Waterveiligheid_2223.pptx

# Swimming education in primary education Swimming education in primary education focuses on developing water safety and fundamental swimming skills in children. The ultimate goal is for children to be able to move purposefully and safely in the water, fostering a sense of security and the ability to swim by the end of their primary school years. ## 1. Swimming education in primary education This section outlines the importance, challenges, and structured approach to teaching swimming in primary schools, linking it to curriculum objectives and introducing a new national accreditation system. ### 1.1 Goals and curriculum links The end goals for primary school education include enabling children to move freely and playfully, and to feel safe and capable of swimming in water. Specifically, the ZILL curriculum refers to "MZgm3: purposeful and safe movement in water" as a direct objective for swimming instruction. ### 1.2 Challenges in primary school swimming education Several factors can make teaching swimming in a school context more difficult than in a club setting: * Limited lesson time and available pool space. * Significant variations in skill levels among students. * Insufficient guidance or support. ### 1.3 Practical requirements for swimming lessons Effective swimming lessons require specific environmental conditions: * **Pool depth:** A shallow pool (0.9-1.3 meters) in conjunction with a deep pool is ideal. * **Water temperature:** The water should be between 28-30 degrees Celsius. * **Lesson duration:** Lessons should be concise, lasting 30-45 minutes. ### 1.4 A structured approach to swimming education: The "Safe and Simple" learning line Swimming education is structured into three progressive phases: #### 1.4.1 Phase 1: Water familiarisation The primary objective of this phase is to alleviate water anxiety and teach children how to move effectively in the water. This involves focusing on individual body elements and developing fundamental skills and self-reliance. Key areas include: * **Aquatic breathing:** Learning to breathe appropriately in the water. * **Balance recovery:** Developing the ability to regain balance, particularly with the legs. * **Suppressing land habits:** Encouraging movements natural to water rather than land-based ones. * **Propulsion and braking forces:** Experiencing how to move through and stop in the water. * **Movement without visual control:** Learning to navigate and move without constantly seeing. * **Face/Head:** Working on breathing, visual orientation, and submersion. * **Torso:** Developing rotations from a vertical position and experiencing water resistance. * **Arms and Legs:** Focusing on how hands and feet can propel movement. **Example Exercises for Phase 1:** * Blowing bubbles. * Moving forward along the wall. * Pushing material (e.g., floats) in hip-deep water. * Ordering exercises by body part (head, torso, limbs) and providing three exercises for each. #### 1.4.2 Phase 2: Learning to survive In this phase, exercises become more complex, focusing on coordination, balance, and water-based movement. New skills are developed by combining elements from the previous phase. The main goals are to make children "pool safe" and accustomed to deeper water. * **Streamlining:** Assuming a hydrodynamic body position. * **Backwards propulsion:** Moving on the back. * **Object retrieval:** Recovering items from deeper water. * **Balance (floating):** Combining head and torso to float. This progresses from stationary floating to floating while moving, and eventually incorporating breathing. Children learn to achieve a horizontal position and maintain a neutral head posture. Skills include star floats, gliding, treading water, and diving. * **Rotations:** Performing rotations from a horizontal position. * **Locomotion:** Combining torso and limb movements for propulsion. This includes independently bringing the torso to a horizontal position and using limbs for propulsion (e.g., sculling, using a kickboard). * **Coordination:** Combining head and limb movements, and coordinating different body parts. * **Emerging from the water:** Learning to get out of the water safely, supported by flotation devices or by climbing out. This also includes exercises like climbing onto a board or diving underwater for objects while using a kickboard for leg movement. **Example Exercises for Phase 2:** * Include exercises that combine two building blocks, focusing on coordination, balance, and movement. * Provide three exercises for each specific skill developed. #### 1.4.3 Phase 3: Learning to swim (safely) This phase progresses to combining all the previously learned building blocks to achieve effective swimming. The primary focus is on "purposeful movement in the water," which involves coordinated and balanced movement of the head, torso, and limbs. The overarching goal is for children to achieve water safety. * **Purposeful movement:** The ability to move through the water in a coordinated and balanced manner using all body parts. * **Water safety:** Being safe and capable in aquatic environments. **Tip:** The first focus in this phase is "purposeful movement in the water," with the ultimate goal being water safety accreditation. ### 1.5 A new accreditation system for swimming (ISB) A new, unified swimming accreditation system has been introduced for the entire Flanders region, featuring three "pool safety" brevets. These brevets emphasize "combined" tests rather than simply swimming a set distance. The focus is on learning to swim safely, with distance brevets incorporating key elements of standardized swimming strokes. ### 1.6 Didactic and methodological principles Effective swimming instruction in primary education is guided by several key principles: * **Variety and alternation:** Incorporate a range of activities and exercises. * **Play and movement drive:** Capitalize on children's natural inclination to play and move. * **Group and partner activities:** Offer opportunities for collaborative learning. * **Adapted difficulty:** Tailor the complexity of the content to the developmental stage of primary school children. #### 1.6.1 Adapting instruction for primary school children Teaching primary school children requires specific considerations: * **Pool environment:** Be mindful of noise and poor acoustics in swimming pools. * **Instruction clarity:** Provide clear instructions with exaggerated body language and demonstrations. Keep instructions concise and use simple, clear language. #### 1.6.2 Work formats Various teaching formats can be employed: * **Individual work:** Assigning concrete tasks for independent completion. * **Partner or small group work:** Organizing small, homogeneous groups (maximum 8 children). * **Circle formation:** Ideal for game-based activities. * **Stations or corner work:** Setting up different activity zones (e.g., play corner, obstacle corner, floating corner). * **Waves:** Organizing activities in lanes, either lengthwise or widthwise. #### 1.6.3 Teacher's role and engagement * **Building rapport:** Establishing a strong connection with students is crucial. * **In-water presence:** The instructor may need to be in the water depending on the location, the presence of a lifeguard, and whether they are teaching alone or with assistance. * **Using flotation devices:** Aids like kickboards, swim belts, noodles, large mats, and armbands are primarily used for safety. They have both positive and negative aspects. #### 1.6.4 Managing disruptive behavior in young children A positive and consistent approach is essential: * **Positive reinforcement:** Approach children positively. * **Focus on behavior:** Criticize unwanted behavior, not the child themselves. * **Consistency:** Be consistent in expectations and consequences. * **Proportional consequences:** Choose punishments that are in proportion to the misbehavior. * **Time-out:** Temporarily separating a child might be necessary during tantrums. * **Re-establish connection:** Reconnect with the child after an incident. --- # A new swimming curriculum and certification line This section introduces a new, standardized swimming curriculum and a unified certification line for Flanders, with water safety as the central pillar. ### 2.1 Link with the curriculum In primary education, there are established learning objectives related to physical development and water safety. Specifically, by the end of primary school, children should be able to move uninhibitedly and playfully, and feel safe in the water while being able to swim. Within the ZILL curriculum, the goal "MZgm3: purposeful and safe movement in water" directly addresses swimming education. ### 2.2 Swimming lessons in primary education Teaching swimming in a school context presents unique challenges compared to club settings. Common issues include limited lesson time and space, significant variations in skill levels among students, and insufficient guidance. Practical conditions for effective swimming lessons involve access to both shallow (0.9-1.30 meters) and deep water, a water temperature of 28-30 degrees Celsius, and short lesson durations of 30-45 minutes. #### 2.2.1 Phases of the swimming curriculum The curriculum is structured in three phases, with water safety identified as the primary focus, serving as a necessary intermediate step towards proficient swimming. ##### 2.2.1.1 Phase 1: Water familiarization This phase focuses on addressing water anxiety and teaching children to move comfortably in the water. It emphasizes developing fundamental skills across three core building blocks: * **Head:** This includes aspects of breathing, visual orientation, and submerging the head. * **Torso:** This focuses on experiencing water resistance and developing rotational movements from a vertical position. * **Limbs:** This involves learning to propel and brake using hands and feet. Activities in this phase include blowing bubbles, moving forward along the wall, and pushing materials in waist-deep water. The aim is to suppress "land habits" and develop aquatic breathing, balance recovery with legs, and the ability to move without visual control. > **Tip:** When ordering exercises per building block, ensure a progression that builds confidence and fundamental aquatic movements. ##### 2.2.1.2 Phase 2: Learning to survive In this phase, exercises become more challenging, concentrating on coordination, balance, and movement in the water. New skills are developed through combined exercises integrating two building blocks. The primary goal is to make children "pool safe" and accustomed to deeper water. Key skills include: * **Streamlining:** Assuming a streamlined body position. * **Backward propulsion:** Moving backward in the water. * **Retrieving objects from deep water:** Developing the ability to submerge and retrieve items. * **Balance and floating:** Combining head and torso movements to maintain a horizontal position and neutral head posture. This includes activities like star floating, gliding, and resting. * **Rotations from a horizontal position:** Executing rotations while floating horizontally. * **Movement:** Combining torso and limb movements for propulsion, such as sculling or using a kickboard. * **Coordination:** Integrating head and limb movements for coordinated propulsion. * **Getting out of the water:** Learning to exit the water independently, with or without flotation devices, and climbing onto the pool edge. > **Example:** An exercise combining the torso and limbs for movement could involve a child using their legs to propel themselves while holding a kickboard, or a drill focusing on coordinated arm and leg actions for propulsion. ##### 2.2.1.3 Phase 3: Learning to swim (safely) The initial focus of this phase is on the combination of three skills: purposeful movement in the water using the head, torso, and limbs in a coordinated and balanced manner. The ultimate objective is for children to pass the swimming pool safety test. ### 2.3 A new swimming certification line A new, unified swimming certification line has been introduced for all of Flanders. This new line features: * **One certification line for all of Flanders:** Standardizing the approach across the region. * **Three "pool safe" certifications:** These certifications include "combined" tests, moving beyond simply swimming a specific distance, emphasizing a more holistic approach to water safety. * **Distance certifications:** These include key elements of standardized swimming strokes, integrating learned skills. The new certification line is structured around the three core phases of the curriculum: water familiarization, learning to survive, and learning to swim safely. ### 2.4 General didactic and methodical principles Effective swimming instruction incorporates several key principles: * **Variation and alternation:** Providing a diverse range of activities to maintain engagement. * **Responding to children's play and movement drive:** Incorporating playful elements into lessons. * **Offering group and partner activities:** Encouraging social interaction and collaborative learning. * **Adjusted difficulty levels:** Tailoring challenges to the specific age and skill level of primary school children. #### 2.4.1 Adapting instruction for primary school children When teaching primary school children, especially in a noisy pool environment with poor acoustics, several adaptations are necessary: * **Clear instruction and exaggerated body language:** Using demonstrations and clear visual cues. * **Short instructions:** Keeping explanations concise and to the point. * **Simple, clear language:** Avoiding complex terminology. * **Individual work (concrete tasks, independent work):** Allowing for self-paced learning. * **Partner or small group work (small and homogeneous groups, max 8):** Facilitating focused interaction. * **Circle formation (game-based):** Engaging children in structured games. * **Waves (in lanes lengthwise/widthwise, organizational support):** Managing movement within the pool. * **Stations or corner work:** Setting up different activity zones (e.g., play corner, obstacle corner, flotation corner). > **Tip:** Building a strong rapport with students is crucial; actively participate in the activities when appropriate. The instructor's presence in the water may depend on the location, the presence of a lifeguard, and whether assistance is available. #### 2.4.2 Use of flotation devices Flotation devices such as kickboards, swim belts, noodles, large mats, and armbands are primarily used for safety reasons. However, their use also has positive and negative aspects that instructors should consider. #### 2.4.3 Handling disruptive behavior in young children A positive approach to dealing with disruptive behavior in young children is recommended: * **Be positive towards the child:** Foster a supportive environment. * **Do not yell at toddlers:** Use a calm and encouraging tone. * **Disapprove of the unwanted behavior, not the child:** Focus on the action, not the individual. * **Be consistent:** Apply rules and consequences uniformly. * **Choose proportionate consequences:** Ensure punishments are fair and related to the misbehavior. * **Temporarily remove the child if necessary:** In case of a tantrum, a brief period of separation can be beneficial. * **Re-establish contact after the incident:** Reconnect with the child after addressing the behavior. --- # Didactic and methodological principles for teaching swimming This section outlines foundational principles and practical strategies for effective swimming instruction, particularly for younger learners in a school setting. ### 3.1 General didactic and methodological principles Effective swimming instruction emphasizes a variety of approaches to engage children and cater to their developmental needs. Key principles include: * **Variation and alternation:** Offering diverse activities and methods keeps lessons dynamic and prevents monotony. * **Leveraging play and movement drive:** Capitalizing on children's natural inclination towards play and physical activity is crucial for motivation and learning. * **Group and partner activities:** Incorporating collaborative tasks fosters social interaction and peer learning. * **Adapted difficulty:** Instruction should be tailored to the specific abilities and developmental stages of the learners. > **Tip:** Active participation and a positive relationship between the instructor and students are paramount. The instructor should often be in the water, adapting their presence based on the location, lifeguard availability, and whether they are working alone or with assistance. ### 3.2 Adapting instruction for lower primary school children Teaching swimming to younger children in primary school presents unique challenges, including noise and poor acoustics in the pool environment. To address these, instructors should: * **Provide clear instructions with exaggerated body language:** Visual cues are highly effective for young learners. * **Demonstrate actions:** Direct modeling is essential for understanding. * **Keep instructions concise:** Short, simple, and clear language is best. #### 3.2.1 Work methods for primary school children A range of work methods can be employed to structure swimming lessons for younger students: * **Individual work:** Assigning concrete tasks for independent practice. * **Partner or small group work:** Organizing students into small, homogeneous groups (maximum of eight students). * **Circle formation:** Useful for game-based activities. * **Waves (in lanes):** Organizing students to move along lanes, either lengthwise or widthwise. * **Stations or corner work:** Setting up different activity areas, such as a play corner, obstacle corner, or floating corner, allowing multiple groups to rotate. > **Tip:** When adapting instruction for lower primary school children, prioritize positive reinforcement. Instead of scolding a child, address the undesirable behavior. Be consistent with consequences and ensure they are proportionate. In cases of extreme distress or tantrums, temporarily removing the child from the activity might be necessary, followed by re-establishing contact after the incident. #### 3.2.2 Use of flotation devices Flotation aids are primarily used for safety but also have pedagogical implications: * **Positive and negative aspects:** Instructors should be aware of both the benefits and potential drawbacks of using flotation devices. * **Examples of devices:** Planks, swim belts, noodles, large mats, and armbands. ### 3.3 Managing disruptive behavior in younger children Addressing disruptive behavior requires a proactive and supportive approach: * **Positive approach:** Maintain a positive attitude towards the child. * **Focus on behavior, not the child:** Criticize the action, not the individual. * **Consistency:** Apply rules and consequences consistently. * **Proportionate punishment:** Choose consequences that are in line with the misbehavior. * **Temporary removal:** In cases of outbursts, a brief time-out might be effective. * **Re-establish connection:** After an incident, it is important to reconnect with the child. ### 3.4 A learning progression for swimming A structured approach to swimming instruction progresses through distinct phases: #### 3.4.1 Phase 1: Water acclimatization This initial phase focuses on building comfort and fundamental skills in the water, aiming to reduce water anxiety and foster movement. * **Individual elements:** Working on specific body parts and actions. * **Three building blocks:** * **Head:** Focusing on breathing, visual orientation, and going underwater. * **Torso:** Exploring rotations and experiencing water resistance. * **Arms and Legs:** Practicing propulsion and braking actions. * **Goals:** * Eliminate water anxiety. * Learn to move in the water. * Develop self-sufficiency. * Suppress "land habits." * Practice aquatic breathing. * Regain balance using legs. * Suppress reflexes. * Move without visual control. * Experience propulsion and braking forces. * **Example exercises:** Blowing bubbles, moving forward along a wall, pushing material in waist-deep water. #### 3.4.2 Phase 2: Learning to survive This phase builds upon acclimatization, introducing more complex exercises that focus on coordination, balance, and displacement in the water. New skills are developed by combining elements from two building blocks. * **Goals:** * Make children "edge-safe" (able to safely reach the edge of the pool). * Accustom children to deep water. * **Skills developed through combinations of building blocks:** * **Balance (Head and Torso):** Moving from a stationary position to movement, and eventually incorporating breathing. Children achieve a horizontal position and can bring their head into a neutral position. This includes skills like star floats, glides, floating, diving, and jumping. Rotations from a horizontal position are also practiced. * **Displacement (Torso and Limbs):** Bringing the torso horizontally independently and using limbs for propulsion (e.g., sculling, using a board). * **Coordination (Head and Limbs):** Coordinating different body parts. This also includes skills like getting out of the water (with or without flotation devices), supported vertical positions, and controlled breathing while propelling. * **Example exercises:** Streamlining, back gliding, retrieving objects from deep water, star floats, glides, dives, jumps, sculling, climbing out of the water. #### 3.4.3 Phase 3: Learning to swim (safely) This phase integrates all building blocks to achieve the primary goal of swimming. * **First focus:** Coordinated and balanced displacement in the water using the head, torso, and limbs. * **End goal:** Successful completion of a water safety test. * **Water safety:** Being safe in and around water. > **Tip:** The ultimate objective is not just to swim but to be water-safe. This involves a combination of movement, balance, and coordination that allows for safe and efficient progression through the water. ### 3.5 New swimming badge system A unified swimming badge system has been introduced across Flanders, featuring: * **Three "pool safe" badges:** These include combined tests that assess a broader range of skills beyond simply swimming a certain distance. * **Distance badges:** These incorporate key elements of standardized swimming strokes. * **Focus on safe swimming:** Learning to swim safely is the primary emphasis. The new system aims to provide a consistent framework for assessing water safety and swimming proficiency. --- # The three phases of learning to swim Learning to swim is a structured process that progresses through three distinct phases: water familiarization, learning to survive, and learning to swim safely. ### 4.1 Phase 1: Water familiarization (waterwennen) This initial phase focuses on overcoming any fear of water and developing basic movement skills within the aquatic environment. It is built upon three core components: the head, the torso, and the limbs. The primary goals are to eliminate water anxiety, encourage natural aquatic breathing, and help children suppress ingrained land-based habits. Key elements include developing visual orientation, practicing breath control (e.g., blowing bubbles), and learning to move through the water by pushing off surfaces like walls. Children learn to experience the resistance of water and begin to use their limbs for propulsion and braking. Reflexes are managed, and children learn to move without constant visual reliance. **Core components of water familiarization:** * **Head:** Focuses on breathing, visual orientation, and submersion. * **Torso:** Emphasizes experiencing water resistance and learning to rotate in the water. * **Limbs (Arms and Legs):** Concentrates on using hands and feet for propulsion. > **Tip:** The 'FUNdamentals' of swimming, such as self-rescue and aquatic breathing, are established during this phase. ### 4.2 Phase 2: Learning to survive (leren overleven) Once children are comfortable in the water, the focus shifts to developing coordination, balance, and the ability to move effectively. This phase introduces more complex exercises that combine skills from the previous phase, aiming to make children "pool safe" and accustomed to deeper water. Key skills include streamlining, moving backward, and retrieving objects from the deep end. Balance and buoyancy are explored through activities like floating and star-shaped positions. Children learn to bring their bodies into a horizontal position and maintain a neutral head position. Rotations from a horizontal position and independent movement of the torso are also practiced. **Key skills in learning to survive:** * **Balance and Buoyancy:** Involves mastering floating, gliding, and maintaining horizontal positions. This is a combination of head and torso control, allowing the child to achieve a horizontal lying position and maintain a neutral head posture. * **Movement:** Focuses on combining torso and limb movements for propulsion, such as sculling or using a floatation aid. This allows for independent horizontal torso positioning and using limbs for propulsion. * **Coordination:** Integrates head and limb movements, teaching the body to work in a coordinated manner. * **Getting out of the water:** Developing skills to safely exit the water, either with the support of flotation aids or independently. > **Example:** Retrieving an object from the deep end of the pool requires a combination of courage, breath-holding, efficient movement, and the ability to resurface safely. ### 4.3 Phase 3: Learning to swim safely (leren (veilig) zwemmen) The final phase builds upon the foundational skills of survival to teach efficient and safe swimming. The primary focus is on "purposeful movement in the water," which involves the coordinated use of the head, torso, and limbs to achieve a balanced and controlled progression. The ultimate goal is to equip children with the skills necessary to pass a swimming pool safety test and to be water-safe. This phase introduces elements of normalized swimming strokes, emphasizing both distance and the key components of established swimming styles. **Key elements of learning to swim safely:** * **Purposeful Movement:** The coordinated and balanced use of all body parts to achieve efficient forward motion. * **Water Safety:** Ensuring the ability to navigate aquatic environments safely, including skills for emergencies. * **Introduction to Swimming Styles:** Incorporating the fundamental elements of recognized swimming strokes, preparing children for more advanced training. * **Pool Safety Test:** The culmination of this phase, demonstrating a comprehensive understanding of safety and swimming proficiency in a pool environment. > **Tip:** The introduction of a single, unified swimming badge system across Flanders aims to standardize the assessment of water safety and swimming skills, with the first three badges focusing on "pool safety" and combined tests rather than just distance. --- ## Common mistakes to avoid - Review all topics thoroughly before exams - Pay attention to formulas and key definitions - Practice with examples provided in each section - Don't memorize without understanding the underlying concepts

| Term | Definition | |------|------------| | Eindtermen | Educational standards or learning outcomes that students are expected to achieve by the end of a particular stage of education. | | Leerlijn | A structured sequence of learning experiences designed to guide students through the acquisition of specific knowledge or skills progressively. | | Brevettenlijn | A structured system of certificates or badges awarded to individuals who demonstrate proficiency in a series of swimming skills or safety levels. | | Didactiek | The theory and practice of teaching, encompassing the methods, strategies, and principles used in instruction. | | Waterwennen | The initial phase of swimming instruction focused on helping individuals become comfortable and familiar with being in the water. | | Zelfredzaamheid | The ability of an individual to independently manage their own safety and well-being, particularly in a water environment. | | Aquatisch ademen | The process of breathing rhythmically and efficiently while submerged or partially submerged in water, a key skill in swimming. | | Kantveilig | A safety standard indicating that a swimmer is capable of safely managing themselves near the edge of a swimming pool or body of water. | | Stroomlijnen | A swimming technique where the body is held in a streamlined position to reduce drag and maximize forward propulsion through the water. | | Drijven | The ability to remain afloat on the surface of the water without active swimming, often a component of water survival skills. | | Coördinatie | The effective and integrated movement of different body parts to perform complex actions, such as swimming strokes. | | Leerinhoud | The specific content, knowledge, and skills that are intended to be taught and learned within an educational program or lesson. | | Werkvormen | Various methods or activities used during a lesson to facilitate learning and engagement, such as individual work, group activities, or stations. | | Drijfmiddelen | Devices used to aid buoyancy in the water, such as float boards, swim belts, or noodles, primarily for safety and skill development. | | Ademhaling | The physiological process of breathing, which needs to be adapted and controlled for effective swimming. | | Rotaties | Movements involving turning or rotating the body, which are important for balance and efficient propulsion in water. | | Visuele oriëntatie | The ability to see and orient oneself within the underwater environment, which is crucial for safety and skill execution. |