- all attempts at independent long-distance swimming are carried out only along the shore;
- You should not enter the water “hot”, you must“Cool down” on the shore for 5-7 minutes;
- If you feel unwell in the water, you should immediately stop swimming and get out of the water.
Swimmers are prohibited from:
- swim behind the signs fencing areas designated for swimming;
- swim where it is prohibited - near embankments, piers, piers, crossings;
- jump into the water from bridges, ships, boats and various structures not suitable for this;
- swim up to steam, motor, sailing ships, barges, rowing boats, etc.;
- swim on the fairway and cross rivers;
- swim up and climb onto warning signs - buoys, buoys;
- pollute the water and shore, throw bottles, cans and other garbage into the reservoir;
- jump into the water upside down and dive in places of unknown depth
And the condition of the bottom (a typical diver’s injury is injury to the face and neck);
- use logs and rafts for swimming and swim far on them;
- swim in the dark.
5. BASICS OF SWIMMING TEACHING METHODS
The system of initial swimming training is subject to the methodological laws of the pedagogical (educational and training) process, which are determined by the principles, rules and methods of teaching, the characteristics of acquiring knowledge, mastering the skills of performing movements, taking into account the characteristics of the physical development of students.
Both in education and in training, the tasks are set to study and improve swimming techniques and gradually increase the level of fitness. Initial swimming training is the first stage of the educational and training process.
When learning to swim, the following tasks are solved:
1. Mastering swimming as a vital skill.
2. Health promotion, hardening, instilling strong hygienic skills.
3. Strengthening the musculoskeletal system, comprehensive physical development of those involved and improving such physical qualities as strength, flexibility, endurance, speed, agility.
4. Familiarization with water safety rules.
5.1. Principles of training
The educational and training process in swimming is carried out in accordance with the basic principles of physical education: principles of educational training, comprehensive development, health-improving orientation and application.
Swimming training is carried out in accordance with didactic principles: consciousness and activity, systematicity and consistency, accessibility, visibility, strength.
The principle of consciousness and activity. The effectiveness of training
knowledge is largely determined by competent pedagogical leadership and the conscious and active attitude of students. In the process of learning to swim, you must follow a number of rules:
1. It is necessary to set specific long-term (distant) and current (immediate) goals for the group or individual students. For beginners learning to swim, the prospect is: participation in competitions, performing categories, etc. The immediate goal may be to perform an exercise such as “arrow” or “float”.
2. It is important to reveal the meaning of a specific task. The teacher must bring to the consciousness of students not only what and how to do it, but also why it is done this way and not otherwise.
3. It is necessary to encourage students to self-assessment, self-analysis and self-control of actions. To do this, it is advisable to give students the opportunity to analyze successful and unsuccessful attempts to perform exercises; find errors in movement technique; evaluate your movements in space and time; determine the degree of muscle effort applied.
4. The most important signs of activity are initiative, independence, and creativity. A significant role in the manifestation of the activity of students is played by: stimulating interest in classes; creating a positive emotional mood; encouragement of achieved successes.
5. Activity in swimming lessons occurs when the lessons are interesting. This is possible provided that there is a variety of means used (variants of exercises, games, jumping, diving), methods and forms of organizing classes.
The principle of systematicity and consistency. The learning process must take place in a strict logical order and relationship. It is necessary that classes are not reduced to carrying out episodic, isolated activities, but are carried out continuously and consistently. In practical activities, the principle of systematicity and consistency is implemented by observing the rules of training:
1. Swimming lessons are held regularly, after a certain period of time.
2. Exercises are performed repeatedly (it is necessary to use a wide range of exercises and apply a variety of methodological techniques).
3. It is necessary to maintain continuity in content (from lesson to lesson, from stage to stage).
4. The principle of consistency most fully reveals three methodological rules: from simple to complex; from easy to difficult; from the known to the unknown.
The principle of accessibility. Closely related to the principle of sequence (from simple to complex, from easy to difficult, from known to unknown). This principle presupposes the need to observe a feasible measure of difficulties in the learning process in accordance with the capabilities of the students, taking into account characteristics, gender, health status, level of preparedness, individual differences in the manifestation of physical and mental abilities. To implement the rules of accessible learning it is necessary:
1. Compliance of tasks with the age and preparedness of students.
2. Reliance on the capabilities of students, their life experience, interests, and developmental characteristics.
3. Correspondence of the content and methods of teaching to the level of development of students.
4. Take into account the individual learning abilities of students.
5. Find the optimal pace of learning (taking into account weak and strong students). The learning process should be rich and intense.
6. Present the material clearly and imaginatively.
7. Develop the performance of those involved.
The principle of visibility. In physical education, the concept of “visibility” denotes the need to use not only visual, but also auditory and muscle sensations in the process of teaching movements. The principle of clarity presupposes the formation of a more complete and accurate image in students regarding the technique of movements. When implementing the principle of visibility, it is necessary to remember that:
1. Memorization occurs faster if the movement is spoken and, at the same time, demonstrated.
2. The more specific images, the better the development of movement occurs.
3. Everything that is possible must be presented for perception by the senses (vision, hearing, etc.).
4. Visualization is a teaching tool aimed at developing thinking, and not at achieving a goal.
5. Visualization contributes to the formation of clear and correct ideas about movement.
6. It is necessary to take into account the experience of those involved. Classes cultivate attention, thinking, observation, creativity and interest in learning.
7. This principle acquires particular significance when teaching children of primary school age.
The principle of strength. This principle is closely related to ensuring that students have a strong assimilation of knowledge, which depends on objective (content, structure of the material) and subjective factors (the attitude of students towards learning, the teacher). The strength of knowledge acquisition is determined by the organization and use of various teaching methods. The more interesting
the material, the more firmly it is absorbed, fixed and preserved. The following must be taken into account during the training process:
1. Thinking dominates memory.
2. You need to memorize the material correctly, thoroughly comprehending what you have learned.
3. It's easier to remember short material.
4. The time and frequency of classes must be consistent with the psychological laws of memory.
5. It is necessary to interest students, to “warm up” their interest.
6. We must take into account the capabilities of those involved.
7. Give new material only against the backdrop of interest and a positive attitude towards the tasks.
8. Present educational material in a logical sequence.
9. Implement a differentiated approach to students.
10. To ensure a solid assimilation of the material, use emotional presentation, visual aids, and games.
11. Specify more clearly the requirements for action and what results should be obtained.
5.2. Learning and teaching methods
Teaching methods are methods and techniques of a teacher’s work, the use of which provides a quick and high-quality solution to the task at hand - mastering the skill of swimming. When teaching, they use three main principles:
mi groups of methods: verbal, visual and practical.
Verbal methods. Using this group of methods, the teacher helps students create an idea of the movement being studied, understand its form, content, direction of influence, comprehend and eliminate mistakes. A teacher’s short, precise, figurative and understandable speech increases the effectiveness of these methods.
The emotional coloring of speech enhances the meaning of words, helping to solve educational and educational problems, shows the teacher’s attitude to the work, students, stimulates their activity, confidence, and interest.
Description is used to create a preliminary idea of the movement being studied.
The explanation answers the main question of why it is necessary to do this, and is a method of developing a logical, conscious attitude to the educational material.
The story is used mainly when organizing games.
Conversation in the form of questions and answers increases the independence and activity of students, helps the teacher get to know them better.
Analysis of the game or summing up the lesson is carried out after completing any task. Mistakes made when performing exercises are analyzed and discussed.
The instruction is most often methodical in nature, focusing attention on the details or key points of the movement being performed, the mastery of which
makes it possible to complete the exercise as a whole. Methodological instructions in swimming lessons are given to prevent and eliminate errors before, during and after each exercise.
Commands and orders used to manage the group and the learning process. The commands determine the beginning and end of the movement, the place, direction, pace and duration of the training tasks. Teams are divided into preliminary and executive teams. During swimming lessons, instead of preliminary commands, instructions are used. For example: “put your face in the water”, “take a deep breath”, “put your hands on the board”.
Counting is used to create the necessary tempo and rhythm for performing movements, as well as to mobilize attention on individual key points of the technique of the exercises performed. Counting in swimming is used only in the initial stages of training.
Usage visual methods helps to create in students an idea of the movement being studied, which is especially important when teaching sports swimming techniques. Along with the “figurative” explanation, visual perception helps to understand the essence of the movement, which contributes to its rapid and lasting mastery.
Demonstration of the studied movement or swimming technique is used throughout the entire swimming course. The demonstration must only be performed by a qualified swimmer. In order to emphasize the most significant details of the technique, you can show them at a slow pace, with a stop, with maximum relaxation or, conversely, with maximum effort.
Mirror display is used only when studying simple general developmental physical exercises.
A teacher’s negative demonstration of “how not to do” is acceptable only if students can analyze their mistakes and are able to be critical of them.
Educational and visual aids– drawings, posters – are used when it is necessary to display such details of a technique or exercise that are difficult to show or explain.
Gestures significantly improve the effectiveness of learning to swim. Working conditions in the pool - increased noise that occurs when swimming and doing exercises. As a result of splashing water and splashes, it becomes difficult to perceive the commands and instructions of the teacher. Therefore, teachers use a large arsenal of conventional signals and gestures to clarify the technique and correct errors that arise.
Practical methods include: exercise method, competitive and game. These methods are used to develop practical skills when learning to swim.
Exercise method. This method is characterized by repeated performance of the movement as a whole and in parts, taking into account the amount of physical activity.
Learning “in parts” makes it easier to master swimming techniques, reduces the number of mistakes made, which overall shortens the learning time
Most of those who for some reason were unable to master swimming skills at a young age despair of ever acquiring this useful skill and prefer not to even attempt to acquire it. It is always easy to spot such people on a summer beach: they usually go into the water up to their necks and splash around there, without risking going to great depths. Few of them think about how much new colors their beach holiday will take on if they master at least basic swimming skills.
Swimming training from scratch
It is never too late to learn to swim in one style or another. And if a person has not mastered this useful skill, then no one and nothing is stopping him from doing it right now. Although, it is an undeniable fact that it will be much easier for a small child to do this than for a mature adult, but if you strictly follow professional advice, then this will not be difficult to do.
Quite often situations arise in which such an unpleasant thing as a psychological factor can hinder an adult’s learning to swim. This is precisely why it can be much more difficult to teach this skill to adults. Over the years, we become more and more surrounded by a layer of unpleasant, vile fears, because of which we often become too cautious. Small children, deprived of this mental feature, can easily float on the surface of the water, having absolutely no skills for this, while an adult may develop a panicky fear of depth.
During the first entry into the water, a person susceptible to this phobia needs to imagine the situation in which he is swimming and this brings him indescribable pleasure. Then you need to be sure to remember these internal emotions and fill your mind with them during your first dive. It is necessary to remember the following true statement: until a person learns to have trust in water, until he is able to suppress his irrational fear of depth, he will never, ever learn to swim in his life. During initial swimming training, you should focus your attention not on your phobia, but on the clarity of your technique; you need to forget about fear and relax your mind and body. If a person is overwhelmed by fear, then in addition to constrained muscles and mind, he will receive absolutely nothing. The technique of learning to swim is largely about concentrating all your efforts on one main goal: learning to swim. Very soon, a person learning this skill will not even be able to remember how he lived before he was able to possess this skill.
In the same case, when fear for one reason or another does not want to leave the human mind, it is worth starting the first lessons in teaching adults to swim from scratch in a special pool using a life jacket, arm guards, boards and other similar devices. In addition, a panic phobia of depth can be calmed by the presence of a professional instructor who can insure a beginner and give him a variety of useful practical advice.
Women who want to learn swimming skills from scratch must take the training course exclusively in one-piece swimsuits. Both the stronger half of humanity and the fairer sex will need a special cap and swimming goggles to learn swimming. A cap can completely protect your hair, and glasses can protect your eyes from unpleasant chlorine irritation. Swimming eyepieces will also help improve the vision of objects under a layer of water, and in the modern world there is a wide range of safety glasses with diopters, which are designed specifically for people with low vision - everyone can choose something just for themselves. It also doesn’t hurt to carry a bag to swimming lessons that has a section that can store wet things after swimming.
So, for people who want to learn swimming techniques and for whom the fear of depth is completely alien, experienced specialists advise starting classes with such a simple exercise as the “float”, because it is this that helps beginners master the skill of keeping the body on the surface of the water.
Float
An extremely important aspect when teaching children and adults to swim is breathing control. Of course, you shouldn’t forget about technique, but when performing certain exercises, you first need to control your own breathing.
To perform the “float” exercise, you first need to immerse yourself in water to chest level. After this, you need to take a very deep breath, hold your breath at this moment, sit down and lower your head completely into the water, and finally exhale while under water. Then you need to come up and breathe in the air. After this exercise has been performed several times, you will need to make it more difficult. Now you need to stop at a level above the waist, hold your breath and sink deeper into the water with your head completely. After completing this algorithm of actions, you need to clasp your knees, which were bent in advance, with your hands as quickly as possible and float up, leaving the bottom. This will be completely easy to accomplish, because a body in such a position is guaranteed to be pushed to the surface by the water itself. You need to hold out in this state until the moment when the body needs to take the next breath and bring the body to its natural position.
There is absolutely no need to panic, because the purpose of performing this extremely useful exercise is to show a person learning to swim from scratch that water is indeed capable of holding the body on the surface with its own purposes. The wonderful “float” exercise simply must be performed until this natural beneficial feeling takes root in the human consciousness.
An excellent exercise called "sliding" is intended to show the student that human legs have much more weight than water. In order to perform this exercise correctly and technically, when honing it, it is imperative to turn your face to the shore. This is due to the fact that a person learning to swim will swim exactly towards it. To perform the “sliding” exercise, you need to take a deep breath, squat as low as possible, tilting your torso forward, and make a strong push from the bottom. The body should be as straight as possible, horizontal to the water surface. The student's arms should either be extended in front of his face or strictly at his sides. It will be much easier to glide along the surface of the water without straining your body, but on the contrary, relaxing it as much as possible.
The movement in the “sliding” exercise has its logical conclusion, and when it comes to it, the student’s legs should smoothly sink to the bottom, and the body should take a vertical position. After the movement has stopped, you need to rest and come to your senses, and then repeat the “sliding” several times.
Footwork
After the moment when the previous exercise has been perfected by the proper society, it is worth moving on to including the legs in the work after the moment of pushing off from the bottom. After all, swimming speed for the most part depends on how actively the lower limbs of the human body are involved in the swimming process. Including your legs in the movement on the water will allow you to swim calmly, without jerking or tension.
When performing this exercise, you should not desperately thrash your legs on the surface of the water - this will be a simple and useless waste of the body’s energy, and meanwhile the work of the legs should be uniform and coordinated.
This set of initial exercises will allow a person who wants to master the technique of moving on water to swim really well and efficiently.
The doggy style of swimming is the easiest way to move through the water. In order to swim with this style, when performing a slide, it is also necessary to include the work of the arms, which should be bent in front of the body. You only need to row them under yourself, while your head should be above the water level.
Children's swimming
As we can see, teaching adults to swim is a rather labor-intensive process. It is for this reason that it is simply necessary to teach children to swim. Swimming lessons should be taught in kindergarten, where at least basic swimming training should be provided. But all this will be completely useless if parents do not teach swimming to infants and preschool children. To do this, they may well take advantage of the videos that fill the Internet today. With the help of these simple measures, it is possible to ensure that in the next generation there may be no people left who cannot swim.
Swimming teaching methods
Swimming is widely used in recovery and rehabilitation after injuries, in the treatment of diseases associated with metabolic disorders (N.Zh. Bulgakova, 2002). Children who regularly go in for swimming are noticeably different from their peers who do not go in for sports: they are taller, have higher vital capacity, flexibility and strength, and are less susceptible to colds.
It should be noted that the conditions of the aquatic environment impose a number of unique requirements on the body. Mastering swimming skills is impossible without first familiarizing the student with a new aquatic environment and without, as a result, developing specific conditioned reflexes (N.Zh. Bulgakova, 2002; A.D. Kotlyarov, 1989).
According to V.A. Bykova (2011), initial swimming training can be divided into two stages: the first stage is learning the skill of staying on the water; the second is learning to move in water.
Training in all (four) swimming methods occurs simultaneously, but element by element. The duration of each stage depends on the mastery of educational and methodological material on sports swimming. The total duration of training was 3 months, 24 lessons of 60 minutes each.
At the first stage, a correct idea of the swimming methods being studied was created. Sports methods were studied in the following sequence: crawl, dolphin, back, breaststroke. At the first stage, students also master the water, learn a horizontal position in the water, and master exercises to create a support position in the water. Elements of the technique of starts and turns are studied. Errors are eliminated.
Second and subsequent stages:
Studying the basic elements of sports swimming techniques: in crawl and dolphin - arm movement and breathing; on the back - movement of the arms; in breaststroke - arm movement and breathing. Starts and turns continue to be studied and errors are eliminated.
Studying other elements of sports swimming techniques: crawl - leg movement; when swimming on your back - leg movements; in a dolphin - movements of the body and legs; in breaststroke - movement of the legs.
Coordination of elements of sports swimming technique, consolidation of the technique of starts and turns in general.
Improving sports swimming techniques.
When learning to swim in a deep pool, it is important not to make the student feel afraid and dislike the water. Active use of special preparatory exercises on land can significantly facilitate children's initial swimming training.
The program for initial training in swimming in “deep water” conventionally includes three stages:
Stage I - 1 - 12 lessons. The first 5-6 lessons are familiarization with water.
On board, they study mainly simulation and special exercises that will be directly performed in this lesson in the water. Basic exercises include holding your breath with exhalations into the water, immersing yourself in water, moving along the side with your hands supporting you over the side.
Learning how to swim crawl on the front and back.
Stage II - 12 - 24 lessons. Children continue to learn how to swim front and back crawl, drop down from the side, start from the water and turn the pendulum.
In lesson 24, children must swim 25 meters using the methods they have learned.
III - 25 - 36 lessons. Further improvement of front and back crawl swimming skills continues, learning starts and turns, and familiarization with the elements of breaststroke swimming technique is underway.
In lesson 36, students swim 50 meters. Throughout the entire training period, games and entertainment on the water are widely used. (Bulgakova N.Zh., 2005; Lubova S.A., 2012). The 36-lesson program can be used in any swimming pool.
During initial swimming lessons, 1-15 lessons, when children do not have the skill to independently stay on the surface of the water, all lessons are carried out using medical swimming rings, fins and swimming boards. When training in a deep pool 16-32, when children have already mastered the skill of independently holding their body on the surface of the water, to teach various components of sports swimming methods, it is necessary to use the following combinations of means that support the water:
For training and improving footwork techniques in sports swimming methods, except breaststroke: swimming board and swimming fins;
For training in sports swimming techniques: back crawl, front crawl, dolphin: swimming fins.
Training is carried out in the following order: 1-2 lessons - familiarization with water; Lesson 3-10 - developing the skill of staying on the surface of the water, learning the back crawl and front crawl (in parallel); 11-19 - breaststroke; 20-26 - dolphin; 27-32 lesson learning starts and turns (V.Yu. Davydov, 2003; Bykov V.A., 2003).
Zernov V.I. (1998) swimming training is divided into three stages:
Familiarization with the properties of water and an understanding of swimming techniques;
Learning elements of technique and the method of swimming in general;
Improving and consolidating swimming skills.
The initial skill is formed by the time students swim 25 meters independently (Zernov V.I., 1998; Gerasimova Yu.S., 2009).
Zernov V.I. (2010) defines 6 groups of preparatory exercises:
Elementary movements of the limbs and movement along the bottom in the water,
Dives,
Floating,
Lying down
Slip,
Breath.
Bulgakova N.Zh. (2014) identifies five groups of exercises for mastering with water:
Exercises to familiarize yourself with the specific properties of water,
Diving underwater
Diving,
Floating and lying on the water,
Exhale into the water and slide.
The technique of sports swimming methods is learned separately, in parts, and then combined into a holistic method of swimming; Moreover, the development of each element is carried out in gradually more complex conditions. The gradual complication of conditions leads the swimmer to perform exercises in a horizontal, unsupported position of the body, which is his working posture (N.Zh. Bulgakova, 2014).
A.I. Pogrebnoy (2001) outlined the content of an innovative swimming technique, where he proposed to focus attention, when learning to swim, not on the horizontal, but on the vertical position of the body, which prevents the face from being overwhelmed by water. This technique is based on learning the support stroke when learning to swim. In parallel with the study of exercises for staying on the water, the author suggests using exercises for mastering the water, games and jumping into the water. And when students learn to stay on the surface through arm movements, they can move on to learning sports and lightweight swimming methods. Young children master the support stroke faster and better in a supine position than in a tuck position. The author's recommendation is to start teaching primary school children how to swim using the back crawl method.
Simultaneous method of teaching swimming. Duration of training is 16-18 lessons. A distinctive feature is that this technique provides for an increase in the time the child spends in the water at each lesson, in particular, by reducing the duration of lessons on the side, in the gym, on the sports ground. It is emphasized that this is not about reducing the number of special exercises necessary for learning to swim, which are usually carried out on land and reduce the time spent in the water, but that these exercises can be performed in other physical education classes. In addition, the period of mastering the water has been shortened by reducing the number of repetitions of exercises in static positions such as “float”, “jellyfish”, lying on the water, sliding without moving your arms or legs. Another feature of this technique is that the child first of all learns the method that he does best and which will take the least amount of time to master. This method is determined while simultaneously introducing students to the elements of all swimming methods. Based on the chosen method, it is easier to master other methods. The simplest method, which most children learn in their first lessons, is to move their arms as when swimming breaststroke, and move their legs as when swimming crawl (with voluntary breathing). When swimming in this easier way, children quickly master the ability to float on the water and overcome certain distances. The first lesson is devoted to testing swimming skills: each student swims in his own way as much as he can. After which 3-5 lessons focus on swimming in the chosen method. In addition, it is important to note that learning all swimming techniques begins with mastering arm movements as the main element.
The fifth, ninth, twelfth, sixteenth lessons are tests. During these classes, mastery of swimming skills is tested (T.A. Protchenko, 2003).
In the pedagogical process, it is worth adhering to our accepted teaching methodology, based on a rational combination of methods for the holistic and separate study of educational exercises (N.Zh. Bulgakova, 2014).
Experts suggest the following division of students according to level of preparedness (swimming skill):
1st group - do not know how to swim, are afraid of water.
2nd group - can dive headlong into water, are not afraid to open their eyes in the water, or attempt to move through the water.
3rd group - move along the surface of the water 10 -15 m.
4th group - swim a distance of more than 25 meters using unsportsmanlike methods.
5th group - children who can swim sports (T.N. Pavlova, 2012)
Swimming- a sport or sports discipline that involves swimming over various distances in the least amount of time. At the same time, in an underwater position, according to the current rules, it is allowed to swim no more than 15 m after the start or turn (in breaststroke swimming, such a limitation is formulated differently); high-speed types of scuba diving do not belong to swimming, but to underwater sports.
Over its long history, humanity has developed many different swimming styles. Currently, the main swimming styles are: freestyle (crawl), backstroke, breaststroke And butterfly.
The All-Russian Swimming Federation defines swimming freestyle thus: “Freestyle means that the swimmer is allowed to swim in any way, changing them arbitrarily along the distance.” Previously, breaststroke, side swimming and trudgeon style were used as freestyle. In the 1920s, all these swimming styles were replaced by the more advanced and faster crawl.
Crawl known to mankind since ancient times. Despite this, European and American athletes for a long time knew nothing about crawl, giving all their preferences to another swimming style - breaststroke. Western civilization was able to “get acquainted” with the crawl again in 1844 at a competition in London, where the American Indians who used the crawl easily beat the famous English athletes who swam breaststroke. For a long time, Europeans could not overcome prejudices and refused to sail in such a “barbaric” way, in their opinion. But soon (in the 1870s), the Englishman John Tregen, who was traveling in Argentina, learned the crawl technique from the indigenous local population and a few years later presented his new style at competitions in Britain (however, John adopted only hand movements from the Indians - he used his legs to still worked in the horizontal plane). His technique was then refined by brothers Dick and Toomes Cavill from Australia (who were hugely influenced by the swimming style of the Solomon Islanders). The so-called “Australian crawl” that arose in this way was modified a little later by the American Charles Daniels, who also included six-beat leg strokes. Thus, Daniels created the “American crawl”, from which the modern style develops.
So, crawl(from the English crawl - “crawl”) - a style of swimming on the chest, in which the swimmer makes wide strokes along the body alternately with the left and right hand, while simultaneously continuously and alternately raising and lowering the legs. The athlete's face is in the water, and only periodically during one of the strokes the swimmer turns his head in order to take a breath.
Backstroke- a style of swimming on the back, visually similar to the “inverted crawl”. Just as in the freestyle, the swimmer here makes alternating strokes with his arms (though the swing is performed with a straight arm, not a bent one), while at the same time continuously and alternately raising and lowering his legs. Since the athlete’s face is almost constantly (except for starts and turns) above the water, there is no need to exhale into the water.
Backstroke is the 3rd fastest swimming style and the only one that starts directly from the water.
Breaststroke(from the French brass - “hand”) - a style of swimming on the chest, in which the swimmer makes simultaneous and symmetrical movements of the arms, as well as simultaneous and symmetrical movements of the legs in a horizontal plane under the surface of the water.
Among all swimming styles, breaststroke is the most ancient and, at the same time, the slowest.
Butterfly(from the English butterfly - “butterfly”, alternative name “dolphin”) - a style of swimming on the chest, in which the swimmer makes simultaneous and symmetrical movements with the left and right parts of the body. With his hands, the athlete performs a powerful stroke along a wide trajectory, due to which the front part of his body rises above the water, while at the same time making symmetrical wave-like movements with his legs and pelvis. Among all swimming styles, butterfly is the most energy-consuming, requiring maximum endurance as well as precision execution.
Butterfly appeared in 1935, and was then considered a new type of breaststroke, approved for use in competitions. But in 1953, due to the huge speed advantage over the classic breaststroke, butterfly was singled out as a separate swimming style.
Teaching methods- theoretically substantiated and practice-tested methods and techniques for the work of a teacher (teacher, trainer), the use of which ensures optimally fast and high-quality problem solving.
When teaching swimming, three main groups of methods are used:
Verbal;
Visual;
Practical.
TO verbal methods include story, explanation, clarification, conversation, analysis, analysis, instructions, commands, orders.
Using an explanation, a story, giving instructions, evaluating actions, etc., the coach helps students create an idea of the movement being studied, understand its form, content, comprehend it, and eliminate mistakes. The teacher’s short, figurative and understandable speech determines the success of using these methods.
Story used when organizing a lesson, a game, or explaining its rules.
Description creates a preliminary idea of the movement being studied. Its main, key elements are described, but without explaining why it is performed in one way or another.
Explanation It should be brief, figurative and easy to understand, contain basic theoretical information and specific practical instructions for performing elements and movements in general, i.e. it gives the answer to why exactly this or that should be done, one way or another.
Explanation allows you to clarify unclear points.
Conversation with mutual questions and answers increases the independence and activity of students, and the teacher has feedback with students, which additionally helps him get to know his students.
Analysis any exercise or task in general, games are carried out during the summing up of the lesson.
Analysis and discussion of errors are aimed at correcting the actions of those involved. In this case, it is necessary to pay attention to each student individually in the form of encouragement or reprimand.
Directions are given to prevent and eliminate errors before and after performing exercises. The instructions focus the students' attention on performing the correct starting positions, the main key points of the movement being performed, explaining the conditions for its correct reproduction, and providing hints about all sorts of sensations that arise during this process. For example, when mastering a correctly executed hand stroke: “Feel how you push off the water with each stroke.”
When working with children, instructions are often given in the form of figurative expressions and various comparisons, which makes it easier to understand the essence of the task. For example, when learning to exhale into water: “Blow on the water like hot tea.”
In addition to solving educational problems, the teacher establishes relationships with students, influencing their feelings. The emotional coloring of speech enhances the meaning of words, helps solve educational and educational problems, stimulates activity, confidence, and interest.
Taking into account the specifics of swimming, the instructor conducts all necessary explanations, discussions and other extensive verbal methods and techniques on land - before or after classes in the water.
When the group is in the water, the instructor gives only laconic commands and orders so that the children do not freeze. For example, he says: “Now let’s do a chest slide. Stretch your arms forward. Take the starting position. Take a breath - “push” (the last command is given by voice or whistle). After completing the exercise, when the guys stood on the bottom and turned to face the instructor, the results are summed up: “Okay. You need to keep your body tense and stretch forward more. Now let's see who can slide the longest. Take the starting position. Take a breath and...”
Thus, with the help of commands, the instructor, as it were, controls the group and the course of training.
All tasks in the lesson are carried out under command, it is given briefly, in an orderly tone. The commands determine the beginning and end of the movement, the starting positions when performing tasks, the place and direction for carrying out training tasks, the pace and duration of their implementation.
Commands are divided into preliminary (for example, “Put your face in the water!”) and executive (for example, “Push!”). With children of primary school age, commands are used with great restrictions.
Counting in swimming is used only in the initial period of training - to create the necessary pace and rhythm of movements. Counting is carried out by voice, clapping, monosyllabic instructions: “one-two-three, one-two-three”, etc.; when studying crawl leg movements: short “inhale” and long “you-you-exhale” - when mastering exhalation into the water.
In addition to commands, it is necessary to give methodological instructions to prevent possible errors and evaluate the results of the exercises. They most often clarify individual points and conditions for correct execution of the exercise. So, when performing a back slide, the instructor can indicate that the exercise will only work if the participants take a lying position and not a sitting position.
As you know, training versions of exercises for studying swimming techniques differ significantly from swimming techniques in perfect, masterful performance. Therefore, in order to achieve the necessary movements during initial swimming training, the instructor has to give explanations that are sometimes inaccurate from the point of view of high technical skill. The result of these explanations, which are incorrect at first glance, is the smallest number of errors and rapid mastery of the training version of the swimming technique. For example, explaining the crawl movements of the legs and arms, the instructor says: “The legs and arms should be straight and tense, like sticks.” Of course, it is impossible, and there is no need, to hold your legs and arms in this way: during swimming, they, encountering the resistance of the water, will bend as much as necessary for the correct stroke. This orientation allows you to avoid a typical mistake for all beginners - excessive bending of the legs and arms.
TO visual methods include demonstration of exercises and swimming techniques, educational, visual aids, photos and videos, films, as well as the use of gestures.
The screening includes demonstration of special teaching aids, video materials, cinemagrams, films:
Direct observation of the swimming technique of good athletes, as well as familiarity with imitation movements that allow the swimmer to better understand the technical element being studied or improved;
Learning and improving in parts the movements of the arms, legs, one hand, coordinating the movements of the arms, etc.,
Learning and improving movements in general;
Elimination of technical errors directly or indirectly.
Along with a figurative explanation, visual perception helps to understand the essence of the movement, which contributes to its rapid and lasting mastery. The role of visual perception is especially important when teaching children. A strong tendency to imitate, especially among younger schoolchildren, makes visualization the most effective form of teaching movements in a holistic form, as well as with dividing the movement into parts (slowing its execution, stopping in the main phases). The freestyle hand stroke, for example, is studied by stopping the hand in the three main phases of the stroke. During stops, it is recommended to tense the arm muscles 2-3 times for 3-5 seconds. However, there is no need to get carried away with performing individual parts (phases) of the swimming cycle. Once students have gained an understanding of the general method of swimming, they should swim as much as possible. Training versions of the technique are demonstrated on land by the instructor, and in water by those practicing who are better at this exercise. The demonstration can be carried out not only before the start of the lesson (on land), but also during it.
The effectiveness of the demonstration is determined by the position of the instructor in relation to the group:
1) the instructor must see each student in order to correct his mistakes;
2) students should see the exercise demonstrated in a plane that reflects its shape, character and amplitude.
Mirror display is used only when studying simple general developmental exercises. A negative demonstration (“how not to do it”) is possible only if the students do not have the impression that they are being imitated.
The high noise conditions typical of a swimming pool make it difficult to perceive the commands and orders of the coach (instructor). Therefore, in swimming, a system of conventional signals and gestures is used, with the help of which the coach (instructor) communicates with the group and each student individually and manages the educational and training process. Gestures replace commands and instructions, help clarify the technique of performing movements, prevent and correct errors that occur, suggest the pace and rhythm of movements, set the speed of swimming segments, stop students, etc.
TO practical methods include:
Method of practical exercises;
Competitive method;
Game method.
The method of practical exercises can be:
Mainly aimed at mastering sports techniques;
Mainly aimed at developing physical qualities.
Both groups of practical exercises are closely interrelated and complement each other at all stages. The first group is used more in the initial stages, the second - in subsequent stages.
Teaching movement techniques can be carried out using two methods: the method of holistic-constructive exercise (holistic) and the method of dismembered-constructive exercise (in parts).
When learning to swim, all exercises are first learned in parts, and then reproduced as a whole. Thus, the study of swimming technique follows a holistic and separate path, which involves repeated execution of individual elements of the technique, aimed at mastering the method of swimming as a whole.
Learning in parts makes it easier to master swimming techniques, avoids unnecessary mistakes, which reduces the learning time and improves its quality. Unlearning in general is used at the final stage of mastering swimming techniques. Improving swimming technique is carried out through the holistic execution of swimming movements.
Methods for developing physical qualities, also called training methods, are divided into:
Uniform (evenly covering a distance with a given intensity);
Variable (uniform overcoming with different accelerations along the distance);
Repeated (repeatedly overcoming specified segments with a given intensity);
Interval (repeatedly covering segments with a given intensity, but with a strictly regulated, usually insignificant rest interval).
Each method can be used when swimming both in full coordination and in parts (elements), as well as alternating between full coordination and individual elements.
Competitive and game methods are widely used in initial swimming training. Both methods bring excitement, joy, and emotions to classes. Before an exercise is included in a game or competition, it must be completed as a group. The element of competition mobilizes strength and capabilities, promotes the manifestation of will, perseverance, initiative, and increases the dynamism of classes.
In addition to all of the above methods, the direct assistance method is also used in swimming practice, which is used if, after explaining and demonstrating the task, the beginner still cannot complete it. The instructor takes the hands (legs) of the student in his own hands and helps him to correctly reproduce the movement several times.
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