Freestyle Foundations

Curriculum Area

Health and Physical Education - Movement Concepts and Motor Skills (NZ Curriculum)
Level: 2 – Developing understanding and control of motor skills in a range of physical activities.

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Learning Objectives

Students will:

1. Develop body coordination and confidence in the freestyle swimming stroke.
2. Practise key freestyle techniques: floating body position, arm strokes, and flutter kicks.
3. Understand the importance of breathing rhythm in freestyle swimming.

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Materials Needed

• Access to a school pool or a safe open water/swimming facility
• Kickboards (one per student)
• Cones/markers for pool edge tasks
• Brightly coloured sinkable toys (for games)
• Visual aids for correct freestyle technique (e.g., printed diagrams of proper body alignment)

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Lesson Duration: 30 Minutes

Structure Overview

• Engage (Warm-Up): 5 minutes
• Skill Development: 18 minutes (broken into focused activities)
• Game/Activity: 5 minutes
• Wrap-Up/Reflection: 2 minutes

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Lesson Plan

1. Engage (5 Minutes) – Warm-Up in/out of Pool

Purpose: To prepare the students physically and mentally for swimming while establishing a supportive, trauma-informed teaching environment.

1. Engage students with humour and rapport:
   Begin by asking each student what their favourite superhero is and how they think they swim (e.g., “Does Batman do freestyle, or does he swim like a bat?”). Tie their answers to their movements during warm-up.

2. Land Warm-Up (2 minutes):

   • Conduct a "Superhero Arm Stretch” to prep swimming muscles. Pretend to throw webs like Spider-Man, fly like Superman, or use a lasso like Wonder Woman.
   • Demonstrate freestyle arm movements standing on land. Have students copy.

3. In-Pool Exploration (3 minutes):

   • Allow students to splash and move freely for 30 seconds, reminding them gently that this time helps them feel the water's resistance and buoyancy.
   • Ask them to practice their "superhero flying stance" in the water. Have them stretch their arms forward and float, pretending they are flying through the sky.

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2. Skill Development (18 Minutes)

Break the skills down into manageable chunks to ensure success for all levels of ability.

Step 1: Body Position and Glide (5 minutes)

• Demonstrate: Show the students how to float horizontally, with their body in line with the water. Use the visual aid (diagram of correct body position). For students struggling with floating, kickboards will provide extra support.
• Practice: Have them push off the side of the pool, gliding in a straight line with arms outstretched like a superhero using their “flying stance.” Focus solely on body alignment and floating horizontally.
• Gentle encouragement for students: Celebrate small wins like staying afloat for 2 seconds or moving a small distance.

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Step 2: Flutter Kicking (5 minutes)

• Demonstrate: Show small kicks with a splash and no bending of the knees. Link this to the superhero theme: “Imagine you're kicking off the bad guys that are chasing you!”
• Drills: Students hold onto the edge of the pool or a kickboard and practise flutter kicks. Encourage them to make “bubbles” with their kick while keeping their legs straight.
• Tailored instructions for students with ADHD or learning challenges: Pair them up to encourage teamwork (e.g., one person leads counting kicks while the other performs).

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Step 3: Arm Strokes and Breathing (8 minutes)

• Demonstrate: Identify the key components:

  • Full arm rotations (like a windmill).
  • Keeping the elbow high during recovery.
  • Breathing every 3 strokes to one side.

• Practice:

  • Students take turns practising strokes while standing waist-deep (no kicking yet). This allows them to focus on perfecting their arm movements without pressure.
  • For those students ready to combine movements, ask them to practise freestyle swimming for short distances (2 to 3 metres). Use cones/markers as visual aids for end/start points.
  • ADHD-friendly tweak: Provide a “mission”—“Race to retrieve the treasure!” Leave sinkable toys at intervals in the pool for them to collect while practising stroke and breath consistency.

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3. Game/Activity (5 Minutes) – Superhero Relay

Purpose: Combine all skills in a fun and non-competitive way.

• Divide the group into two small teams of 5-6 (adjust ability levels as needed):
  • Each person must swim 3 metres using freestyle technique to “deliver a secret message to headquarters” (e.g., retrieve an item at the other side of the pool). Use bright items like plastic treasure coins, mini flags, or rings.
  • Allow students struggling with freestyle to use kickboards or modify rules.
  • Ensure everyone gets enthusiastic praise for their involvement, regardless of their ability. This fosters a positive learning environment.

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4. Wrap-Up/Reflection (2 Minutes)

• Gather students by the pool’s edge for a quick cooldown.
  • Ask each student to share one thing they learned or found fun today.
  • Reiterate key takeaways of the lesson (body position, flutter kicks, breathing rhythm).
  • Connect back to the superhero theme by letting each student choose a superhero name based on their freestyle style (e.g., "Flash Freestyle Finn").
• Thank them for their effort and remind them of the next opportunity to improve their swimming superpowers.

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Differentiation Strategies

• Year 3/4 students working below expected levels: Provide extra support with kickboards, focus on floating and kicking, and celebrate small milestones (e.g., being able to glide without help).
• Neurodivergent students (ADHD or trauma-affected): Incorporate movement-based, hands-on tasks such as collecting toys or playing mission-based games to assist focus and engagement.
• Advanced students: Offer them the challenge of swimming further distances or perfecting strokes without a kickboard.

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Assessment

Informal assessment of skills through observation:

1. Are students demonstrating improved body position, glide, and stability?
2. Are students able to perform flutter kicks with control?
3. Are they attempting freestyle arm movement with breathing coordination?
4. Are they engaging positively and showing confidence in the water?

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Extension Opportunity

Integrate a science discussion during a future session: “Why do our bodies float in water?” Link to buoyancy and density, which ties into cross-curricular opportunities (Science, Physical World).

Teacher Note

Use a bright and positive tone as encouragement goes a long way, especially in trauma-informed environments. Focus on celebrating all efforts, no matter how small.