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Abstract
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The World Health Organization (WHO) has recognised that every child should learn to swim as a life skill. Which swimming stroke to learn first is not the most important question (Stallman, 2014). What is important, however, is to teach children to learn a technique where they feel safe. Using the principles of motor development and providing safety in and around the water are paramount. Thanks to this knowledge basis, gathered in part at the 2014 Lifesaving Foundation Conference, swimming lessons in Flemish schools (Belgium) were given a new focus. Through a compulsory curriculum, all children up to the age 12 work on two important goals in their swimming program.
Orca Certification measures 'water safety and swimming skills' consisting of propulsion with the legs, the arms, on the front and on the back. Furthermore breath control, agility, control of rotation (full range of motion), streamlining position and control of floating on the back and front are acquired. This is our primary objective; the acquisition of competitive swimming strokes is a secondary objective. The first goal of Orca Certification is achieved through a new three stage teaching program: a process beginning with 'water familiarisation' through 'survival in deep water' ending with 'water safety and swimming skills'. Our teaching of survival skills in the deep end is particularly noteworthy. The distinction between 'water familiarisation' and 'survival in deep water' can be described as follows: 'water familiarisation' is usually practised in the shallow end of the pool whereas learning to survive is practised in the deep end.
With the 'survival in the deep' stage, a basic principle remains for each teacher: the more we focus on deep water experiences in each lesson, the quicker the child becomes familiar, comfortable, and confident with deep water. In order to work as environment-specific as possible, it is important to clearly know and accentuate the differences between locomotion on land and in water. The motor skills of the child are optimally combined in their new environment so that new specific habits develop in the deep end. More efficient habits are 'learned' and replace 'less effective habits' (e.g., retro flexion of the head, hand or arm flexions, and resistance to buoyancy and unstable situations).
Language: en |