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Breaststroke Lesson Plan
Lead Names Activity Breaststroke, Swimming Year Age Number:
Date Time Duration 40 mins Special Consideration
Personal Aims
Resources and Equipment Noodle Floats Clock numbers printed and laminated Pull buoys Floats
Session Objectives Session Outcomes Participants will learn to… Participants will demonstrate… All Most Some 1 Students will develop techniques regarding aspects of BLABT within breaststroke.
All students will demonstrate aspects of BLABT as individual components of the breaststroke. Students may begin to understand combining some of the BLABT components.
Most students will be able to combine some aspects of BLABT in breaststroke and have some understanding of how to put all of the components together.
Some students will be able to combine all aspects of BLABT within the breaststroke and having good timing and coordination when combining and demonstrating these components.
Session Content Time Learning Activities Teaching Points Organisation and Safety Differentiation & Assessment
2 minutes
5 minutes BODY
5 minutes LEGS
Introduction of Learning objectives (LO’s):
- To explore aspects of breaststroke
- To gain some confidence in being able to perform components of breaststroke
Shapes of sea: After the teacher says either Starfish, Octopus, Dolphin or Hermit Crab; the students will then do a move to associate themselves with an animal in the sea.
Seahorses stuck in the mud: Two people are ‘tagger horses’ (that is depending
Develop techniques within breaststroke and make students comfortable exploring the new stroke.
Students will sit on the side of the pool with their feel on the side to avoid splashing.
Spread out to give students room to avoid bumping into each other. Students must not go past the flags.
Student will be in the shallow half of pool.
Sharing of LO’s
Teacher observation of students making the shapes that represent shapes to be made within breaststroke. Starfish = body position Octopus = the glide phase Dolphin = practicing extending the body Hermit Crab = the tucking in of the legs and arms before the glide phase
Stronger swimmers will be in deeper areas.
3 minutes LEGS
3 minutes ARMS
8 minutes ARMS
their legs more symmetrical and make sure both the legs are in sync. Students should imagine a mirror going half way down their body to get that the legs should look exactly the same just the reverse side.
With a float in their hands, student should swim 4 widths using the frog legs they have just been practicing and receiving feedback about.
Pizza Party: Everybody will copy the teacher in how to prepare the pizza (how to do breaststroke arms).
- Cut the pizza
- Tear the pizza apart
- Bring the pizza to your mouth to eat
Progression. Now when you cut the pizza if you can cool it down by
go past the half way point of the pool. Students should swap after they have given a good amount of feedback and keep trying to improve to avoid a common screw kick.
Students may use the entire pool.
Space out amongst the shallow end of the pool inside of the flags.
being given during the peer assessment.
Observation
Copying the teacher accurately which the teacher will observe.
blowing out with your face in the water and then come up and breath in when you ‘eat’ the pizza.
Using the methodology of the arms with the pizza cutting image in mind, students will play the following game with a pull buoy between their legs to use only arms. Students will play Around the Clock: Students will be split into two teams (1 and 2) randomly. Students will swim to make the time called out by the teacher. One team will be responsible for the hour hand and the other for the minute hand. The teacher will use phrases such as “quarter to two”. Depending on class could make this whole pool.
Students will help each other with the time. Students may have a float if needed and they can chose to use arms or legs or noodle for support.
Teacher will observe the swimming around the pool.
