1. Developing Aquatic Skills & Physical Literacy
Module 2
Developing Aquatic Skills & Physical Literacy
ASA National Curriculum
Training Programme
Version 2

2. Module 2 Learning outcomes
(by the end of the session you will be able to):
Describe what is meant by the term physical literacy
Outline the principles of movement in the water
Outline the essential components of the 4 swimming
strokes
Describe a range of essential aquatic skills
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3. LTAD & Swimming
Let’s see how LTAD applies to swimming...

4. LTAD & Swimming

5. LTAD & Swimming

6. LTAD & Swimming

7. Physical Literacy What is physical literacy?
Physical skills + confidence + motivation + lots of opportunities = PHYSICAL LITERACY!
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8. FUNdamentals
There are a range of FUNdamental movement skills that young people need to be exposed to if they are to enjoy and be proficient in a wide range of physical activities, sports and recreational pursuits . These skills are considered to be building blocks for movement and underpin all sporting activity.
They are abbreviated to:
ABCS
RJT
KGBS
CKS
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9. FUNdamentals – ABC’s
AGILITY Aquatic examples include: jumping in, changing direction of travel and swimming with a ball.
BALANCE Aquatic examples include: floating in different shapes, push and glide, handstands
CO-ORDINATION Aquatic examples include: ball passing, somersaults, relays.
AGILITY The ability to maintain a steady and stable position. Aquatic examples include: floating in different shapes, push and glide, handstands
BALANCE The ability to maintain a steady and stable position. Aquatic examples include: floating in different shapes, push and glide, handstands
CO ORD Muscle groups working together in harmony, in order to perform movements. Aquatic examples include: ball passing, somersaults, relays.

10. FUNdamentals –ABCS - Speed
The ability to move rapidly. Aquatic examples include: changing of speeds using different strokes, swimming with clothes on, throwing.

11. FUNdamentals – RJT RUN - Aquatic examples include water jogging.
JUMP - Aquatic examples include jumping in and from the pool floor.
THROW - Aquatic examples include throwing and catching games such as mini-polo
RUN To move swiftly on foot so that both feet leave the ground during each stride. Aquatic examples include water jogging.
JUMP The ability to spring off the ground or other base (water) by a muscular effort of the legs and feet. Aquatic examples include jumping in and from the pool floor.
THROW The ability to propel an object through the air with a motion of the hand or arm. Aquatic examples include throwing and catching games such as mini-polo

12. FUNdamentals – KGBS
The ability to feel movements via the limbs and body (an awareness of the position of the body in space).
To move in a smooth effortless manner. Aquatic examples include pushing off the wall in a streamlined manner (push & glide).
The ability of the body to float in water. Aquatic examples include floating in different shapes, floating on the front and back.floating
Hitting an object or surface with the body. Aquatic examples include hitting a water-polo ball, or even kicking the water during a swim.
Kinaesthetics - The ability to feel movements via the limbs and body (an awareness of the position of the body in space).
Buoyancy – The ability of the body to float in water. Aquatic examples include floating in different shapes, floating on the front and back.floating
Gliding – To move in a smooth effortless manner. Aquatic examples include pushing off the wall in a streamlined manner (push & glide).
Striking with the body - Hitting an object or surface with the body. Aquatic examples include hitting a water-polo ball, or even kicking the water during a swim.

13. FUNdamentals – CKS - Catching
CATCHING - The ability to grab, so as to slow and stop the motion of an object. Aquatic examples include catching a ball in water-polo.
KICK - To strike with the foot or to propel an object/body with the foot. The main aquatic example will be the leg kick for each stroke.
STRIKE - The ability to hit an object using an implement. The main aquatic example will be Underwater Hockey. A non aquatic would be cricket.

14. Working with non-swimmers & beginners
First Things First!
Working with non-swimmers & beginners
List 3 things you would expect a child to be able to do by the end of their first lesson?
Beginner stage:
How are you going to assess them? +ve first lesson
Parts of skill missing
Some exaggerated
Co-ord poor
Decision making poor
Teacher needs to allow swimmer to explore and experiment
Modify equipment
KEY THINGS
Get in & out of water:
Move around pool with feet on floor
Feel comfortable with water on the face