The beneficial effects of swimming on children's bodies are generally recognized. In the medical and physiological aspect, this is the strengthening of various functional systems of the child’s body (cardiovascular, respiratory, musculoskeletal, etc.), in the psychological aspect, it is the formation of voluntary regulation of movements and actions, in the pedagogical aspect, this is not only teaching the primary school student complex actions, but also a way to develop self-regulation skills.
Swimming as an activity is characterized by a significant degree of complexity, which inevitably enhances the element of learning to the detriment of play, which, from a psychological point of view, is the leading activity for preschool children.
Taking into account the psychological patterns of child development when organizing swimming lessons in preschool institutions requires that these classes be structurally and functionally built on the principles of “open learning” in school-age pedagogy. Open learning is not limited to strictly regulated frameworks and allows modifications, both at the will of the teacher and the will of the student. With this approach, the didactic space turns out to be a “meeting place” for the multidirectional motivated activities of a child (who wants to swim and frolic) and an adult (whose goal is to teach the child to swim). The child becomes the subject of his own swimming movements, and not the object of the instructor’s pedagogical requirements.
Thus, the formation of swimming skills in preschool children should be led not so much by a special method of teaching swimming, but by the need for the child to master a broader social experience - the water area of the pool.
The basic swimming training program adopted by teachers of most kindergartens can be considered the method of T.I. Osokina. In this methodology, much attention is paid to younger and middle ages, but the issues of teaching swimming to children of older and preparatory groups are not sufficiently covered. Meanwhile, swimming instructors (not swimming experts) experience significant difficulties in teaching children of older preschool age.
Unlike the generally accepted course, at the initial stage:
Other methods of adaptation to the water space are proposed;
Supporting objects (boards, circles) are not used, as well as belaying under the back or stomach when swimming on the chest;
Exercises related to advancement are not performed at a support;
The sequence of teaching movements using the “chest crawl” method has been changed;
To properly master swimming movements, contrasting exercises (that is, exercises aimed at obtaining the opposite effect) are widely used.
Classes are conducted as circuit training, where basic swimming skills and technical elements are mastered in shallow water and improved in deep water.
Learning to swim should be preceded by pedagogical observations from the instructor, since children themselves suggest where to start with their behavior in the water. If a child is afraid of splashes, it is necessary to teach him to put his face in the water; afraid to fall - learn to get up; afraid of choking - teach how to breathe correctly; trying to pick up a toy from the bottom - teach him to dive, etc.
Parents should be actively involved in the learning process; their help is especially important at the first stage of getting used to water. Therefore, it is recommended to conduct joint parent-child activities. The example of a doll sitting in a toy bathtub demonstrates the skills that children need to learn at home before they get into the pool. All exercises are suitable for home exercises, from washing to lying on the water, both on the chest and on the back. During individual conversations and consultations, parents are given specific advice on hardening and teaching their children to swim (with showing them on the water), and at general and group meetings gratitude is expressed for their help.
The main form of learning in preschool age should be play, built on images and ideas familiar to the child and accompanied by clear expressive demonstration.
The transformation of a gaming situation into a learning one is facilitated by a consistent transition from simple movement along the bottom (getting used to the water) to learning certain swimming movements. The pedagogical principle of the transition from simple to complex acts as a condition for mastering more complex swimming techniques, their technique and teaching the child to independently perform exercises at an ever greater depth (waist-deep, chest-deep, as tall as the child).
You should not practice individual swimming movements for a long time - this may negatively affect the mastery of swimming techniques in full coordination. To develop sufficiently deep skills in performing individual elements, it is useful to learn them in classes in various combinations.
For this purpose, the entire water area of the pool (considered as a didactic learning space) is conditionally divided into play areas in which children perform a variety of exercises containing both new and covered material. In this case, the instructor can either be in the zone of mastering a new exercise or provide assistance to children who are lagging behind. The child’s transition from one play area to another is carried out at his own request, and in the senior and preparatory groups - sometimes in a stream (like circuit training).
In water, children's attention is scattered, as a result they do not perceive unfamiliar material well. Therefore, it seems more appropriate to familiarize yourself with the new material in the locker room before the start of classes on the water, where the results are summed up and homework is given.
The whole range of new sensations in the aquatic environment - the state of "half-gravity", lightness, buoyancy, looseness of muscles and joints, uniformity of pressure on the entire surface of the body immersed in water, increased depth of breathing, the massaging effect of water on the skin - in itself has a powerful effect on the psyche and body of the child. The task of an adult (teacher-instructor, parent) is to skillfully give these impressions a positive connotation and wisely use them in further education.
The main work with preschool children is determined by the general objectives of the initial stage of learning to swim: to teach children to confidently and fearlessly float on the water, as well as to swim technically correctly and economically. In the proposed “Little Dolphin” program, special attention is paid to pedagogical techniques that allow the child to quickly learn to control his body in the water, which leads to an increase in his self-confidence.
The main requirement for the teaching activities of a swimming instructor in a kindergarten is refusal to blindly follow the lesson plans of someone else’s methodology. Instead, the instructor-teacher must know and understand the sequential training scheme itself, where training tasks are arranged in order of increasing difficulty, taking into account a gradual increase in load and water depth (knees - waist - chest).
It is proposed to conduct classes at least 1-2 times a week during the academic year. Depending on the age and preparedness of the children, the duration of children’s stay in the water can range from 10 to 25 minutes. Age groups are divided into subgroups. The number of children's groups in a lesson should not exceed 10-12 people.
When drawing up approximate lesson plans, formulating tasks and selecting specific exercises, it is very important to take into account the age differences of children.
It is advisable to teach swimming in two stages - in shallow water and in deep water.
You can start teaching children swimming from the age of 5-6 years. Swimming helps strengthen the body, develops the lungs, strengthens the heart and instills courage in children.
It is better to start teaching swimming to preschool children in the summer. However, long before summer it is necessary to learn preparatory movements on land so that the child is ready for exercises in the water.
Exercises for teaching children to swim - on land:
These special exercises simulate the first movements in the water. Adults need to ensure that the child performs all recommended exercises correctly.
- Stand up straight. At the count of 1-2, the child rises on his toes, raises his arms through his sides, palms forward, first with his left hand, then with the same movement raises his right hand so that the thumbs touch each other - inhale. On the count of 3-4, first lowers the left hand through the sides, then the right one, takes the starting position, exhales. Perform 6-8 times.
- Stand up straight. On the count of 1-4, perform backward circular movements with straight arms and inhale. On the count of 5-8, make circular movements forward, exhale. Keep your head straight and perform circular movements with your arms with maximum amplitude. Repeat 2-4 times.
- Stand up, bend your torso forward, left hand at the top, palm forward, right hand at the hip. With straight arms, alternately perform circular movements forward, as when swimming in the crawl style. On the count of 1-4, raise your head, looking forward, inhale, on the count of 5-8, lower your head, exhaling. Perform 4-6 times.
- Sit on the floor, lean back, leaning on your elbows. Raise your straight legs, spread them 30-40 cm between your feet, pull them back and slightly turn your toes inward, make counter movements, as when swimming in the crawl style, do not hold your breath. Perform 4-6 times for 10-15 seconds.
- Lie on your back. On a count of 1-2, bend your knees, grab your shins with your hands and press them tightly to your chest, while tilting your head and pressing your chin to your chest, exhale, and on a count of 3-4, return to the starting point. position while inhaling. Repeat 6-8 times.
- Get on your knees, lean your straight arms on the floor. Bending your arms, touch your chest to the floor 5-6 times, do not lower your head. Perform 3-4 approaches.
- Stand up, then squat on your toes, raising your arms up through your sides, palms forward, thumbs touching each other, keeping your head straight - exhale. Return to ref. position – inhale. Do 5-6 squats. Repeat 2-4 times.
- Jumping on your toes: alternately clapping your arms above your head, then behind your back. Breathe freely. Perform 20-30 jumps.
- Walk for 30-40 seconds.
Be sure to take a shower after class or rub your body with a damp towel. Rubbing and dousing will prepare the child's skin for cooling while swimming in a pond.
If swimming training for preschoolers is carried out in a natural body of water, then you need to choose a place with clean water, a flat bottom, not a fast current, with a water depth of no more than 30-50 cm, and when bathing children, the water depth should not exceed 60-80 cm in 2 -3 meters from the shore.
Teach your child to follow certain rules for swimming in bodies of water:
- go to the toilet in advance,
- you can start swimming only an hour after eating,
- When entering the water, you first need to wet your face and under your arms with water.
The duration of bathing in the first days is limited to 2-5 minutes and gradually increased to 10-20 minutes. If a child's lips turn blue or he is trembling, he should immediately be taken ashore, rubbed with a towel and dressed in dry clothes.
Exercises for teaching children to swim - in the water:
The success of the first lessons in water largely depends on the child’s preparation: whether he performed the special exercises given above, or whether he did morning exercises every day.
When learning to swim, you should not force children; try to interest them, praise them for their success - all this will make the learning process easier.
First, you need to help your child learn not to be afraid of water: let him run in the water near the shore and play with inflatable toys. But it is not recommended to put an inflatable rubber ring on a child.
Although a child is always drawn to water, for the first time in a pond he may experience unpleasant sensations: even in a shallow place he may choke, fall into the water, unsuccessfully try to get to his feet, etc. This can frighten him, so adults need to be especially careful attentive. Remember that some exercises may be difficult for a child. There is no need to raise your voice and get irritated, but simply explain what needs to be done and what his mistake is, and supplement the explanations with a personal demonstration.
This set of exercises helps to learn the simplest way of swimming, easy for children - this is swimming without taking your hands out of the water, it is also called “doggy” swimming. Children perform all exercises while waist-deep in water, facing the shore.
- Exercise "Shower". Standing in the water, scoop up handfuls of water and pour it on your head, without closing your eyes. Perform 5-10 times.
- Exercise “Walking on the bottom.” The child walks along the bottom with his hands lowered into the water, waving both hands at the same time and alternately with each hand.
- Exercise “Immersion in water with your head.” Two children stand facing each other, holding hands. One of them takes a deep breath through his mouth, squats, lowering himself into the water for 3-5 seconds, the other child stands. Then the other one dives in, and this one holds his hands. Each dives 5-6 times. After surfacing, you don’t need to wipe your face with your hands; just shake off the water with your head.
- Exercise “Opening eyes in water.” Two children simultaneously take a breath, squat down, immerse themselves in the water, open their eyes and pick up pebbles or previously placed objects from the bottom. Children can hold hands.
- Exercise “Exhale into the water.” Two children stand facing each other, holding hands. After taking a deep breath through the mouth, one of them or both at once squat down and plunge into the water. In the water, they exhale vigorously and continuously through the mouth and nose, so that bubbles are visible on the surface of the water and open their eyes. Repeat the exercise 5-10 times. When surfacing, do not wipe your face with your hands.
- Exercise “Lie with your chest on the water” - a very important exercise, which, when completed, will be interesting for the child, and learning will go faster. The main task is to lift your legs off the bottom and lie with your chest on the water. To do this, you need to put your legs apart and raise your arms up. The child takes a deep breath, bends down, puts his hands on the water, slightly pushes off the bottom with his feet, and lies down on the water. In this case, the face is immersed in water to the middle of the forehead, the hands lie on the surface of the water, the heels are slightly covered with water. You need to remain in this position for 3-5 seconds.
- Exercise. Perform the same exercise, but connecting your legs and arms.
- Exercise "Sliding on the chest." Standing in the water, raise your hands up and connect them with your thumbs. Take a deep breath, sit down and bend over, lower your head between your hands, push off from the bottom with both feet and do not raise your head as long as you can slide through the water. After completing 2-3 slides, take 5-10 exhalations into the water.
- Exercise "Movement of legs in crawl." Lie with your chest on the water, holding onto a support, and make counter movements with your legs. Having learned to glide through the water without support, you need to make sure that your legs are not tense, your toes are pulled out, and your feet do not leave the water.
- Exercise "Movements of arms and legs." If the child has already learned to move through the water using his legs, then rowing movements with his hands are added to this exercise. Having made a stroke, do not remove your hand from the water; it passes as close to the body as possible to make the next stroke. Make sure your legs move more often than your arms.
- Exercise “Correct breathing”. Now it is important to learn how to breathe correctly: lift your head up to your chin out of the water, while taking a short breath, then lower your head, making a long exhalation into the water. During inhalation, the arms and legs do not stop moving, and the body does not bend.
By swimming in this way, in the future the child can successfully master another method of swimming - crawl.
Soreness" href="/text/category/boleznennostmz/" rel="bookmark">painful condition, physical defect, but also a state of complete social, physical and mental well-being.
In recent years, the Russian Government has attached great importance to demographic policy, improving the health of the nation, and the development of physical education and sports. On December 4, 2007, Federal Law No. 000 “On Physical Culture and Sports” was adopted. On December 25, 2008, an amendment was adopted to it: “The principle of ensuring everyone has free access to physical culture and sports, as a necessary condition for the development of the physical, intellectual and moral abilities of the individual, the right to engage in physical culture and sports for all categories of citizens and population groups.”
It is well known that swimming has a great healing effect on the entire child’s body and is a powerful means of hardening. Systematic exercises in water harmoniously develop all major muscle groups, train the heart and lungs, and strengthen the human nervous system. The health-improving, therapeutic and hygienic importance of swimming in the life of a person, and especially a child, cannot be overestimated. It is so great that a medical committee has been formed under the International Amateur Swimming Federation, which is engaged in both developing recommendations and disseminating best practices in swimming among the population, and, first of all, children. In addition, the ability to swim is a vital skill. It is better to start learning to swim at the age of 3-4 years: it is at this age that the child becomes not only physically, but also psychologically ready for meaningful learning.
This Program has developed the most rational teaching method, systematized material from many years of practice, selected taking into account the age characteristics of children from 3 to 7 years old, and used scientific methods recommended in the literature published for children's institutions. Exercises that correspond to the age characteristics of children are selected and arranged in a certain sequence. The most difficult exercises are divided into elements and studied separately; after practice, they are combined into one whole movement, then work is done on the technique of execution in this direction.
The program is structured in accordance with generally accepted pedagogical principles. At the initial stage, the principle of accessibility is observed, and later - the principles of consciousness and activity in the formation of a stable interest in children: both in the learning process and in a specific task in each lesson. The principle of individualization is observed, the individual characteristics of the physical and mental development of each child are taken into account. The basis of physical education is sports training, the concept of which today, in fact, is the only scientifically based concept of motor potential management. It is no coincidence that teaching and training are a single pedagogical process. Taking this into account, competitive swimming was taken as a basis ("Swimming", 2003).
The author transformed the classical method of teaching swimming into a modern technological model of high-speed, high-quality mastery of swimming techniques for preschool children. The program provides training in exercises that help the child quickly get used to the aquatic environment and master the techniques of various methods. This development meets all the basic requirements, defines the basic principles of the methodology that make it possible to reduce the time for developing swimming skills in various ways, and also contains a plan-program of swimming lessons for different age groups, general developmental and special exercises, lesson plans, scenarios for holidays on the water .
The use of this technique will allow the majority of children in preschool educational institutions to master swimming skills, have a sufficient range of movements, enter school active, strong, ready for changing conditions and more significant loads; by the end of their education, the children will have laid the foundation for the formation of the musculoskeletal system.
“Swimming is an important means of physical education and is one of the most popular sports” - (, “Teaching swimming at school”, 1974).
Introduction
Children come to kindergarten with different physical abilities. Some are stronger, some are weaker, some are more active, others are more passive. Learning to swim is a complex pedagogical process, it is especially difficult to teach children, because it is necessary to teach all children to swim, not only the desperate, capable ones, but also the initially cowardly ones and, it would seem, completely incapable of learning. The teacher must teach children to perform exercises that they have not yet encountered in everyday life, help children learn to overcome emerging difficulties, develop character and resistance to stressful situations.
For the vast majority of children, swimming lessons are very beneficial. “Although there are situations when, according to the recommendations of some doctors, a child needs swimming classes (scoliosis), while other specialists (ENT) say that these classes are contraindicated” (Teaching Children to Swim at an Early Age, 2006).
Doctors' prohibitions are not always justified. Due to “poor” health, such children who have not mastered basic swimming, diving and breathing skills are at risk in natural bodies of water. And all sorts of situations can arise in life and they can end tragically.
The goals and objectives of primary swimming training for children can be formulated as follows:
1. Use of all factors that contribute to strengthening the health of children and their physical development.
2. Increasing vitality from an early age, preserving life in natural reservoirs. Developing a child’s ability to confidently and fearlessly float on the water.
3. Lay a solid foundation for further swimming:
Learn preparatory exercises
Master the elements of sports swimming,
Master 4 sports swimming methods: front crawl, back crawl, butterfly, breaststroke.
4. Development of the child’s personality and abilities.
Swimming is a complex, highly coordinated movement. Hundreds of muscles work. All joints must be flexible and mobile - feet, knee joints, pelvic, wrist, elbow, shoulder joints. The entire spine, all its sections, should be mobile and flexible.
Systematic exercises in water harmoniously develop all major muscle groups, train the heart and lungs, and strengthen the child’s nervous system. It is better to start learning to swim at the age of 3-4 years; at this age the child is psychologically and physically ready for meaningful learning. At this age, the child can already complete an exercise on a verbal task and perform meaningful actions, gets used to developing hygiene skills (dressing and undressing independently, washing in the shower, using soap and wiping with a towel).
In the initial period of education, the main task is to overcome children’s fear of water, perceive water as their native element, and love for water. Therefore, it is recommended to use more exercises and games aimed at proper breathing and immersion with breath holding.
During all swimming lessons, you should observe how children react to the load. During the lesson, you can reduce the load or, conversely, increase it. Try to approach each child objectively: take into account mood, mental stability, character.
Starting from the senior group, in addition to the program material, it is recommended to include elements of applied swimming in the final part of the lesson. Unlike other types of physical exercise, the child is forced to hold his breath for a more or less long time. Before diving, you need to take several deep breaths and exhale), then take a deep breath and hold your breath. All these exercises and games with elements of applied swimming prepare children for unexpected and difficult situations on the water. If the child is not prepared, then such situations (waves, entangled in seaweed, heavy wet clothes, etc.) can lead to fear and incorrect actions.
Required list of educational material: large and small swimming boards; "kolobashki"; hoops; baskets with toys, balls; slide for riding and relaxing; rubber fins.
Rubber fins are one of the main attributes in swimming training sessions. They develop the muscle mass of the legs, increase the flexibility and mobility of the foot, which is also a preventive measure in the fight against flat feet, help develop the sense of water and speed, they are indispensable when teaching footwork techniques, learning breathing, swimming in full coordination in all sports methods, except “ breaststroke."
With children, improvised materials are often used: hoops, balls, rubber and sinking toys, pebbles, large and small swimming boards - “boats”. The pool must have a dividing track, which is used both during classes and at competitions and holidays.
The water temperature in the pool for children in younger groups is 33-34 degrees Celsius, for middle and older groups of children the temperature can be reduced to 32 degrees, and preparatory groups can swim at a temperature of 30 degrees.
The instructor must remind all children, without exception, about the rules of behavior in the pool. Pranks and pampering are not allowed; they can lead to irreparable consequences.
In the younger and middle ages, children practice without swimming goggles, and in the senior and preparatory groups, it is advisable for every child to have goggles.
With a skillful approach, children quickly get used to the water, willingly perform the exercises offered to them and play in the pool. Children themselves, by their behavior during classes, prompt the teacher in solving the task. When children master all sports swimming methods, they can move on to “big water”: an adult pool, a river, or the sea. The only obstacle may be a psychological barrier - depth. To make it easier to overcome, adults should be with the children: parents or a coach. In addition, it is necessary to begin preparing children for this transition in the senior and preparatory groups. To ensure that children are not afraid of depth, you can use interesting exercises: jumping from the side of the pool, sliding down the “water park” slide, performing somersaults forward and backward in a group, collecting pebbles and various objects at the bottom. At the same time: it is better to pour as much water into the pool as possible so that children do not touch the bottom of the pool with their feet.
Classes in kindergarten are held once a week for young children and 2 times a week for middle and older children. Those children who successfully study and show good skills can take additional classes 2 more times a week. Thanks to additional training, young swimmers master swimming techniques perfectly. They have excellent posture, a well-developed muscle corset, they are hardy, and can easily cope with physical activity.
Diagnostics
Junior and middle groups
High level:
1. Walking exercises. Children move confidently around the perimeter of the pool without support.
2. Running, jumping. Children confidently, clearly and correctly perform simple exercises in running and jumping.
3. Exhale into the water. When exhaling into the water, children descend completely under the water, exhaling vigorously (“big bubbles”).
4. Stepping over and diving into a hoop. Children step freely and confidently through the hoop and dive into it.
5. “Arrow” with and without support. The children's arms and legs are straight, their heads are completely lowered into the water, their shoulders are relaxed. The exercise is performed with and without support.
6. “Float” with and without support. In a group, children squat to the bottom, hold their breath, and float up. Can be performed with support, holding the handrail with one hand.
Average level:
1. Walking exercises. Children move around the perimeter of the pool, sometimes using support (holding onto the handrail, side, walkway).
2. Running, jumping. Children do not quite confidently and correctly perform simple exercises in running and jumping (falling into the water, poor coordination of movements).
3. Exhale into the water. When exhaling into the water, children do not lower their heads low enough into the water (the eyes and nose may remain above the surface of the water, the exhalation is weak, there are few “bubbles”).
4. Stepping over and diving into a hoop. Children step over the hoop, but do not dive deep enough into it, and try to lift the hoop up.
Shoulders are tense, children's legs are not fully straightened or spread shoulder-width apart. When trying to take an unsupported position in the water, belay yourself with one hand or ask for help from an instructor.
6. “Float” with and without support. In a group, children squat to the bottom, as soon as they “take off” from the floor, they immediately get to their feet.
Low level:
1. Walking exercises. Children move around the perimeter of the pool only holding onto support (handrail, side, walkway).
2. Running, jumping. Children do not confidently and correctly perform simple exercises in running and jumping (children lack attention).
3. Exhale into the water. When exhaling into the water, children do not lower their face into the water (they blow into the water, forming a “hole”; the exhalation is short and weak).
4. Stepping over and diving into a hoop. Children step through the hoop, but do not put their face in the water.
5. “Arrow” with and without support. The children's arms and legs are bent, their faces are not completely lowered into the water, their shoulders are tense.
7. "Float". Children do not squat deeply enough into the water, do not group under water, and cannot hold their breath while inhaling.
Senior groups
High level:
1. Exhale into the water. Exhalations are energetic, long (“large bubbles”). Performed one time in a row without stopping.
2. "Arrow" and sliding. Performed with straight arms and legs, head lowered into the water. While performing the slide, exhale into the water.
3. "Screw". The exercise is performed on the chest, the body turns onto the back, then back onto the chest (rotate 180, 360 degrees). The legs perform a crawl movement, the arms are straight. When turning onto your back, the torso maintains a straight position (stomach at the surface of the water, gaze upward).
4. Performed with or without a swimming board. The legs are straight, work quickly alternately, with a large amplitude (“seething trail”).
5. Swim “chest crawl” in full coordination for 6–12 m without stopping, while holding your breath or with voluntary breathing. Legs are straight, work quickly alternately, arms are straight, work slowly, alternately.
Average level:
1. Exhale into the water. After each exhalation there is a pause, wipe your face with your hands, the exhalation is not long enough.
2. "Arrow" and sliding. The arms are not fully straightened, the legs are shoulder-width apart or half-bent, the toes are not pointed, it is performed with poor repulsion, and the gliding speed is quickly lost.
3. "Screw". When turning onto your back, the pelvis drops low, the head goes under the water, the arms are bent, the legs are bent.
4. Front crawl footwork. Performed with or without a swimming board. The legs are excessively bent at the knee joints, there is no movement “from the hip”.
5. “Crawl on the chest” in full coordination. Short stroke with arms, sluggish movements with legs. To inhale, the child steps on the floor with his feet.
Low level:
1. Exhale into the water. Exhalations into the water are short, the face is partially lowered into the water, after each exhalation there is a long break in time.
2. "Arrow" and sliding. The head is raised above the water, the legs “sink”, the shoulders are tense, the arms perform small movements.
3. "Screw". Turning onto your back does not work, or when turning onto your back, there is a strong flexion in the hip joints, the chin is pressed to the chest (“sits” in the water).
4. Front crawl footwork. The feet are bent, the movement of the legs is performed with a large amplitude, not always in the vertical plane and for a short time.
5. “Front crawl” in full coordination. Movements of arms and legs are not coordinated. To inhale, the child steps on the floor with his feet.
Preparatory groups
High level:
1. Front crawl footwork. Swim a given length of 12–24 m with straight legs (“from the hip”) with an optimal range of motion, toes pointed. There should be a “bubbling trail” on the water.
2. “Front crawl” in full coordination. Hands work slowly alternately, legs quickly, “from the hip.” Breathing is performed towards the hand that completed the stroke, after 2–4 cycles of movements.
3. The movements are performed with straight legs “from the hip”, the body position is straight, the stomach is at the surface of the water, the gaze is directed upward, the arms are straight at the top with or without a swimming board.
4. Coherence between arm and leg movements. Rotation of straight arms in a vertical plane (next to the head, next to the hip). Straight legs work continuously, knees do not show out of the water, breathing is uniform.
5. The delay after a deep breath when diving is 15 – 20 – 30 seconds. Underwater, children navigate with their eyes open in a circle of 3–5 meters. During one dive, 3–5 items are retrieved.
Average level:
1. Front crawl footwork. Large range of leg movements, excessive bending of the legs at the knee joints. Quick fatigue when swimming a distance of 12 - 24 m.
2. “Crawl on the chest” in full coordination. A short stroke with the arms, sluggish movements with the legs, inhalation is performed by raising the head up, with a long pause (at the same time, the legs drop down, the correct position of the body is lost).
3. Footwork “back crawl”. The arms are bent at the top, the face is lowered into the water, the chin is pressed to the chest, the pelvis is lowered (the swimmer seems to be “sitting” in the water).
4. “Back crawl” in full coordination. The arms are bent, the arms are carried far from the vertical. Legs don't work efficiently enough. Breathing is delayed, exhalation is not done completely.
5. Diving and retrieving objects. Diving with a short breath hold is up to 10 seconds. Underwater, children do not always navigate with their eyes open in a circle of 1–2 meters. During one dive, 1–2 objects are retrieved.
Low level:
1. Front crawl footwork. Bent legs perform erratic movements, not always in the vertical plane, get tired quickly, forward movement is slow, practically “standing still.”
2. “Front crawl” in full coordination. Inconsistency of movements between the arms and legs, the stroke of the bent arm passes far from the trajectory of the body and head. The child swims while holding his breath for a short distance (2 - 3 meters). To take a breath, becomes your feet on the floor.
3. Footwork "back crawl". Bent legs are strongly shown out of the water (“rides like on a bicycle”), the pelvis is lowered, the head is under water. Swims while holding your breath.
4. “Back crawl” in full coordination. Inconsistency between arm and leg movements. A significant oscillation of the body from left to right, the face is under water, the swimmer is “sitting in the water.”
5. Diving and retrieving objects. The breath hold is less than 10 seconds. Children have poor orientation underwater and dive with their eyes closed. In one dive they may not get any of the items.
Junior group
During swimming lessons for children of the younger group, all factors that contribute to strengthening the health of children and their physical development are used.
Teaching children of the second younger group involves the implementation of the following tasks:
1. Develop the habit of not being afraid of water in children.
2. To form a positive attitude in children towards swimming lessons, reinforcing it with positive emotions during lessons.
3. Instill in children the habit of hygiene skills: teach them to dress and undress independently, teach them to take a shower, use soap, and dry themselves with a towel.
4. Develop motor skills and abilities:
a) enter the water with the help of an adult and independently;
b) perform various jumps at the side, with and without support;
c) be able to run in the water in different ways: one after another, at will, splashing with your feet, splashing water with your feet, raising your knees high, helping yourself with your hands, running away from an adult, catching up with him;
d) perform simple walking exercises with different hand positions, large and small steps, bending over, etc.;
5. Teach children to breathe in water, and also to blow on a toy or on water.
6. Teach diving and holding your breath in water.
7. Teach rules of behavior in water.
In the younger group, learning begins with play. The game is part of the lesson, it is not accidental. The game improves the emotional state, helps the child overcome the feeling of fear of water and uncertainty. The main objectives of the game are to master and consolidate the elements of swimming technique and harden the body. Learning games occurs gradually, from simple games to complex ones. At the same time, previously studied games alternate with new ones. I must say that every activity for children is also a great joy. Using game elements allows you to save it throughout the lesson. While playing, even the most timid children quickly get used to the water. Each lesson includes:
Introductory part (5 minutes) – preparatory exercises on land;
The main part (20-25 minutes) is learning new material, working on improving skills;
The final part (3-5 minutes) – independent swimming, water games.
When preparing and conducting classes, the following requirements are decisive for the instructor:
Teach children proper breathing and holding it;
Teach the rules of behavior on the water, and prevent violations of these rules;
When teaching children, pay attention to the correct position of the arms, legs, torso, and head;
Monitor the correctness of the starting position and the beginning of the movement;
Provide assistance and insurance;
Explain the procedure for performing the exercise clearly, specifically, and understandably;
Throughout the year, fun relay races and swimming with inflatable toys should be held. At the end of the school year, celebrations are held on the water.
Exercises used in swimming lessons in the junior group:
1. Walking:
Walking along the side on your toes;
In a half squat;
Helping yourself with rowing movements /one, two hands/;
In a tilted torso position, hands behind your back.
2. Running and jumping exercises:
Run along the side of the pool, holding on to a handrail or a toy, run in any direction without support;
Raising your knees high, helping yourself with your hands;
Jumping with and without support - “sparrows”;
Jumping with clapping on the water;
Jumping “who is higher”, with and without support.
3. Exercises with water and immersion in water:
Wash your face with water: “wash off the soap suds” - spray on your face, hands, chest;
We pour water on the head - “rain”;
Let's play "Ladushki" with water;
- “rain” - weak, strong splashes;
- “the birds are washing themselves” - we lower our nose into the water (left - right);
Learn to play in the water independently and with a teacher.
- “Little and big legs”,
- "The fish are frolicking"
- “Catch the water”
- “Waves on the sea”,
- “Catch up with me”
- “Boat”,
- “Sun and Rain”,
- “Crossing”.
Lesson plan for children of the younger group, methodology and technological implementation
Lesson No. 1.
Objectives: teach children the rules of behavior in the pool, in the water, teach them how to enter the water with the help of an instructor, and cultivate positive emotions for classes.
Exercises on land (1-2 min.).
Exercises in water:
1. Entering the water, holding the handrail with both hands, the instructor belays.
2. Free walking, in pairs, with an instructor, with toys, holding the handrail (2-3 minutes).
3. Exercise “rain”. Children take water into their palms and pour it onto the toy, then onto themselves (1-2 minutes).
4. Exercise "splashes". Hit the water with your palms one at a time, then together (1-2 minutes).
5. Game “Boat” (2-3 times): walking at will, imitation of hand work with “crawl”.
6. Free swimming with inflatable toys.
7. Exit from the water.
Lesson No. 2.
Objectives: continue to teach how to fearlessly enter the water, not be afraid of splashes, repeat the rules of behavior in the pool, cultivate a positive attitude towards water.
Exercises in water:
1. Entering the water, formation.
2. Walking one after another, holding the handrail (1-2 min.).
3. Walking on toes - “giants” (30 sec. - 1 min.).
4. Walk freely, holding a toy and freely (1-2 min.).
5. Exercise “rain”. Children splash water upward, first lightly, then heavily - “light rain, heavy rain” (1-2 minutes).
6. Game “Boat”: walking, imitation of hand crawl, perform from side to side (4 times).
8. Exit from the water. The instructor helps the children climb the stairs.
Lesson No. 3.
Objectives: teach children to run in all directions and then line up at the side on command, continue learning how to fearlessly enter the water, cultivate interest in water and exercise.
Exercises on land (2-3 min.).
Exercises in water:
1. Entering the water independently and with the help of an instructor.
2. Walking around the pool one after another and scattered (3-4 minutes).
3. Exercise “rain”. We collect water in our palms and pour it over our arms, shoulders, head, back, splash the water upward (1-2 minutes).
4. Exercise “washing” (5-6 times).
5. Exercise “rinsing clothes” (1 min.).
6. Game "Boat". Walking from side to side with hands crawling, using oars like a boat (4 times).
7. Free bathing with toys.
8. Exit from the water.
Lesson No. 4.
Objectives: learn to perform jumps at the side, learn to form a circle in the water, holding hands, cultivate a desire to practice.
Exercises on land (2-3 min.).
Exercises in water:
1. Entering the water with the help of an instructor.
2. Formation at the side. Walking around the perimeter of the pool, holding the side with one hand (1-2 min.).
3. Jumping on two legs, standing at the side and holding on with both hands (30 sec.-1 min.).
4. Exercise “round dance”. Holding hands, walking in a circle (1-2 min.).
5. Exercise “rain”. Standing with your face in a circle, splash water up and forward (1-2 minutes).
6. Games “Boat”, “Small and Big Steps”: alternately take big steps “walk like giants” and small steps “walk like little ducklings” (4-5 min.).
7. Free swimming with inflatable toys.
8. Exit from the water.
Lesson No. 5.
Objectives: continue to teach how to fearlessly perform exercises at the side, teach children to boldly dive into the water, hold their breath, and develop attention.
Exercises on land (2-3 min.).
Exercises in water:
1. Entering the water, lining up at the side.
2. Jumping while holding the handrail with your hands, possibly with splashes (30 sec.-1 min.).
3. Game “Ladushki” with water: make splashes of water (1-2 min.).
4. Exercise “rain” - strong, weak. Execute on command (2 min.)
5. Game “Pike and Fish”, the instructor plays with the children (4-5 min.). Children (“fish”) move around the pool in different directions, helping themselves with their hands. The “pike” (its role is played by the instructor for the first time) stands in the corner of the pool. At the signal “The pike is swimming!” children “swim away” to the side and plunge into the water up to their chins, and those who can, even deeper. Children should not run to the side before the signal and should not push each other.
6. Free bathing with toys.
7. Exit from the water.
Lesson No. 6.
Objectives: teach jumping with and without support, strengthen the ability to move freely in water, teach how to draw air into your cheeks and hold your breath.
Exercises on land (2-3 min.).
Exercises in water:
1. Entering the water, formation.
2. Jumping near the side:
Holding the handrail with both hands;
Holding the handrail with one hand;
Perform jumps on two legs without support;
With clapping on the water (3-4 min.).
3. Exercise “rain” - strong, weak (1-2 min.).
4. Games “Storm at sea”, “Fine weather” (2-3 min.). Immerse your hands in the water and move it from side to side - “storm”, stroke the water, “calm” it - “fine weather”.
5. Exercise “washing” (1-2 min.).
6. Take air into your cheeks and blow on the water to create a “hole”.
7. Puff out your cheeks, cover your face with your palms and “hide” in the water. Repeat the dive (3-4 times).
8. Game “Steam Locomotive” (2-3 times). Children hold on to each other (by the belt) and, at the instructor’s command, move through the water imitating a “train”; at the instructor’s command, “stop” - the children must stop and sit down (their hands remain on the belt).
10. Exit from the water.
Lesson No. 7.
Objectives: learn to move like a snake, in pairs, continue learning exercises at the side.
Exercises on land (2-3 min.).
Exercises in water:
1. Entering the water, formation.
2. Walking around the perimeter of the pool, holding the handrail with one hand:
Normal walking;
On socks;
In a squat, in a half-squat (2-3 min.).
3. Walking “snake” behind the instructor (2-3 minutes).
4. Bunny jumps (30 sec.-1 min.).
5. Walking in pairs one after another around the perimeter of the pool (2-3 minutes).
6. Exercise “Rain” - weak, strong. Performed at the side (1-2 minutes).
7. Running in all directions. Game "Catch-up", the leader is the instructor. On command, the children scatter in all directions, the instructor catches up (4-5 minutes).
8. Game "Crossing". Run from side to side at the command of the instructor (2-3 min.).
9. Exit from the water.
Lesson No. 8.
Objectives: teach to perform exercises on command, teach children to exhale into water, cultivate courage, and the ability to listen to the instructor.
Exercises on land (2-3 min.).
Exercises in water:
1. Entering the water, formation.
Normal walking;
On socks;
In a half-squat, in a squat;
- “swimming in a boat”, walking, the torso bent over with arms working in “crawl” and “breaststroke”, (raking the water away from us) 3-4 minutes.
3. Run after each other around the perimeter of the pool (1 min.).
4. Running in all directions (1 min.) followed by formation at the side at the command of the instructor.
5. Jumping with clapping on the water (1-2 min.).
6. Exercises “rain”, “storm at sea” (3-4 min.).
7. Exercises “washing”, “blowing on the water like hot tea” - so that there is a “hole” in the water (2-3 minutes).
8. Game “Fishes are frolicking” (2-3 min.). Line up the children in a circle. At the instructor’s signal, “The fish are frolicking,” the children jump on two legs. At the signal “The fish are resting,” they squat down. You can allow jumping on two legs and then falling into the water. Children must listen carefully to the instructor and perform movements when given a signal. Remind children not to push each other.
9. Free bathing with toys.
10. Exit from the water.
Lesson No. 9.
Objectives: continue to teach children to independently move from one side to another, teach them to jump while holding the handrail.
Exercises on land (2-3 min.).
Exercises in water:
1. Entering the water, formation.
2. Walk on command from one side to another (4-5 times).
3. The same exercise - running (4-5 times).
4. Game “Crossing” (2-3 min.). The players line up in one line along the side wall of the pool at an arm's length from each other. At the instructor’s command, they all begin to “cross over to the other side” together. Children help progress in the water with rowing movements of their hands, saying:
“I’m pushing, pushing with my hands on the water,
Water helps me choose the path.”
You can’t push each other or splash, keep your fingers closed.
5. Game “Sunshine and Rain” with a ball in a circle (2-3 min.). Children stand in a circle. There is an inflatable ball on the water. At the instructor’s command “rain,” children begin to splash water on the ball; at the command “sunny,” they begin to stroke the water with their palms, calming it. Make sure that children do not pick up the ball or throw it around.
6. Exercise “balls”. Holding the handrail, jump and squat into the water (1-2 minutes).
7. Free bathing with toys.
8. Exit from the water.
Lesson No. 10.
Objectives: teach children to put their face in the water, puff out their cheeks with air, and not be afraid of water.
Exercises on land (2-3 min.).
Exercises in water:
1. Entering the water, formation.
2. Walking around the perimeter of the pool:
Normal walking;
On your toes, raising your arms up;
Like a heron, raising her knees high;
Walking with the help of hands, “sailing on a boat” (4-5 min.).
3. Run after each other (30 sec.-1 min.).
4. Exercise “washing” (1 min.).
5. Exercise “birds wash their noses” (1-2 min.). Lower the “spout” into the water and make turns left and right. Make sure your cheeks are puffed up with air and hold your breath.
Starting from a certain age of the child, many parents think about in what narrower direction to direct his colossal energy. Of course, the choice of a future activity is directly influenced by the child’s inclinations, personal qualities and abilities, but there are objective criteria for choosing a section:
- stimulation of physical and mental development;
- health benefits;
- pleasure from classes.
One of the first on the list of such activities is swimming. Firstly, it strengthens the muscles of the spine and the entire body as a whole, laying an excellent foundation for health. Secondly, constant swimming lessons not only have a beneficial effect on physical development, but also develop in the child such character qualities as determination, perseverance and patience. Thirdly, with the right approach, the learning process can bring a lot of vivid emotions and impressions. And even if your baby does not become a star in one of the water sports, the ability to swim will be useful to him in everyday life.
When, how and where to start swimming lessons?
Giving preference to swimming, parents are faced with a number of questions - for example, at what age is it better to start teaching children to swim, and where to actually start trying to teach a child to swim. Parents of those children who have not yet turned 7 years old are interested in the question of the peculiarities in teaching swimming to preschool children.
Starting too early will not bring any special dividends. For children after one year and up to 2-3 years old, regular bathing with their parents and toys intended for water will be quite enough. The benefits of swimming with running along the bottom, jumping out of the water, splashing and floundering will be equivalent to the benefits of swimming according to all the rules, with appropriate movements of the arms and legs and proper breathing, but in the first case the baby will definitely get more pleasure from the process.
The swimming section is one of the best options for additional activities for a child. Swimming brings great pleasure and helps strengthen the body. But you need to start classes no earlier than 5 years In any children's swimming section, coaches do not recommend trying to teach a child to swim, much less introduce him to styles in preschool age. Starting from 4-5 years old, you can teach your baby to lie on the water in a supine position. It would be useful to tell him about the physical qualities of water - for example, about its resistance to the movement of arms and legs.
It is useful to explain to your child the main nuances associated with the swimming process itself:
- sinking under water, a person exhales, and on the surface of the water inhales;
- being in a horizontal position, it is easier to stay on the surface of the water than in a vertical position.
The ideal age for learning to swim is 6, 7 or 8 years old. Such children are already able to understand what is required of them, and this plays an important role in achieving a positive result.
Who should take their child swimming and how?
This article talks about typical ways to solve your issues, but each case is unique! If you want to find out from me how to solve your particular problem, ask your question. It's fast and free!
Parents themselves can teach their baby basic swimming skills and techniques. To do this, it is not necessary to know all the styles and have the technique of a professional swimmer - the main thing is that the child is not afraid and feels confident in the water. If you want your child not only to be able to swim, but also to master various styles and the correct technique, it is better to resort to the services of a children's coach who teaches swimming.
Whatever school or swimming section is chosen, most adhere to the generally accepted lesson plan:
- dry land exercises;
- exercises in water;
- water games;
- free swimming.
If a child shows interest in classes, and parents would like to ensure his sports future or instill skills in various swimming styles, it is better to study with a professional coach Swimming pool and additional aids
A significant role in the process of learning to swim is played by the place where the lessons are held, and more specifically, in which pool. At the initial stage of learning, the pool should not be too deep, since a baby starting to swim needs to reach the bottom well with his feet, and the water should not exceed the level of the lower part of his chest. It is advisable that the length of the pool is not less than 6 meters. At this distance, it will be easy for the child to perform the main exercise - sliding.
Now there are a large number of all kinds of auxiliary things for learning to swim: fins with vests, inflatable rings and arm sleeves, much more. All these devices only harm and slow down learning. In the same sleeves, the child develops the habit of holding his head vertically above the water, while leaning on his armpits. As a result, the baby will not be able to feel the buoyancy of his own body, which will subsequently lead to the inability to stay on the water on his own. The most suitable assistant in the learning process is a swimming board. With its help, the child will be able to remain strictly parallel to the surface of the water, immerse his face under the water and slide using his legs.
Effective exercises to do at the beginning of training
In order to teach a child to lie on the water in a horizontal position and fearlessly lower his face into the water, use the following simple and easy-to-perform exercises:
- "Star". It is necessary to lie strictly horizontally on the water and spread your legs and arms to the sides in the shape of a star.
- "Float". Bend your knees, pull them to your chest and clasp them with your arms, pressing your head to your knees. Fix the position on the surface of the water.
- "Arrow". Push off with your feet from the side of the pool and, stretching out your legs and arms, slide on the surface of the water.
Initially, the child should be taught to simply float on the water, and only after that can he proceed to diving under water When moving on to diving your head under water, you should always remember that such exercises are contraindicated for children who have problem ears or nose - for example, a damaged eardrum, otitis media or sinusitis. In these cases, you should limit yourself to exercises without putting your head in the water.
Breathing technique
One of the important aspects of swimming is proper breathing. His technique is inhale quickly through the mouth and exhale long through the nose. A child’s mastery of such technology is not only necessary, but also useful. The baby will become more resilient and will be able not only to swim for a long time without getting tired, but also to run and jump for a long time on land.
How can you help your child master proper breathing techniques? Breathing training should begin on land, as it is often difficult for a child to monitor breathing and hand movements at the same time. You can also use a regular basin of water for exercises: inhale and exhale into the water. The main thing is to make sure that the child does not hold his breath when performing the exercise. Gradually you can move from the basin to the pool. Over time, such exhalations into the water will become a habit for the baby.
Sequence of training
Any training has its own sequence of presentation of the material. Swimming is no exception.
First, the child learns to swim with auxiliary elements, using only footwork. This is needed to automate the skill The order in which you need to master the movements is as follows:
- sliding on water;
- footwork;
- working with hands, ideally, each in turn;
- breath.
Each movement should be brought to automaticity and only then move on to the next one. When performing certain movements, make sure that they are continuous, smooth, and that individual muscles remain relaxed. But exercises on land, such as circular rotations of the arms with simultaneous turns of the head to the right and left, standing on one leg with arm movements to the sides and up, help coordinate movements.
Algorithm for teaching swimming to preschoolers.
Many centuries ago in Ancient Greece they said: “He can neither read, nor write, nor swim,” thereby emphasizing man’s inability to live.
There is no need to talk about the literacy and high culture of our people, but many still do not know how to swim. In his fascinating book “Take Up Swimming,” master of sports Z. P. Firsov writes: “Can you put up with the fact that you are still a poor swimmer or don’t know how to swim at all, when you can learn this at 5 or 6 years old. Do you, parents, teachers, have the right to remain indifferent to the fact that the boys and girls you educate grow up untrained in swimming? No! - say each of you. You can't put up with this! We must open a wide path for everyone to learn the correct methods of swimming.”
I completely agree with Firsov’s statement and believe that the sooner a child starts swimming, the greater the opportunity to successfully train each child, taking into account the individual data of his development, physical fitness and health status, which opens up good prospects for systematic swimming exercises in the future.
Water is both inviting and frightening. For those who cannot swim, both positive and negative emotions are associated with it. Learning to swim is much more difficult than learning other common physical exercises, such as walking and jumping. Moreover, swimming has some features that make it difficult to learn this vital sport. One of them is that students have to study in an unusual (water) environment, in an unusual body position (horizontal), in conditions that extremely complicate normal breathing, as well as the work of the visual and auditory analyzers. Increased heat transfer in water, which causes trembling in students, the inability to constantly see and hear the instructor, perceive his gestures and instructions, leads to hasty, unconscious movements. These factors make it difficult for even adults, not to mention children, to learn to swim.
Preschoolers need to be taught in a clear methodological sequence. Our kindergarten has created all the necessary conditions for the comprehensive physical development of children. There is a swimming pool measuring 3*7m where swimming lessons are held. There are 12 groups in the garden, which, starting from the 2nd youngest group, study 2 times a week. Classes are conducted in subgroups, the duration of classes is from 15 to 30 minutes.
This school year, the emphasis in swimming training was on psychomotor abilities. Giftedness is interpreted as a qualitatively unique combination of abilities that ensures the success of an activity (B.M. Teplov).
Psychomotor talent manifests itself in the sphere of movements and can be noticed by the following signs:
- Increased motor activity of the child, its diversity, the desire to master complexly coordinated movements;
- The ability to subtly distinguish movements according to spatial, force and time parameters, to perceive and create new ones based on motor imagination;
- Act as an initiator of motor activity, have your own position in its construction (explain motor actions, know their exact sequence and qualitative characteristics);
- Use your “motor baggage” in a new environment (independently implement motor skills in interesting and useful activities);
- Show persistence and passion in achieving goals.
These achievements are clearly visible from systematic observations in classes and diagnostics.
One of the main tasks when teaching children to swim is to teach the child not to be afraid of water.
During the first lessons, children need to experience some of the properties of an unfamiliar environment, learn to move in water, overcoming its resistance and at the same time using it as a support.
Children react differently to water. Much depends on the age, general physical activity of the child, water temperature and other factors.
Some children play and splash in the water with great pleasure, for themexercises “to get to know water and its properties”can be reduced to a minimum. The first manifestation of physical talent. Other children are terrified of water. In this case, this period of assimilation will be lengthened. Then games, all kinds of catch-up games, dance elements and similar exercises come to the rescue, which will gradually relieve the child of fear and allow him to finally move on to learning to swim. For example, games such as “Giant Steps”, “Boat”, Fishes and the Net”, “Catch a Fish”, “Throw - Catch Up”, “Who is Faster”, “Geese”, etc.
Water familiarization exercises are the first stage of learning to swim.
The second stage - exercises with immersion in water. The difficulty is increasing. These exercises should be introduced without haste, from short-term dives (with insurance) to independent ones with open eyes and exhalations into the water. And again: if one child plunges headlong into it already in the first lesson (the second manifestation of giftedness), then the other will decide to do it only after several lessons.
You can use the following exercises: “Put your face in the water” (try to prevent children from wiping it with their hands, remind that their face can only be put in the water with their mouth closed, so as not to inhale under water), “Reach the bottom with your hand”; “Collect toys” (with eyes open); "Battleship"; "Sit on the bottom"; “Pass the ball underwater”, “Brave guys”, etc.
All these exercises have one goal: to prevent the fear of water. Among children there are those who have a very strong fear of water. When working with such children, you need to be especially attentive, talk more, convince, and praise more often, even for an exercise that is not performed very well. In some cases, you can invite parents to classes and give homework.
The game form of exercises increases the emotionality of classes, and collective games contribute to the competitiveness of those involved, which is a good incentive for the child to complete the task no worse than his friend, and to act more boldly.
After the children have learned to put their faces in the water, I begin by the third the learning stage islearning to exhale into water. First, children blow on a light toy, then bubbles are released under the water. I repeat exercises with exhalations into the water at all stages of learning to swim. Exercises, for example, “The fish sings a song”, “Whose toy is the fastest”, “Bubbles”, “Who has the most bubbles”, etc.
The fourth stage of learning to swimincludes a group of floating exercises. No words can convince a child that water easily holds his body on the surface. He must feel it himself! But to perform these simple exercises, the child needs to show great courage. We need to help him with this by backing him up and filling his classes with games and fun. While holding their breath, children perform “Float”, “Star”, “Jellyfish”, “Shark”, “Seahorse”. You can play the game “Traps with a float”, “Pike and fish”, etc.
When the children learn to float, I’ll move on to the fifth stage learning to slide.This is very important, if a child learns to slide, he will definitely float. At first, children learn to glide with supporting devices - balls, boards, armbands, and then flippers are used.Sliding on the chest is the most important element of swimming technique.The ability to glide in water allows you to save energy when swimming and take the correct position (stretch), which will help in the future when learning to swim.
When children learn to glide correctly with support devices, these exercises are performed independently. At the same time, children learn to push off from the bottom or support while holding their breath. It is necessary to remind you to lean forward, lower your head, shoulders, and arms into the water. Before pushing off, you need to connect your hands behind your head in the “Arrow”, and only after that push off strongly. The same thing on the back.
Sixth the final stage in initial swimming training is masteringhand and foot techniques.As for leg movements, there is a certain natural predisposition. For some, alternating movements up and down are natural, for others symmetrical simultaneous movements (“frog-like”), for others, “walking” in a position on the side may be most suitable. In my work, I use the simultaneous mastery of all swimming methods (crawl, breaststroke, butterfly or dolphin). Natural predisposition speeds up the learning process and helps to choose the most appropriate method of swimming.
My swimming lessons are closely related to music, physical education, and mathematics. In water, children learn to navigate in space, collect large or small toys, toys of a certain color, and take out a number of toys from the bottom.
At the end of the school year, holidays are held on the water with older children. Parents and children of other groups are invited. Celebrations are an integral part of learning to swim. They create conditions for the creative manifestation of children’s skills in fun games and competitions, strengthening friendly relationships in the children’s team. Participation in holidays unites children and adults with common joyful experiences and brings emotional and aesthetic satisfaction. Options for holidays on the water: “Neptune’s Holiday”, “Sun, air and water are our best friends”, “Swimmer’s Day”, etc.
There are children whose parents do not allow them to swim under one pretext or another. Some work is done with such parents.
I invite them to swimming lessons, where they make sure that the pool is warm, the children enjoy being in the water, many have already learned to swim, I explain to parents that swimming strengthens children and is a vital skill.
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