ASA Aquatic Helper 1 ASA Aquatic Helper version 2

Learning Outcomes The aims of the course are to enable each delegate to: Show an understanding of pool safety Utilise effective communication in an aquatic environment Be aware of good practice in an aquatic environment Understand the principles behind Long Term Athlete Development 2 ASA Aquatic Helper version 2

Pool Safety Aims for this section are to: Identify common hazards associated with an aquatic environment Design strategies to minimise risk 3 ASA Aquatic Helper version 2

Risks & Hazards Physical hazards (building design, layout, etc) People hazards (everyone!) Activity hazards (running, jumping, swimming, diving, etc) Teaching hazards (equipment, teacher, noise, etc) Physical risk (injury etc) Ethical & Moral risk (harassment, racism, abuse, etc) 4 ASA Aquatic Helper version 2

Risk Assessment Work in pairs How many hazards can you identify in this picture? How can you minimize the risk? 5 ASA Aquatic Helper version 2

Worksheet Risk Assessment Practical Look around the pool Group Work 6 ASA Aquatic Helper version 2

Effective Communication Aim for this section are to: Establish qualities of a good teacher/coach Discover the most effective way to communicate in an aquatic environment Identify different learning styles Recognise the 3 stages of learning 7 ASA Aquatic Helper version 2

8 Good Teacher/Coach Divide into 4 groups: Qualities of a good teacher/coach Qualities of a bad teacher/coach Reasons for bad behaviour Reasons participants improve Group Work

Communication Verbal Descriptions, Language, Q&A, Discussion, Instructions, Commands, Feedback appropriate volume & tone positive clear interesting short & simple question & answer accurate 9 ASA Aquatic Helper version 2

10 Group Activity Understanding verbal communication Pair Pictures Activity Learner Guide page 7 Communication

Non verbal Pictures, Videos, Demonstrations, Activity cards, Models, Posters appropriate position accurate (practise) clear talk through actions allow immediate practise Body Language Intrinsic Feedback 11 ASA Aquatic Helper version 2 Communication

ASA Aquatic Helper version 2 12 Group Activity Power of non-verbal communication Silent Activity Communication

Praise and Feedback Praise – “well done” without clarification Feedback – specific information – what the participant has done correctly (or incorrectly) 13 ASA Aquatic Helper version 2

14 What will the coach do? What could you do? What information do you need? Session Plans, Schedules & Activity Cards Prepared by teacher/coach Working as part of the Coaching Team

ASA Aquatic Helper version 2 15 After each session complete an evaluation To help you improve. Identify strengths Identify weaknesses Learner Guide example page 10 There are blank evaluation forms available on pages Working as part of the Coaching Team

Communication Teachers/coaches have two ears, two eyes and one mouth They should be used in Proportion. 16 ASA Aquatic Helper version 2

17 Group Activity VAK How do you learn? Styles of Learning

ASA Aquatic Helper version 2 18 Visual – seeing and reading Auditory – listening and speaking Kinaesthetic – touching and doing People may have a preferred way of learning. Some people will have a combination of learning styles Styles of Learning

ASA Aquatic Helper version 2 19 Prior knowledge and feelings will also affect learning. Imagery Talk Close your eyes and visualise the story. Then answer the questions in the workbook Styles of Learning

ASA Aquatic Helper version 2 20 Stages of Learning There are 3 stages of learning:  Beginner (Cognitive)  Intermediate (Associative)  Advanced (Autonomous)

ASA Aquatic Helper version 2 21 Beginner (Cognitive) Parts of the skill are missing Some parts of the skill are exaggerated Coordination of movement is poor Poor decision making ability

ASA Aquatic Helper version 2 22 Intermediate (Associative) Movement is better controlled Some parts of the skill are restricted or exaggerated Overall results are OK If participants are instructed poorly at this stage, they can develop “bad habits” and inefficient motor patterns, these patterns can be very hard to change. Get it right from the start!

ASA Aquatic Helper version 2 23 Advanced (Autonomous) Mechanically efficient and coordinated movements Automatic performance (participants don’t need to think) Can think of tactics and make decisions well under pressure Confident and purposeful movements All components of the skill are correctly performed

Good Practice Aims for this section are to: Look at the ASA code of ethics Be aware of child protection issues 24 ASA Aquatic Helper version 2

ASA Aquatic Helper Version 2 25 The ASA Code of Ethics Ethical standards comprise such values as integrity responsibility competence Confidentiality Identify your own values under these headings.

ASA Aquatic Helper version 2 26 Child Awareness Group Work – discuss the following scenarios – what may be happening? What action should you take? A child arrives for the session is crying and appears to be very upset. A swimmer wins their race at a gala and the coach gives them an over affectionate hug. A teaching assistant in the pool is teaching their little sister, at the end of the session they pick them up and throw them into the water. A child arrives for training covered in bruises. Group Work

If you have concerns about a participant in your session TELL THE COACH What to do? 27 ASA Aquatic Helper version 2

Long Term Athlete Development Aims for this section are to: Understand the principles behind LTAD Identify the 5 stages of LTAD 28 ASA Aquatic Helper version 2

Long Term Athlete Development (LTAD) Is based on human growth and development To achieve optimal performance Encourage swimmers to remain in sport 29 ASA Aquatic Helper version 2

LTAD Swimming Framework training to win M: 18+ F: 16+ the swimmer M: 6-9 F: 5-8 FUNdamentals M: F: training to compete M: F: training to train M: 9-12 F: 8-11 sport specific skills 30 ASA Aquatic Helper version 2

31 Benefits of LTAD What are the benefits of LTAD ? Group Work

Wider Aquatic Involvement minipolo!, water polo, aquafun, flip n fun, Rookie lifesaving health, fitness recreation other aquatic sports eg: canoeing

Learning Outcomes The aims of the seminar are to enable each delegate to: Show an understanding of pool safety Utilise effective communication in an aquatic environment Be aware of good practice in an aquatic environment Understand the principles behind Long Term Athlete Development Next Steps.... Go out there and help your coach. When you are 16 you can take your ASA/UKCC Level 1 certificate 33 ASA Aquatic Helper version 2

ANY QUESTIONS ? Please Complete Your Evaluation Form 34 ASA Aquatic Helper version 2