and mouth bubbles until comfortable. Repeat until child breathes evenly for three cycles.
   3. Success marker to proceed: child breathes and bubbles calmly while back is supported and shows no panic signs (steady breathing, relaxed shoulders).
2. Drill 1 — Supported supine float (hands‑on, full support)
   1. Teacher places one hand under the child’s sacrum and one hand near the upper back/shoulders, fingers spread to feel torso alignment.
   2. Coach cue: “Look at the ceiling, tummy up, let your hips float.” Gently lift until child feels buoyant and shoulders clear the water.
   3. Encourage arms to be wide (star) or by ears for different balance experiences.
   4. Teacher gradually reduces support pressure to allow micro-bobbing; do not remove hands yet.
   5. Progression marker: child allows hands to be light on sacrum and keeps head back (ears in water) for three consecutive floats without tensing.
3. Drill 2 — Supported back float with noodle or belt (minimal contact)
   1. Fit a float belt around the child or place a noodle under the shoulders. Teacher stands at the head and gives minimal verbal prompts.
   2. Coach cue: “Stretch long, eyes to the sky, keep your ribs up.”
   3. Allow child to feel independent support from equipment while teacher keeps hands ready but not touching.
   4. Progression marker: child remains relaxed with equipment support for at least 10 seconds, and shows steady breathing.
4. Drill 3 — At‑arm’s‑length support (teacher contact only if needed)
   1. Teacher stands behind the child about an arm’s length away, palms open and ready at hip level but not touching.
   2. Allow the child to float; if they tip or tense, teacher gently taps the sacrum or skirts both hands under hips for a light corrective lift.
   3. Coach cue: “Long body, let your legs float up like a balloon. If you wobble, I am right here.”
   4. Progression marker: child can hold position with only occasional light correction for three attempts.
5. Drill 4 — Independent back float (no contact)
   1. Teacher stands poolside or in shallow water within two metres, keeps visual contact and uses encouraging prompts only.
   2. Child assumes back float position: ears in water, hips high, chest open, arms either by ears (streamline) or wide (star), legs relaxed and slightly apart.
   3. Coach cue: “Breathe slowly, feel your hips up, chin slightly toward chest so face stays above water.”
   4. Success criteria:
      • Emerging: child holds independent back float for at least 5 seconds with calm breathing.
      • Developing: child holds independent back float for at least 10 seconds with relaxed legs and regular breathing.
      • Confident: child holds independent back float for at least 20 seconds, demonstrates minimal body movement and relaxed face.
6. Drill 5 — Back float to recovery to standing (two safe recovery options)
   1. Option A — Tuck & feet down (preferred for shallow water)
      1. From back float, coach: “Bring knees to chest, look at your knees, then put your feet down.”
      2. Child bends knees toward chest while keeping head back, then pushes feet down and returns to vertical stance.
      3. Teacher support: Emerging swimmers get hands at hips to guide knees; developing swimmers receive fingertip guidance at sacrum; confident swimmers perform without contact.
      4. Success criteria: child achieves vertical standing from back float within two controlled moves, with feet finding the bottom and no panic.
   2. Option B — Roll to front then stand (for deeper water or as progression)
      1. From back float, coach cue: “Roll like a log to your tummy, reach and push down.” Keep movement slow and controlled.
      2. Teacher support: one hand lightly at hip to initiate rotation for emerging swimmers; at‑arm’s‑length supervision for developing; none for confident.
      3. Success criteria: child rolls to front and obtains vertical position or kicks to a wall/side and stands within two controlled actions.

Coaching cues — body position, head, legs, relaxation and breathing

• Body alignment: “Stretch long from fingertips to toes; think of lying on a flat board.”
• Head: “Chin slightly toward chest, ears in the water, eyes to the ceiling.”
• Legs: “Let your legs float and be loose — gentle kicks like a flutter if they sink.”
• Relaxation & breath: “Big breath in, slow bubbles out; soften your tummy and shoulders.”
• Recovery cue: “Knees to chest, look at your knees, then plant your feet.”

Teacher positioning and spotting guidance (explicit)

• Hands‑on support: one hand under sacrum, one near upper back/shoulders. Keep fingers spread to feel alignment; never hold the face or throat.
• At‑arm’s‑length: stand behind and slightly to the side, palms open at hip level ready to catch; maintain visual and verbal contact.
• Poolside supervision: if child floats independently, teacher stands on poolside within two metres or in shallow water directly behind child’s head line to quickly assist.
• When assisting recovery, place one hand at sacrum to guide knees; avoid sudden lifts — guide smoothly so child can feel the motion.

Variations to progress skill transfer

• Noodle under shoulders → float belt → no equipment.
• Star arms → arms by ears (streamline) to challenge balance.
• Push from wall into back float to practice entry and immediate buoyancy recognition.
• Back float while gently kicking to link float to propulsion (for confident swimmers).

Part‑3 measurable success summary (clear progression markers)

• Emerging: participates in supported back float and tolerates reduced support; holds independent back float for at least 5 seconds; completes recovery to standing with light hands‑on assistance.
• Developing: holds independent back float for at least 10 seconds with relaxed breathing; recovers to standing from back float with only at‑arm’s‑length prompts or one light touch.
• Confident: holds independent back float for at least 20 seconds, demonstrates controlled recovery to standing without hands from shallow water, and links float to a small kick.

Part 4 — Front glide from kneel/step, kicking with and without board, single‑arm reach preparation

1. Overview and progression ladder
   • Progression A (emerging): assisted kneel/step glide & supported kick with board or float belt.
   • Progression B (developing): independent glide from kneel/step, continuous kick with board, remove board to kick without hands.
   • Progression C (confident): glide + single‑arm reach & pull prep, glide‑with‑pull variations and target reaches.
2. Equipment and teacher position summary
   • Kickboards: primary scaffold for front balance and hand support.
   • Float belts: use for emerging swimmers to raise hips while they learn streamline.
   • Noodles: use under chest for transitional support or to mark starting line.
   • Sinkable targets (soft, easy‑grip): place 1–2 m from start to encourage reach/finish touch.
   • Teacher positions: hands‑on under chest/hips (for hands‑on support), at‑arm’s‑length at side (ready to guide/reassure), slightly in front and to side when spotting push‑offs (to catch or steady hips). Keep a flat palm and elbows soft when supporting; never pinch or lift by arm alone.
3. Step‑by‑step: Front glide from kneel/step (build body line & streamline)
   1. Step 1 — Starting setup
      • Child kneels on the pool step or stands in shallow ledge with toes curled under and hands on the edge or on a kickboard held against the edge.
      • Coach cues: "Long arms, squeeze your ears, chin tucked into chest, eyes down between your arms."
      • Teacher spot:
        • Emerging: hands‑on at hips/chest to hold body in a flat line.
        • Developing: at‑arm’s‑length beside the child to guide direction.
        • Confident: coach stands to the side, ready to observe only.
   2. Step 2 — Push and hold glide (glide‑only variation)
      • Child reaches arms into a tight streamline and pushes forward from the step with a strong two‑hand push.
      • Coach cues: "Push strong, reach long, keep hips up, toes pointed, tummy tight."
      • Measurable targets:
        • Emerging: hold streamline and travel 1–2 m with teacher hands‑on supporting at hips if needed.
        • Developing: travel 2–3 m independently in streamline without kicking.
        • Confident: hold streamline 3–4 m and glide to touch target 1 m away.
      • Spotting: stand at side and be ready to steady under belly; as soon as child reaches stable streamline remove hands to let them float.
   3. Step 3 — Push and kick (board supported)
      • Child holds a kickboard in extended arms (flat on board) and kicks immediately after the push to maintain body line.
      • Coach cues: "Kick from the hips, small fast kicks, toes pointed, legs together; breathe calmly if needed."
      • Measurable targets:
        • Emerging: continuous flutter kick for 3–5 m with teacher at‑arm’s‑length and optional float belt.
        • Developing: 5–8 m with board, body level and minimal splash.
        • Confident: 8–10 m strong kick, board flat and head neutral.
      • Spotting: coach at side or behind holding the board for beginning pushes; move to observation once child demonstrates stable kick for first 3 m.
   4. Step 4 — Kick without board (arms extended overhead streamline)
      • Child pushes to a streamline with hands overlapping and kicks while holding hands overhead (no board).
      • Coach cues: "Reach long, ears between your arms, look down, kick from the hips, small fast kicks."
      • Measurable targets:
        • Developing: maintain streamline and kick 3–5 m independently.
        • Confident: kick 5–8 m with steady horizontal body and breathing preparation preserved.
      • Spotting: emerging swimmers keep a light hand at the small of the back or float belt; move to arm’s‑length once child keeps hips up for first half distance.
4. Step‑by‑step: Single‑arm reach and pull preparation
   1. Intro drill — Supported single reach (static)
      • Child holds kickboard or stands at wall in shallow water and practices single‑arm long reach forward while maintaining straight hips and continuous gentle kick.
      • Coach cues: "Long hand, fingertips first, belly tight, hips level. Keep kicking while your arm is reaching."
      • Teacher support: stand in front and guide the arm to full extension if required; ensure the child returns the hand to midline before repeating.
   2. Progression — Push off, single reach + scull/pull + return to streamline
      • From a step or kneel push, child glides in streamline and then performs a single‑arm reach forward (one arm extends while the other stays on the board or alongside the body), executes a single scull/pull with the extended arm, and recovers to streamline while continuing to kick.
      • Coach cues:
        • "Reach long with your hand, palm faces back when you pull."
        • "Lead with your elbow — high elbow in the water, pull to your hip, then slide your hand back into streamline."
        • "Keep kicking the whole time — legs never stop."
      • Measurable targets:
        • Emerging: complete one single‑arm reach + gentle scull and maintain kick to travel 2–3 m with at‑arm’s‑length support.
        • Developing: complete two alternating single‑arm reaches with continuous kick to travel 3–5 m independently.
        • Confident: perform 3 single‑arm reach/pulls alternating sides while maintaining streamline and efficient kick for 5–8 m.
      • Spotting: coach stands to the side and slightly in front to observe arm path and be ready to steady hips; hands‑on support only when child’s head or hips drop.
   3. Advanced variation — Glide + reach to sinkable target
      • Place a soft sinkable target 2–3 m from the push point. Child pushes, glides, then reaches to touch the target with one hand before returning to streamline and kicking to the wall.
      • Coach cues: "See the target, reach with fingertips, pull to the hip, keep your body long."
      • Measurable targets:
        • Developing: touch target with one hand while maintaining continuous kick and return to streamline.
        • Confident: alternate hands to touch two targets placed 1 m apart during a single push/push+kick sequence.
      • Spotting: coach in front at arm’s length for first attempts; progress to side observation after two successful touches.
5. Task variations and exact teacher prompts
   • Glide‑only (no legs): "Strong push, long arms, hold your body like a pencil. Show me your glide to the line." Success = 2–3 m for developing, 3–4 m for confident.
   • Glide + kick with board: "Start streamline, kick from the hips, little splashes only." Success = continuous kick and body level for stated distances above.
   • Glide + single reach/pull: "Reach, elbow high, pull to the hip, slide back into streamline and keep kicking." Success = complete alternating single pulls while keeping head neutral and kick uninterrupted for 3–5 m.
   • Teacher verbal prompts during practice:
     • "Long and straight — ears between your arms."
     • "Kick from the hips, small quick kicks, toes pointed."
     • "Reach with fingertips, pull with a bend in the elbow, finish at the hip."
     • "Keep your tummy tight and breathe only when you need to." (use sparingly for front work)
6. How equipment scaffolds skill transfer
   • Kickboards give initial hand support so the child learns hip elevation and kicks without worrying about balance; reduce board size/area as skill improves to encourage greater body control.
   • Float belts hold hips at waterline while the child practices reach and single arm actions; remove belt once the child maintains flat hips for 2–3 successive attempts.
   • Noodles act as a transitional support under the chest for glides and allow the child to feel the correct body line while practicing arm reach.
   • Sinkable targets encourage purposeful reach and finishing position, reinforcing full extension and controlled pull mechanics.
7. Safety & spotting guidance for these drills
   • Always position a coach near the child during first attempts: hands‑on at hips/chest for emerging swimmers; at‑arm’s‑length for developing; supervise poolside for confident.
   • Keep one coach per 3–4 emerging swimmers when hands‑on support is required; one coach per 6–8 developing swimmers for observation and corrective feedback.
   • When using sinkable targets, ensure targets are soft and easy to grab and do not require diving; place targets where feet can still touch bottom for safety if needed.

Fun Relay Challenge — Glide‑Kick‑Breathe Relay

Overview: Children work in small teams to combine a front glide, a controlled kick, and a breath-recovery at the wall. The relay emphasizes relaxed glides, steady leg drive and simple breath control under low pressure. Teachers keep the tone playful and encouraging and focus on measurable attempts rather than speed.

Setup and Teacher Positioning

• Pool area: use shallow-to-mid depth where feet can still touch for emerging swimmers and deeper water for confident swimmers as appropriate.
• Teams: form teams of 3–4 children. Place one team per lane or lane half to reduce crowding.
• Equipment at each lane: 1 kickboard, 1 noodle or float belt (optional for support), and 2 sinkable targets or pool toys at the finish line.
• Teacher positions: one teacher at the start line supervising starts; one teacher at the finish line spotting recoveries; additional teachers spaced along lanes for hands-on or at-arm's-length support as needed.
• Supervision ratio: aim for maximum 1:6 (teacher:children) for emerging groups; 1:8 for developing; 1:10 for confident groups. Maintain at least one qualified teacher per lane-group who remains in chest-deep water ready to spot.

How the Relay Runs

• Step 1: Team member A starts from the wall in a kneel or standing position depending on the group. Teacher gives the start cue: “Glide, kick, breathe.”
• Step 2: Child pushes into a front glide (glide-only variation) then continues with steady kick for the prescribed distance toward the finish markers while keeping face down and relaxed jaw.
• Step 3: On reaching the finish marker, child lifts head or turns to take a breath, touches the wall or target, and returns to the start to tag the next teammate.
• Step 4: Team value equals the total points accumulated from each leg (see scoring). The relay continues until each child completes one leg. Emphasize technique and successful glides rather than speed.

Scoring and Success Markers

• Base points per leg: 1 point for reaching the finish marker (minimum), +1 point for a measurable glide success, +1 point for controlled kick form.
• Glide success criteria (measurable):
  • Emerging: clear streamlined push and float/streamline for ≥ 1.5 metres before first kick = +1.
  • Developing: streamline glide for ≥ 2.5 metres before defined kick pattern = +1.
  • Confident: streamline glide ≥ 3.5 metres then immediate continuous kick = +1.
• Kick success criteria:
  • Keep legs straight with small ankle flicks and continuous drive for the target distance without stopping = +1.
• Breath control bonus: if child lifts head calmly and resumes a forward face‑down position or recovers to a safe stand without flailing = +1 bonus point.
• Winning condition: team with highest total points wins. Alternatively celebrate teams where every child achieves at least the base glide or kick success.

Safety and Supervision Notes for the Relay

• Maintain active spotting: teachers stand within arm’s reach of emerging swimmers and at-arm’s-length for developing swimmers during each leg.
• Use float belts or noodles for any swimmer who shows anxiety; remove as confidence increases for fair scoring.
• Keep maximum lane occupancy low to prevent collisions; stagger starts so only one swimmer moves at a time per lane half.
• Teachers keep hands free and ready to scoop under the child’s chest if a child loses balance; call a stop and assist immediately if a child is face-down and not breathing rhythmically.

Adaptations — Emerging, Developing, Confident

• Emerging swimmers
  • Distance: glide 1–1.5 m, kick 1–2 m to finish marker.
  • Support level: teacher hands-on at first two starts, then at-arm’s-length for attempts; use float belt or noodle under chest for added buoyancy.
  • Task variation: glide-only or assisted glide → stand and walk back to tag teammate. Alternatively, partner-assisted push from the wall into a gentle glide.
  • Progress marker: performer glides unassisted ≥1.5 m and completes a controlled kick to the marker on 3 out of 4 relay legs.
• Developing swimmers
  • Distance: glide 2–2.5 m, kick 3–4 m to finish marker.
  • Support level: teacher at-arm’s-length during starts; occasional hands-on correction for alignment only.
  • Task variation: glide then 4–6 kicks with a kickboard, or glide without board then immediate kick; include single-arm reach start for pull preparation as a variation.
  • Progress marker: performer glides ≥2.5 m and maintains continuous kicking to the marker on 3 of 4 legs, and breathes at the wall without panicking.
• Confident swimmers
  • Distance: glide 3–4 m, kick 4–6 m to finish marker (deeper water acceptable).
  • Support level: teacher supervision from poolside; spotting only as needed. No hands-on during normal legs.
  • Task variation: glide into a single-arm reach and one recovery pull before continuing kick; introduce glide-with-pull vs. glide-only scoring to encourage technique.
  • Progress marker: performer glides ≥3.5 m then sustains kick and integrates a single-arm reach on 3 of 4 legs while maintaining breath control.

Teacher Prompts and Coaching Cues for Relay

• Start cue: “Streamline push — long body, shoulders back.”
• During glide: “Relax jaw, ears in water, point toes.”
• During kick: “Small kicks from the hips, whisper to the water with toes.”
• Approaching finish: “Look for the wall, lift chin calmly, touch and recover.”
• Positive reinforcement: “Nice long glide — that’s control!” and “Good steady legs — keep them moving.”

Variation Options for Fair Play and Challenge

• Technique round: award extra points for meeting glide and kick form simultaneously rather than speed.
• Mixed tasks: alternate relay legs between glide-only, kick-with-board, and glide-with-single-arm-reach to practice all skills.
• Cooperative version: two teammates perform a tandem glide (one supports lightly) for emerging swimmers to build confidence and teamwork.

Assessment tasks (pass/fail and graded markers)

• Task A — Back float and recovery
  • Test steps: Teacher positions at arm's length behind child. Child leans back into a relaxed back float, breathes normally, then rolls forward or reaches down to retrieve feet and stands unaided from the float.
  • Pass condition: Child floats on back unassisted for a continuous glide of 3 metres (or equivalent distance across pool) and returns to standing without teacher hands-on support.
  • Graded markers:
    • Emerging: Requires hands-on or steadying contact for >50% of float, floats <3 metres.
    • Developing: Floats unassisted for 3 metres but needs verbal prompts to relax or to initiate recovery.
    • Confident: Floats unassisted for 6 metres with slow, relaxed breathing and recovers smoothly to standing.
  • Teacher observes: head neutral and ears in water, hips high, legs relaxed, slow regular breath pattern, and ability to roll or reach feet to stand without teacher hands-on assistance.
• Task B — Front glide from kneel/step
  • Test steps: Child pushes from kneel or pool step into a streamlined front glide (arms extended overhead, chin tucked) and holds glide until momentum stops, then returns to standing or creeps back to wall.
  • Pass condition: Glide from kneel or step into a streamlined position and travel at least 3 metres before initiating kick or recovery, without teacher hands-on assistance.
  • Graded markers:
    • Emerging: Glide of 1–2 metres, requires board or noodle to hold bodyline, or teacher at-arm's-length support for entry.
    • Developing: Glide 3–4 metres from kneel/step with visible streamline and minimal wobble; initiates kick after glide.
    • Confident: Glide 5 metres or more with straight bodyline, toes pointed, and immediate continuous kicking after glide.
  • Teacher observes: straight arms overhead, tight streamline (ears between upper arms), toes pointed, minimal knee bend during glide.
• Task C — Kick on front with and without board
  • Test steps: With hands on a kickboard, child kicks on front maintaining flat body; repeat without board, arms extended overhead in streamline or hands by sides for balance.
  • Pass condition: Continuous alternating flutter kick with pointed toes and steady small splashes for 5 metres with a board and 3 metres without a board while maintaining a flat bodyline.
  • Graded markers:
    • Emerging: 3 metres with board with teacher at-arm's-length support; kick shows intermittent pauses or large knee bends.
    • Developing: 5 metres with board and 3 metres without board with mostly steady kicks and toes pointed.
    • Confident: 10 metres without board and stable bodyline; consistent ankle flexion and minimal splash.
  • Teacher observes: small knee motion, ankles soft and extended, hips near surface, breath control when head lifts.
• Task D — Single-arm reach preparation
  • Test steps: From a stable kick or glide, child performs single-arm reach forward and recovers the arm back alongside the body while maintaining balance and steady kick or float.
  • Pass condition: Child completes three controlled single-arm reach-and-recover reps on each side while maintaining bodyline and steady kick or float.
  • Graded markers:
    • Emerging: Attempts a partial reach without rotation or balance control; requires teacher cueing or brief hands-on guidance.
    • Developing: Full reach with acceptable rotation and balance for 2–3 reps per side; occasional loss of streamline.
    • Confident: Controlled reach and recovery for 3+ reps per side with maintained streamline and minimal kick disruption.
  • Teacher observes: shoulder roll on reach, non-reaching arm stable, minimal yawing of hips, and steady kick throughout.

Clear progression markers indicating readiness for Lesson 3

• Child performs a front glide from kneel or step into a continuous kick for at least 5 metres without hands-on support and maintains a flat bodyline throughout the kick.
• Child demonstrates independent back float unassisted for at least 3 metres and recovers to standing without hands-on assistance.
• Child initiates a rhythmic breath preparation (head-lift or turn) while kicking and can perform single-arm reach reps with maintained balance for both sides.

Three safe at-home practice activities (with safety notes)

• Bubble and kick station (shallow pool or bath)
  • Activity: Child holds the pool edge with both hands, kicks legs with toes pointed while blowing steady bubbles through the nose and mouth.
  • Safety note: Always supervised by an adult within arm's reach; use ankle support or shallow water where child can stand if necessary.
• Streamline push-and-glide from edge (shallow home pool)
  • Activity: Child sits on the pool step, pushes off into a short glide keeping arms overhead and head between arms, then stands and repeats 5 times focusing on straight bodyline.
  • Safety note: Adult supervises pool-side; do not attempt in deep water without flotation aids and constant adult supervision.
• Kick-on-tummy game with a noodle (bathtub or shallow pool)
  • Activity: Child rests chest on a noodle, extends legs and practices alternating kicks while an adult counts or sings to encourage steady rhythm.
  • Safety note: Noodle is a training aid, not a life-saving device; remain within arm's reach and in shallow water only.

Concise feedback language for instructors

• Positive reinforcement: "Nice long arms, keep heels high — great streamline!"
• Alignment cue: "Tummy up, hips to the surface, ears between your arms."
• Legs/kick cue: "Kick small and fast from the hips — toes point like a dolphin."
• Breath/relaxation cue: "Breathe softly, blow bubbles, relax your belly and let the water hold you."
• Recovery cue: "Reach with one arm, then pull your feet under to stand — smooth and calm."
• Correction prompt: "Show me one more glide with tight arms — then we try the kick."

Primary progression goal: Child demonstrates a front glide from a kneel or step into a steady kick for at least 5 metres without hands-on support while maintaining streamline and initiating rhythmic breath preparation.