How to Conduct a Feedback Observation Session

The person carrying out the feedback observation session must be appointed by the Owner/Manager. The person carrying out the session should be completely familiar with all policies, teaching methods and terminology used at the Swim School.

• Firstly begin by informing the instructor that he or she will be partaking in a feedback observation session.

E.g. “Steven, today I will be watching your class at 3.30 pm and I will complete a feedback form for you. Later we will go though the form together”.

• During the session be sure to situate yourself in a position where you will be able to see and hear the instructor involved without causing any interference to the lesson.

• Be professional. Try to position yourself away from parents and be discrete with your recording procedure.

• Follow the format set down on the feedback form, making notes or expanding on points.

• Discuss the feedback form with the instructor. Be sure to go though the feedback form in a place that will not cause any embarrassment to either party.

• Photocopy the feedback form and give a copy to the instructor involved. Place the other copy in the staff record book.

• The instructor will also be provided with a blank lesson plan and will be requested to record a lesson plan for the same lesson next week. This is to be collected and discussed prior to next weeks’ lesson. The lesson plan is then placed in the staff record book.

• The feedback form should not be seen as an assessment of a persons’ teaching ability, but rather a constructive means of providing POSITIVE feedback to all teachers at the Swim School.

• The feedback form will help everyone become highly qualified teachers through continual training, retraining and POSITIVE feedback.

To download a PDF with these instructions and Evaluation forms click Feedback Observation Session

 

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No Crying Policy

Learning to swim should be a positive experience for both parent and child. Swim Schools should adopt policies which revolve around positive teaching and learning techniques. No child should be subjected to a fearful or intimidating environment when learning to swim. Aggressively forcing children to perform learn to swim activities, for example back floating, while they are crying and in distress is totally inappropriate.

Crying during the swimming lesson can be very worrying and stressful for parents. In fact it can even turn parents off swimming altogether. Babies and young children can cry for a variety of different reasons and Swim Schools must give parents positive strategies to cope in these situations. Swim Schools should reassure parents that if they persevere in a loving caring environment, and learn to respond to their child’s cues, then very soon the child will be swimming happily and confidently.

 

Crying Baby

Babies communicate their needs and problems through crying. In some instances babies become tired, hungry even or cold during the swimming lesson. The astute parent will soon learn to recognise the different types of communicative cries given by their baby. Once parents recognise what is upsetting their baby it is easier to rectify the problem.

Swim Schools should encourage parents to:

  • Choose an appropriate time to swim, e.g. not during nap time and not during feed time
  • Arrive early to lessons to ensure that there is a calm and relaxed setting before the lesson starts, a rushed parent can be a stressed parent
  • Relax because baby’s read their parents body language, if the parent is nervous or stressed then the baby will be too!
  • Hold the baby softly and let them feel buoyancy, once baby experiences floating they become more relaxed in the water

 

Crying Toddler

As children grow with age they begin to form their own opinions, ideas and fears. Very often toddlers develop a fear of the water particularly if they haven’t had early exposure to the water. Toddlers can also be very emotional little people and sometimes they may not be in the mood to participate. If Swim Schools have scared or uncooperative toddlers, it is important that parents be encouraged not to force or hurry them. Forcing or hurrying the children will only make it more difficult the next time the parent brings them to the pool. Swim Schools do not want to get into situations where children are distressed before they even entre the learn to swim environment.

Swim Schools should encourage parents to:

  • Arrive early so that toddlers can watch other children enjoying swimming lessons
  • Give children adequate warm up time to relax, ideally in shallow water where they are in control
  • Set small realistic goals for their child
  • Use positives praise to encourage desired behaviors
  • Use parental demonstrations to help children relax

 

Settling crying children in the pool

At Laurie Lawrence Swim School we are lucky enough to have access to shallow water or specifically designed teaching ledges. These ledges are the perfect spot for a frightened or scared child to relax and be in control. Very often children become scared or upset when they are not in control. Parents are encouraged to use these shallow water environments to give their child space to calm down and then play little games to help them relax and re-engage them into the lesson. If children become upset during the lesson, it can be disruptive to the entire class. If parents are well versed with positive strategies and know what to do if their child becomes upset, it is much better for the entire group dynamics.

It is important that parents understand the importance of settling their child in the pool. We do not want to create a situation where the child thinks that if they cry then they can avoid their lesson. We also do not want to end the lesson on a negative note. This will make it harder when the parent and child return the following week. Swim Schools should encourage parents not to feel embarrassed or uncomfortable if their child becomes upset during the lesson, they should remind parents that this is a natural behavior and easy to overcome.

 

Laurie Lawrence
 

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Swimming lessons reduce the risk of drowning

It’s time for Swim School owners, Swimming Teachers and parents to pop open the Champagne and celebrate! A study conducted by America’s National Institute of Health reveals, that participating in formal swimming lessons is associated with an 88% reduction in the risk of drowning in children aged 1 to 4 years (Archives Paediatric Medicine, Vol 163 No 3, March 2009).

For many of us this study simply confirms what we have experienced firsthand. From our own anecdotal evidence we know that swimming lessons reduce the risk of drowning and that learning to swim from infancy can:

– Teach children a respect for the water making them less likely to wander into dangerous situations – Teach children safety skills which may one day save their life – Encourage parents to actively engage with their children during water related activities

But parents there are even more reasons to celebrate. After teaching thousands of children to swim over the past 40 years, we also feel confident that learning to swim will not only provide safety, but social, emotional and health benefits to your child.

Laurie believes that learning to swim – Improves children’s physical development and coordination – Enhances children’s health, fitness and muscle tone

– Builds children’s independence, confidence and social skills – Provides a perfect opportunity for parents to interact and bond with their child.

So now that you’re armed with all the great news it’s time to get in the water and embark on an incredible journey with your child as they learn to swim. One of the best ways for children and parents to learn is through exploration and play. Parents should always be within arm’s reach and actively engaging with their child, but give their children the freedom and opportunity to explore both the deep and shallow water.

Through this independent exploration children begin to learn their capabilities, boundaries and a respect for the water. Through play, children will often experiment with breath control and floating activities. Parents should encourage this type of play keeping in mind that floating is the basis of all learn to swim.
Laurie Lawrence

 

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Making the most of pool space

As a business it is necessary that Swim Schools discover how to make the most out of their pool space. You don’t need to have a 25 or 50 metre pool to have a successful learn to swim school. In fact a smaller pool size can be quite advantageous for swim school overheads. But even larger venues should consider whether they are using their pool space effectively. Making the best use of space allows for an enjoyable atmosphere, safe learning environment, productive operating hours and even the development of the best possible skills.

There are lots of things to consider when establishing how to allocate pool space. Different class types will require difference amounts of space. Over the years Laurie has tried to come up with a space formula which we try to adhere to at all our venues. Of course we need to be flexible with this depending on venue, age and ability but in general we try to follow these guidelines.

Class Type Number of students Ideal Space Allocation
Parent and child 6 parents, 6 childrenTeacher in water 6 metres length,4 meter width
Beginners learning basic free and back stroke 5 childrenTeacher in water 2 metre lane width,4 to 7 meter distance depending on ability
Established learn to swim learning breathing techniques 5 childrenTeacher in water 2 metre lane width,7 to 10 metre distance depending on ability
Transition group – freestyle, backstroke and breaststroke moving towards stroke development/squad group 8 childrenTeacher in water or possible deck teaching 2 metre lane width,10 – 12.5 metre distance depending on ability
Stroke development or squad groups 8 children per lane,2 or more lanesDeck teaching Alternating between swimming 12.5, 25 or 50 meters.

 

Once you establish how much space you need, then you can decide how to set up the pool. Decide if you are going to set the teaching spaces and have the teachers move around or if you are going to give the teachers an area of their own to teach in which they adjust the space accordingly. Either way it is vital that you are organised, especially at venues where numerous teachers are working at one. You need to have a system which makes it easy for the parents and the staff. The most likely scenario is that you will have a combination of these techniques. But Laurie’s number one rule for space allocation is to define the teaching area.

Defining the teaching area with a lane rope, marker or even a teaching bench is essential. Having a defined teaching area establishes a safe and secure learning environment and makes it easier for teachers to supervise their students. Defining the area also helps with group communication and avoids participants flowing over into another teaching area. It will also help keep swimmers safe and supervised within the lesson. Teachers need to maintain class control for safety and learning reasons and a defined class area will assist that. The swim school will need to provide teachers with equipment such as lane ropes, markers, rope, benches or noodles – the possibilities and endless and only limited by your imagination.

Important tips for setting up a teaching area:

  • Define the teaching space
  • Small areas help with class control, supervision and safety
  • Pool design is important but if you don’t have it utilise equipment
  • Work with other staff members to help facilitate your lesson plan

Teaching configurations will also allow you to make the most out of the pool space. For example using wave formation, lane circling, circuit activities or even a combination of these will be relevant to different teaching spaces. In a class of non swimmers a small teaching area of just 2 metres by 2 metres could be ideal. That way the teacher is in a position to respond immediately to all swimmers at any time. The class can then do follow the leader circuit activities combining entries and exits, breath control and submersions, mobility with monkeys on the wall and a floating activity. Swim schools could encourage their deck supervisors to examine each of their instructors teaching spaces and come up with constructive ways to make the most of the environment. This may even result in improved maximum practice time for the students in the class.

Laurie Lawrence

 

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Diving for rings in the Pool

From around 18 months of age children will love to explore the water by diving to the bottom and picking up rings. This activity is great for your child’s spatial awareness and hand eye co-ordination. If your child does not have good breath control or is not totally comfortable with free floating and independent swimming do not introduce this skill. Continue to practice the prerequisite skills of, breath control, submersion, free floating, propulsion and turning. Be patient and soon your child will be ready to freely explore the underwater world.

When teaching this skill it is important to do so progressively. This requires us to build slowly towards deep dives to the bottom of the pool. Once the child is confident then it becomes a game to dive, retrieve the ring and swim back to mum, dad or a shallow ledge.

Children need to first get used to the idea of picking up rings. This should be done in shallow water where the child can do so independently. In this instance the child is initiating his or her own submersions and therefore becomes totally comfortable with the activity. This activity is great for building hand eye coordination and increasing breath control.

To further advance the skill, parents or teachers can practice diving for rings in shallow water. In the initial stages it is best to submerge with the child. By submerging with the child we make them feel comfortable and secure. At 18 months of age children are still learning hand eye coordination and therefore it may be difficult for the child to pick up the ring. It is a good idea to use larger toys to make the activity easier for the child. As the child grows with age and experience the activity will be more easily mastered.

Deep water diving requires the skill to be broken down even further. Remember, all good teaching should be progressive. In the initial stages the parent and child can submerge together where the parent picks up the ring. The parent can also use the toy for distraction once they return to the surface. The next progressive teaching step is to, assist the child down and assist the child up. Here we encourage the child to pick up the toy but we do not let go of the child. By assisting the child we allow them to feel safe and secure. With practice the child will become more relaxed.

At this age many children still require assistance down, however once they are confident we can give them the freedom to return to the surface independently. The child’s natural buoyancy will return them safely to the surface. The child’s increased mobility and breath control means that they will become comfortable swimming back to the teacher or parent. As you practice this skill the child will learn through self-exploration. Remember always use your trigger words “ready go” before submerging the child. We do not want to frighten the child so be in tune with their body language. If the child resists by arching their back, crying, or any other method, stop immediately. Go back to the beginning and revise picking up rings in shallow water. Learning to swim should be fun for both parent and child.

 
Laurie Lawrence

 

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Incorporating water safety into your program

Swim Schools should incorporate water safety education and water safety skills into their formal learn to swim programs. Swim schools are responsible for developing the future attitudes and beliefs of our next generation. During the 24th to the 30th of November 2014, hundreds of swim schools participated in the Swim Australia National Energy Australia Swim Safer week. If you didn’t participate this year we encourage you to get on board with this fantastic initiative next year. Swim Schools should also make a commitment to continue with their water safety education messages and skills in the swimming lesson all year round.

 

Water safety games and activities very often fit nicely into the warm up or final activity of a lesson plan. Children love using their imaginations and swimming teachers can very easily take the children on a journey to the beach, river, creek or farm to highlight different water hazards or dangers in a fun and exciting way. There are a huge variety of different water safety scenarios or activities the creative teacher can utilise. However some common ideas to incorporate in activities may include,

  • Never swimming alone
  • Swimming between the flags while at the beach
  • Wearing a personal floating device while boating or fishing
  • Entering the water safely e.g. assessing water depth and potential debris
  • Following rules and reading signage
  • How to respond in an emergency
  • How to signal for help
  • Rescue techniques and the importance of self preservation
  • Sun safety and dressing appropriately for aquatic environments
  • The importance of active parental supervision
  • Encouraging parents to learn CPR and first aid skills

 

With the help of the Australian Government Laurie through his Kids Alive – do the five drowning prevention program has release a water safety pack which has been delivered free to all swim schools registered with AUSTSWIM and Swim Australia. These free resources can be downloaded at no charge via the Kids Alive website at the following link http://www.kidsalive.com.au/early-childhood-program/. Laurie encourages all swim schools to inform families who are attending their centre to log on and get these new water safety resources including animations, e-books and music so that they can continue the water safety education messages at home.

Laurie Lawrence

 

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Utilising Swim Teaching Equipment

Laurie has always pushed the mantra of “maximum practice time” in his swim school. Over the past 45 years Laurie has operated his swim schools in various locations with a variety of different teaching environments. Swim school owners and operators are constantly chasing that illusive ideal teaching environment. Specifically designed teaching pools naturally lend themselves to maximum practice time and allow for ideal teaching environments especially for teaching babies or timid beginners. However in the absence of that specifically designed environment swim schools certainly can utilise the assistance of pool equipment to assist in the delivery of quality lessons.

 

Movable teaching benches or platforms have come a long way since Laurie built his own out of marine ply in the 70’s. These benches are ideal for assisting children who are unable to stand up in deep water, or support children as they learn to back float and even create a location where babies can learn to pull themselves up. Teachers will have a variety of uses for these benches, however the swim school must put policies and procedures in place to make sure that this type of equipment is maintained and used safely. Supervision is essential when utilising teaching platforms and children and parents must be educated on safe practice. For example never swimming under or through them and pointing out to parents where the bench is submerged underwater. Regular inspection of the benches to ensure that they are free from wear and tear which may result in injury is essential. These teaching platforms can easily develop sharp edges or rough surfaces over time and result in cuts and abrasions to children, parents and teachers. Kirby Swim produces fantastic quality platforms and we have recently purchased some of these to assist us in teaching swimming in an outdoor 25 metre facility.

 

Floating mats are another great tool especially in baby and learn to swim classes. For baby classes large rubber floating mats can be used for back floating, balance, crawling, climbing, entry and exit swimming skills. In learn to swim lessons teachers can also generate maximum practice time by using mats to assist with a variety of back floating and kicking skills. Again, these mats should always be used under strict supervision. It is very easy for children of all ages to become trapped under floating mats. Furthermore leaving these mats around on the pool deck can become a major slipping hazard, especially once the mat is wet. For this reason this type of equipment should be securely removed and stored when not in use.

 

Laurie believes that less is more when it comes to teaching equipment. For baby classes, plastic cups and balls can be more than enough. With learn to swim classes a simple kick board and diving toys can also be sufficient. There is a huge variety out there but the most important thing to remember is that equipment must have a swimming related purpose. Teachers should never use equipment to fill in time. Squeezy toys that hold water are extremely unsuitable for babies as they are prone to holding unhygienic water and babies naturally put objects in their mouth. Toys left floating on the surface of the water can also be a hazard especially to toddlers who are naturally curious and can fall into the water trying to reach them. Swim schools should be educating their families, especially those with home pools, on the importance of storing toys and accessories securely and out of site. Swim schools should have policies and procedures around regular cleaning and disinfecting teaching equipment and disregarding any faulty equipment.
 

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Swim School

Guidelines for Safe Pool Operation

Understanding the roles and responsibilities for operating a learn to swim school can be a daunting task for managers, owners and operators. Generating protocols and procedures that ensure safe work practices for your employees and safe recreation opportunities for your customers is essential.

 

To ensure that your swim school is meeting the industry standards and best practice for safe pool operations www.worldwideswimschool.com recommends operators utilise the Guidelines for Safe Pool Operations (GSPO) published by Royal Life Saving.

 

The GSPO is a single reference point and a collaboration of information and expectations set out by the broader aquatic industry in Australia. This document looks at many areas including technical operations, first aid, supervision and programs and is under continual review.

 

Visit http://guidelines.royallifesaving.com.au/ to subscribe to the latest Guidlines for Safe Pool Operations.
 

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Early Years Swimming Research

Swim school operators, did you know that we now have concrete evidence of the benefits of learning to swim?

Griffith University lead a 4 years study sponsored by the swimming industry. This four-year explored the possibility that early years swimming may enhance the learning of young children.

The project focused on the under-5s and employed a number of research strategies to formally explore a strong observation by coaches and teachers in the swim industry that young swimmers are more confident, more articulate, more social and perhaps even a little ‘smarter’ than their non-swimming peers.

A large survey was conducted each year asking parent to report on their children’s development. The responses were then correlated and compared to the expected progression through developmental milestones. To test the veracity of this data, a sample of swimming children was then further assessed by developmental psychologists using internationally approved testing methods.

Swim schools themselves were also examined – the physical environments were assessed and the pedagogies employed by swim schools were profiled.

To read these extremely important reports and to gain a great understanding of the benefits swimming provides in the early years of a child’s life, click on this link.

http://www.griffith.edu.au/education/early-years-swimming/publications

Laurie Lawrence, Australia’s water safety (www.kidsalive.com.au) advocate and baby teaching expert has been researching and documenting infant learn to swim since 1975. During this time he has also anecdotally observed infants and young children receive numerous benefits from participating in learn-to-swim programs.

 

Laurie believes learning to swim from infancy will:

  • Teach children a respect for the water making them less likely to wander into dangerous situations.
  • Improve children’s physical development, coordination, health, fitness and muscle tone.
  • Build children’s independence, confidence and social skills.
  • Teach children a love of the water – a gift for life.

Teach children a skill which may one day save their life.
 

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Swim Teaching Image

Conducting Feedback Observation Sessions

Feedback observation sessions are a great tool for professional development within your Swim School. These observation sessions allow Swim Schools to analyse, critique and reflect on their learn-to-swim program and also their teacher’s performances.

Tips for conducting feedback observation sessions

 

  • Ensure the person carrying out the session is completely familiar with all policies, teaching methods and terminology used at the Swim School.
  • During the session be sure to situate yourself in a position where you will be able to see and hear the instructor involved without causing any interference to the lesson.
  • Be professional. Try to position yourself away from parents and be discrete with your recording procedure.
  • Follow a consistent format by recording on a feedback form, then make notes or expanding on points.
  • Discuss the feedback form with the instructor but be sure to go though the feedback in a place that will not cause any embarrassment to either party.
  • Photocopy the feedback form and give a copy to the instructor involved. Place the other copy in the staff record book.

 

Feedback observation sessions should not be seen as an assessment of a persons’ teaching ability, but rather a constructive means of providing positive feedback to all teachers at the Swim School. The feedback should be intended to help everyone become highly qualified teachers through continual training, retraining and positive feedback. It should also be used to identify areas that your program can be improved and highlight areas the Swim School can work on during their in house professional development sessions.
 

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