Postgraduate Course: Strategies and Methods in the Teaching of Swimming (EDUA11261)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This unit is designed specifically for those wanting to improve their understanding of the swimming teaching environment and knowledge about pupil orientated content for the early stage learner and for those who want to develop the organisational and pedagogical skills related to how to teach swimming effectively to non-swimmers / early stage learners and improvers up to early club swimmers. Resources such as textbooks and research journal articles will be used to introduce students to the concepts that underpin effective teaching in a swimming pool environment. Throughout the unit, examples will be provided to demonstrate how current knowledge is actually applied in a teaching and coaching context. Activities such as $ùreflections&©, $ùdiscussion papers&© and $ùdiscussion forums&© will encourage application to a range of swimming teaching situations. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
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| Delivery period: 2012/13 Flexible, Available to all students (SV1)
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WebCT enabled: Yes |
Quota: None |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| No Classes have been defined for this Course |
| First Class |
First class information not currently available |
| No Exam Information |
Summary of Intended Learning Outcomes
1. Understand what the core skills / elements of water literacy are and how they relate to future development / competence in a wide range of swimming skills and strokes
2. Evaluate pedagogical and instructional approaches to teaching the main content of learning programmes for participants from non-swimmer up to early club level
3. Drawing on research, understand the complexity of the swimming teaching environment and how elements such as effective organisation and diverse forms of communication contribute to the effectiveness of the teaching / learning and progress of the learner
4. Apply the above three areas of knowledge and understanding in order to structure and present suitable and effective learning opportunities and practice situations for participants at different stage of learning or of different levels of ability in the range of content relevant to learn to swim programmes
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Assessment Information
Four Written Unit Assignments (3* set questions: 800-1000 words, 1* course assignment, 1500 words)
Assessment Task Weighting
UNIT ASSIGNMENTS (3*20%) + 40%
|
Special Arrangements
| None |
Additional Information
| Academic description |
This unit is designed specifically for those wanting to improve their understanding of the swimming teaching environment and knowledge about pupil orientated content for the early stage learner and for those who want to develop the organisational and pedagogical skills related to how to teach swimming effectively to non-swimmers / early stage learners and improvers up to early club swimmers. |
| Syllabus |
&· Core skills and water literacy for early stage learners
&· Long term athlete development in swimming
&· Relationship between age, development and learning to swim
&· Pedagogical and instructional approaches to teaching complete non-swimmers
&· Pedagogical and instructional approaches to teaching the main swimming strokes and skills
&· Practices: structuring, sequencing and supporting of practices
&· Equipment: function and use in relation to supporting learners / facilitating practice
&· Class, group and individual teaching
&· Understanding the learner&©s perspective on specific skills / practices / lessons
&· Communication and feedback
&· Organisation for safety and effective teaching
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| Transferable skills |
Not entered |
| Reading list |
Amateur Swimming Association, (2004) Success is Long Term. Amateur Swimming Association.
Amateur Swimming Association, (2004) Long Term Athlete Development: The Swimmers&© Pathway, Coachwise / 1st4sport.
Amateur Swimming Association, (1995) Introduction to Swimming Teaching and Coaching, Swimming Times Ltd., Loughborough.
Amateur Swimming Association, (1998) Swimming Teaching and Coaching Level 1, Swimming Times Ltd., Loughborough.
Armstrong, N. and Welshman, J. (1997) Children in Sport and Exercise. British Journal of Physical Education, 28(2). Pp.4 $ú 6.
Armstrong, N. and Welshman, J. (1997) Young People and Physical Activity, Oxford University Press, Oxford.
Foreman, G. and Bradshaw, (2009) A Introduction to the FUNdamentals of Movement, SportsCoach UK.
Laughlin, Terry and Delves, John ( 2004). Total Immersion: The Revolutionary Way To Swim Better, Faster, and Easier. Fireside, New York.
Swimming Canada, (2008) Long Term Athlete Development Strategy. Swimming Canada.
YMCA (1999) Teaching Swimming Fundamentals, published by Human Kinetics for YMCA of the USA
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| Study Abroad |
Not entered |
| Study Pattern |
Learning and teaching activities will be based on e-learning approaches including group discussions in the $ùdiscussion forums&©, individual $ùreflective activities&©, $ùcomment papers&©, on-line quizzes, and assignments. Students will be encouraged to record themselves on video demonstrating their learning with respect to effective teaching practice. |
| Keywords | swimming, teaching |
Contacts
| Course organiser | Prof Ross Sanders
Tel: (0131 6)51 6580
Email: |
Course secretary | |
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© Copyright 2012 The University of Edinburgh - 7 March 2012 5:56 am
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