Terms in this set (128)
For ---- learners: Through careful story telling and explanation. They: talk to themselves, are distracted by noise, lips move while thinking, can repeat quickly back to you, music lovers, memorize through steps, procedures, and sequences, speak slowly, and are natural listeners.
For ----- learners.: Through carefully demonstrating. They: are more organized, well groomed, deliberate, appearance oriented, soft spoken, orderly, less distracted by noise, fast talkers, impatient, and interrupt more.
For ---- learners: Through giving them plenty of time to try the new skill. They are: focused on emotions, more athletic, more while thinking, like to talk about how they feel, slow decision makers.
S: any ------
E: ---- how to do the skill
D: ----- the skill with a swimmer
P: ---- the skill with circle swimming
S, E, and D all should take --- seconds, while P should take --- minutes.
Do not stay on a skill longer than --- minutes.
The ---- does not know what the skill is and needs a --- SEDP no matter what the age or level is.
The ----- struggles with specifics and is not consistent. Make this story fun, the explanation brief, demonstrate based on the ----- and then practice.
The ---- needs a --- cue of the skill. Always challenge them until they are consistent.
A child earns a sticker on their progression card if they can perform s skill consistently-- times.
----- is 4mo-3yrs. They have a short attention span and need the same class structure every week.
From 4 to 12 months, a child is able to stand and sit alone. They can grassy objects and cannot pull themselves out of the pool. They will not remember everything so --- memory is important. They are usually willing to go to someone who is -- their parent.
From 12-24 months, they can follow one to two step directions, and can --- on things and get ----. --- memory is very important, and they can start blowing bubbles and throwing things.
From 2-3 years, a child learns by --- others. They are willing to try anything and can start to ---- recognize a skill.
In the --- level, demonstrate to the --- how to do the skills and keep everything ---. No more than --- minutes for practice for this age group. Must have hands on correction.
---- is age 3-4. Every skill must be fun with a song or ----, only one skill can be worked on at once and use a lot of ----- (less verbal).
In ----, there needs to be a --- SEDP every time with a super fun story.
---- is 5-6. They are able to do a skill after watching it and they care about the ----.
For ----, there only needs to be a full SEDP for --- skills or progressions. Be silly and descriptive with stories.
----- is 7-12. They are logical and self motivated. They are --- oriented and if they don't want to do it, it shows.
When using SEDP with ---, be logical with the stories so the children aren't annoyed with it's cheesiness. A --- can take place of the story, and E and D are only used for --- skills and progressions.
Intro to splash ratio:
101 splash ratio:
201 splash ratio:
101 ripple ratio:
201 ripple ratio:
301 ripple ratio:
401 ripple ratio:
201 wave ratio:
301 wave ratio:
401 wave ratio:
501 wave ratio:
601 wave ratio:
201 surf ratio:
301 surf ratio:
401 surf ratio:
501 surf ratio:
601 surf ratio:
When addressing a challenge, keep them busy, having fun, and be ----.
If a swimmer already knows a skill, ask the swimmer to ---- and find out what motivates them. Pair the swimmer with someone they may need ---.
If the skill is too hard for a swimmer, start the swimmer off with what they --- do and go from there. Provide lots of --- and make sure that they're at the correct stage of learning.
If a swimmer is having a bad experience, talk to the -- and find out what happened. --- the swimmer and keep them in their comfort zone. Portray----- and let them know how they'll be supported.
If a swimmer does not like the instructor, get to know the swimmer and find out their -----. Make an --- to connect with them and match their needs.
If a swimmer is not getting enough attention, make an --- to spend an equal time with each swimmer. Use them to ---- and keep the swimmers --- with circle swimming while they wait.
If a swimmer will not get into the water, provide the swimmer with ---- and make them special by holding the rings. Find out what they like and put it into the ---- and if they won't leave their parent, call the supervisor.
If the swim lesson is not a good day, get the swimmers excited by being ----. Keep them busy and start with what they ---. Be caring!
If a swimmer is being forced to go, find out why they're the and explain how the class will help achieve their ---. Be flexible and entertaining and fun.
If a swimmer does not want a male instructor, act kinda --- and caring and provide the kid with ---.
The --- --- is used to practice log rolls, kicking, water acclimation, activity time. It is used for --- to splash, and ---, ---.
The ---- and Toys are used for water acclimation, conditioning, and activity time. They are used for --- to splash as ---.
The ---- ---- are used for player techniques, streamline kicks, submersion, and back floats, they are used for --- to splash, ---, and ----.
The big --- --- is used for ice cream scoops and front kicks. It's used in levels --- and ---
The ----- is used for breaststroke arms, kicks, paddles, and Sammy seahorse. It's used in levels ---, ----, and ----.
The ---- hoop is used for streamline on front, streamline on back, and jumping in. It is used for levels ---,--- and ---.
The ----- barbell is used for log rolls with assistance, rotary breathing, kicks, one arm front crawl, and one arm backstroke. It is used in levels ---,---, and ----.
The --- is used for kicks, whip kicks, and rotary breathing, it is used in levels ---,----,---, and ---.
---- are used for flutter kicks, freestyle, backstroke, dolphin kick, and butterfly. It is used in levels ---,---, and ---.
---- and --- are used to adapt to a skill level and provide an outside comfort. The shorter distance allows an instructor to correct skills right away. It is used in 101 (except ----), 201, 301, 401, and 501 and 601 ( a bench is not needed if the kids van ---)
For islands and benches, adjust the distance ---- starting the class. Always have your --- to the island when adjusting and your back against the --- when teaching. -- swimmer is on the island at a time and always watch the swimmers.
Put the bench against the --- and do the --- there.
Place the island in the middle
For circle swimming:
1. Swim on the --- side of the road (with and without bench and island)
2. Constant --- and movement of swimmers.
In circle swimming, Brian one swimmer to the island. While the second is swimming there, bring the first swimmer ---. While that first swimmer is swimming back, send the third swimmer to the --- and keep that same rotation.
In circle swimming 101, keep your back to the line and stay within an --- reach of swimmers while you swim sideways. Keep swimmers --- on bench with blowing bubbles. You should be able to touch the bench and island at the --- time. Do the skill ---- times and --- times for floating skills.
In circle swimming 201, keep your back to the line and stay within an --- reach of swimmers while you swim sideways. Keep swimmers --- on bench with blowing bubbles. You should be able to touch the bench and island at the --- time building from ---m to ---m.. Do the skill ---- times and --- times for floating skills.
In circle swimming 301, put you back to the lane line and start at the --- of lane. Don't walk with every swimmer. For a new skill, end one swimmer at a time, and send two for a review skill. Repeat the skill ---- times and the distance --m, building to --m.
In circle swimming 401, put your back to the lane and start at the --- of the lane. Kids ar going faster with one swimmer sent at a time and swimming at the same time with touch and go. A skill is repeated ---- times. The distance is --- m building up to --m.
In circle swimming 501 and 601, keep your back on the lane line and start in the --- of the lane. All kids are swimming at the --- time except for skill review. The skill is repeated ---- times. The distance is -- building to ---m.
Splash is a --- child class.you are teaching the parents how to --- their child the skills.
--- techniques are taught in the Splash class that could save a child in water. The classes are a great social environment. Children to start swimming early tend to be smarter and have better ---.
Water ---, water ----, and --- are all --- progressive skills taught in splash.
In water entry, child and parent sit --- by side on the edge of the pool with feet in the water. The parents opposite arm crossed in front of the child's body and grabs the wall --- the child's legs.the parents ---- in and grabs the child under the --- and brings them in the water.
In water exit, the child uses the ------, elbow, squish, ----, push. As soon as the child gets out of the water, coach the parent and child to sit down on the --- of the pool so the child does not run away when the parent exits.
When a child is learning how to kick in splash, the parents hold the child --- to face. Parents reach around to ---- the child's legs and alternate kicks. Use the cue ----, kick, kick.
The progressive skills in splash are --- and ---, -----, ----, and ----.
The palmer refers is a natural reactions for babies to wrap their fingers around things. To progress this skill, place a --- in the child's hand and have them pull it (this is the first step to being able to pull themselves out of the water). Rep,ace the rings with the parents ----. Then pull the child off of the side of the pool and monkey bounce or walk to other side. (Monkey walk is placing the kids hands on wall and walk with their hands on the --- of pool)
Name ready go/praise
When conditioning s child to go under water in splash, verbal and nonverbal cues are super important.
To properly condition a kid:
1. Have child sit on the side of the pool
2. Say the cue: --- ---- ---
3. Pour s small amount of water over their heads, getting water on nose, eyes, and mouth.
4. Give lots of ---- and repeat.
A splash child can never go under water straight up and down. The child must be in a ---, scooping motion to prevent water from going up the nose.
Submersions in splash students should in,t be attempted once the swimmer has been conditioned. Here are the steps:
1. Hold the child --- to face moving backwards.
2. Say the ----: name, ready, go
3. Lift the child up slightly
4. Submerge the child and lift out of the water
5. Provide lots of ---- and repeat.
If a splash swimmer has mastered the first set of submersions, follow the same submersion rules but once the child is underwater, let ---. Place --- in the child's fingers and pull out of water when the child --- the thumbs.
Once submersions and conditioning have been mastered, move on to passing. Here are the steps:
1. Hold child in the --- to side position. --- their parent.
2. Say the --- and make eye contact
3. Lift the baby and submerge
4. Passer passes the child to parent ---
5. The receiver places --- in child's thumbs and once grasps, pull out of water.
6. Praise! (The child can kick underwater as well)
Turning is taught in splash and teaches the child to turn and face the wall when the jump into a pool. First instruct parent to:
1. Stand with ---- the the wall holding the child facing outward
2. Say the ---
3. Lift the child up and without taking their back off of the wall, turn the child around so they see the wall and parents face and say --------.
Once they master peekaboo, instruct parent to:
1. Submerge child
2. While underwater, turn child to face the ---- and wall.
3. Place ---- in palms
4. Pull up once grasped
5. Place the child's hands on ----
In splash, lesson plan needs to be the --- each week. Spend no more than -- minutes in each skill and hold the class in ---- deep water where parents can stand.
Splash and ripple 101 differ because in splash, ---- are in the pool and it is in the deeper end. The ratio is different, and ripple uses --- and benches.
Splash and ripple 201 differ because in splash, --- start and then transition out of the water. The ratio (1:3) is the same tho.
The order for splash classes:
1. Water entry
2. Welcome song (--- song each week to show consistency)
3. Water exit
4. Water acclimation (---- and buckets)
5. Kicking (only --- child when the legs move)
6. Palmer technique
12. ---- topic
13. Homework (like practicing ----)
14. Goodbye song (same each week)
When building relationships in class, listen and respect the swimmers. Treat them like they're your ---- and ask questions to get to know them.
Make lessons fun by using songs and ----, make sure everything has a --- tho.
When teaching a lesson, explain the --- and be consistent. Keep the kids busy --- of the time and make sure they know the rules. Do not get caught up on the small things, just keep them, ---.
When dealing with inappropriate behavior:
1. --- them of rules and be kind yet firm
2. Be more direct and monotone with no k ----
3. Correct them but do not give ----
4. Call the ----
Never put a child in a timeout during a lesson. Do not feed into their games.
In lessons, remember no more than --- minutes for each skill. About 4-5 skills ate converted during lessons. Mosh of the lesson is used in ---.
You can have --- sub per month. Put the start time of class and level and what is covered with special notes.
A lesson will include a welcome, a ---up, --- time (the longest), --- skills and then wrap up.
In lessons, a welcome is one minute long. Have a lot of enthusiasm on the deck and make it seem that you've been dying to see them. Greet both the kids and parents by --- and on,t start early if --- swimmers are there, if someone comes late, greet them with the --- amount of enthusiasm.
In lessons, the warmup is 3-4 minutes and use a fun skill that --- can do. Everyone does this together.
In a lesson, the review is 15-20 min or ----% of the lesson. Use ---- here and practice a lot.
In a lesson, a new skill takes about 5 min. It will not apply to every lesson and a full ---- is required. Only -- new skill per lesson.
In the wrap up of a lesson, use five minutes for the --- show. In this each child gets -- seconds and you provide --- and homework to the parents. After the show, the child must exit with the parent.
After a lesson, hand the child to the parent. The child can only go back in the water if the parent is. If a parent does not arrive, call the ---.
A progression party occurs at the last full week of the month. The instructor reviews progression with swimmer and parents and the swimmer selects a --- for each skill mastered (from skill sheet) and the swimmer puts the sticker in place. Gives tons of praise!
To ensure that a swimmer is in the right place, keep --- them each week. Always be encouraging, and adjust the ---- when necessary.
To modify a lesson for an advanced swimmer, remove or use equipment with less -----. Start working on the --- progression, and adjust the ----.
To modify a lesson for a struggling swimmer, use ---- and move ----to the previous professions. Recommend ---- lessons in private and/or teach out to the supervisor.
If a swimmer has special needs, talk to the --- to see if there are special tricks that help them learn. Find out their --- and highlight what they --- do and praise them for it. Be consistent and provide visual and verbal ---.
Never turn your ---- on swimmers. Always keep IS against the ---- and face the swimmers when moving the island.
Never be --- with a child. Always position yourself so others can see you and encourage parents to stay during lessons. When taking children to bathroom, stand in doorway.
At the end of lessons, have swimmers exit the water and hand them off to their parents. If a parent is not there, call the ---.
If s child needs to go to the bathroom:
1. Call the --- to assist the child
2. Call the --- to come over and take child
3. Take --- class to restroom and keep door open
If there is a tornado warning during a lesson:
1. ---- the pool
2. Take swimmers to women's dressing room and must hand child ---- to parent
3. After warning ends, check with supervisor
4. Communicate --- to members.
If you have to close the pool for sanitary reasons:
1. --- the pool
2. Alert the ----
3. Communicate that the pool is closed and class is over (30 min after vomit or stool is removed or 13 hours after diarrhea is removed)
4. Assist in cleaning
5. Supervisor determines opening time
6. Communicate --- to members
In an emergency, direct EMS ark go through ---- door if possible. Do not start assisting crowd control unit, all of the children have been ---- handed off to parents or team member.
In an emergency, a lifeguard will start the EAP by blowing one ---- whistle. If not there, the swim instructor is in charge and is the ---- rescuer.
1. ---- the pool and rescue victim
2. Supervisor radios -------
3. Call 911 and get an AED
4. Continue to give help until EMS arrives. Any instructor not assisting will help with --- control
5. Report to GM and complete report
Quick checks are completed ----- for all instructors. It looks at uniform, circle swimming, energy, equipment, happy, and activity.
Parent survey are sent out every --- months and your aquatics manager shares the results with you.
Swim instructor evaluations are completed at least ---- a month by the supervisor or manager. You must get an 80%. It is a review of all of the items learned in the swim instructor certification. It reviews class on time, uniform, facilitation, voice inflection and sound, and if the hair is --- from demonstrating.
To retain members we must first and foremost create ---- with the members. We must build classes and keep them ---, --- with the members, and ---- up with the swimmer and parents.
[All with assistance] float on front/back, paddle on front/back, kick on front/back, hold breath for 3 seconds, log roll
[All without assistance] float on front/back, paddle on front/back (10 ft), kick on front/back (10 ft), hold breath for 3 seconds, log roll
Streamline kick on front/back (4 yds)
Swim on front with log rolls (7 yds)
Backstroke (7 yds)
Jump and swim to side of pool
Streamline kick on front back (7 yds)
Free with roll breathing (15 yds)
Backstroke (15 yds)
Rotary Breathing with equipment
Stream line kick on front/back (10 yds)
Free with rotary (25 yds)
Backstroke (25 yds)
Breastroke (15 yds)
Butterfly (15 yds)
Dolphin Kick 10 yds
Free with rhythmic breathing (50 yds)
Backstroke (50 yds)
Breastroke (25 yds)
Butterfly (25 yards)
Flip turns, legal turns, and finishes
101: paddle with help (scoops)
201: paddle 10 ft (alligator arms)
301: log roll 7 yds (sunrise, sunset)
401: roll breathing 15 yds, rotary breathing with equipment (catch)
501: rotary breathing 25 yds (recovery)
601: rhythmic breathing 50 yds (fingertip drag)
101: paddle with help on back (goldfish arms)
201: paddle 10 feet on back (snow angel)
301: backstroke 7 yards (PB & J Arms)
401: backstroke 15 yards (Windmill Arms)
501: backstroke 25 yards(Thumb, pinky, pull)
601: backstroke 50 yards (body roll)
301: Arms (scrape bowl)
401: Whip Kick (pop balloon)
501: 15 yards (pull, breath, kick, glide)
601: 25 yards (lift body)
301: Dolphin Kick (super glue)
401: Butterfly Arms (question mark)
501: Butterfly 15 yards
601: Butterfly 25 yards
401: 7-15 yds
501: 15-25 yds
601: 25-50 yds