Resource Overview #
This collection of articles which present the key components of the elementary school curriculum followed by a section for each of the three skill levels taught: Beginner, Fundamental, and Intermediate. Beginner level students are new to aquatic locomotion and are introduced to gross motor patterns in the aquatic environment. Fundamental level students are taught to improve their gross motor patterns and are introduced to intermediate level aquatics movements. Intermediate level students are taught the gross motor and fine motor patterns of recognized survival strokes and competitive strokes. Each defined skill has an Introduction, Description, Assessment, and Teaching Resources section. Safety Skills also include a Knowledge Objective section.
The Introduction section summarizes the specific aquatic competencies covered by the skill, goals for the skill, and the importance of the skill for aquatic safety. The goal of the Introduction section is to identify the purpose and priorities of the skill relative to its level.
The Description section lists the physical attributes and movements the student should maintain while demonstrating the skill. Alpha-character lists (e.g. A. B. C.) denote traits required throughout the skill (i.e. body position, head position, etc). Numeric-character lists (e.g. 1. 2. 3.), when applicable, provide the sequential order of execution. Demonstration videos and photo image galleries are included in this section as well.
The Knowledge Objective section of Safety Skills identifies the cognitive skills the student should gain while working on and demonstrating the skill. Teaching and discussing safety skills are important because these skills not only require physical execution, but also require an understanding of the reasons and uses of the skill in hazardous situations. Instructors should teach and assess both the physical and cognitive components of safety skills.
The Assessment section provides the scoring rubric or rule guide for the skill that describes the characteristics for each proficiency level of the skill. The desired motor patterns and ability necessary to achieve an age appropriate standard level of competence are provided for each score. Test courses are listed for some skills where different test configurations or environments could lead to inconsistent scoring results during an assessment.
The Teaching Resources section is a collection of information, suggestions, and methods to support teachers and instructors. Notes and tips provide reminders and additional insight that may help the instructor to better understand and teach the skill.