asa aquatic helper 1 asa aquatic helper version 2
TRANSCRIPT
ASA Aquatic Helper
1ASA Aquatic Helper version 2
Learning Outcomes
The aims of the course are to enable each delegate to:
• Show an understanding of pool safety• Utilise effective communication in an aquatic
environment• Be aware of good practice in an aquatic environment• Understand the principles behind Long Term Athlete
Development
2ASA Aquatic Helper version 2
Pool SafetyAims for this section are to:
• Identify common hazards associated with an aquatic environment
• Design strategies to minimise risk
3ASA Aquatic Helper version 2
Risks & Hazards
• Physical hazards (building design, layout, etc)
• People hazards (everyone!)
• Activity hazards (running, jumping, swimming, diving, etc)
• Teaching hazards (equipment, teacher, noise, etc)
• Physical risk (injury etc)
• Ethical & Moral risk (harassment, racism, abuse, etc)
4ASA Aquatic Helper version 2
Risk Assessment
Work in pairs
How many hazardscan you identify in
this picture?
How can you minimize the risk?
5ASA Aquatic Helper version 2
WorksheetRisk Assessment
PracticalLook around the
pool
Group Work
6ASA Aquatic Helper version 2
Effective CommunicationAim for this section are to:• Establish qualities of a good teacher/coach • Discover the most effective way to
communicate in an aquatic
environment• Identify different learning
styles• Recognise the 3 stages of
learning7ASA Aquatic Helper version 2
ASA Aquatic Helper version 2 8
Good Teacher/Coach
Divide into 4 groups:
Qualities of a good teacher/coachQualities of a bad teacher/coachReasons for bad behaviourReasons participants improve
Group Work
Communication
VerbalDescriptions, Language,
Q&A,Discussion, Instructions, Commands, Feedback• appropriate• volume & tone• positive• clear• interesting• short & simple• question & answer• accurate
9ASA Aquatic Helper version 2
ASA Aquatic Helper version 2 10
Group Activity
Understanding verbal communicationPair Pictures Activity
Learner Guide page 7
Communication
Non verbalPictures, Videos,
Demonstrations,
Activity cards, Models, Posters• appropriate• position• accurate (practise)• clear• talk through actions• allow immediate practise
Body Language
Intrinsic Feedback
11ASA Aquatic Helper version 2
Communication
ASA Aquatic Helper version 2 12
Group Activity
Power of non-verbal communicationSilent Activity
Communication
Praise and Feedback
Praise– “well done” without
clarification
Feedback– specific information – what the
participant has done correctly (or incorrectly)
13ASA Aquatic Helper version 2
ASA Aquatic Helper version 2 14
What will the coach do?What could you do?What information do you need?
Session Plans, Schedules & Activity CardsPrepared by teacher/coach
Working as part of the Coaching Team
ASA Aquatic Helper version 2 15
After each session complete an evaluation
• To help you improve. • Identify strengths• Identify weaknesses
Learner Guide example page 10There are blank evaluation forms available on pages 21-25
Working as part of the Coaching Team
CommunicationTeachers/coaches
havetwo ears,two eyes
andone mouth
They should be used in
Proportion.16ASA Aquatic Helper version 2
ASA Aquatic Helper version 2 17
Group Activity
VAKHow do you learn?
Styles of Learning
ASA Aquatic Helper version 2 18
Visual – seeing and reading
Auditory – listening and speaking
Kinaesthetic – touching and doing
People may have a preferred way of learning.Some people will have a combination of learning styles
Styles of Learning
ASA Aquatic Helper version 2 19
Prior knowledge and feelings will also affect learning.
Imagery TalkClose your eyes and visualise the story.
Then answer the questions in the workbook
Styles of Learning
ASA Aquatic Helper version 2 20
Stages of Learning
There are 3 stages of learning:
Beginner (Cognitive) Intermediate (Associative) Advanced (Autonomous)
ASA Aquatic Helper version 2 21
Beginner (Cognitive)• Parts of the skill are missing• Some parts of the skill are exaggerated• Coordination of movement is poor• Poor decision making ability
ASA Aquatic Helper version 2 22
Intermediate (Associative)
• Movement is better controlled• Some parts of the skill are restricted or exaggerated• Overall results are OK
If participants are instructed poorly at this stage, they can develop “bad habits” and inefficient motor patterns, these patterns can be very hard to change. Get it right from the start!
ASA Aquatic Helper version 2 23
Advanced (Autonomous)
• Mechanically efficient and coordinated movements
• Automatic performance (participants don’t need to think)
• Can think of tactics and make decisions well under pressure
• Confident and purposeful movements• All components of the skill are
correctly performed
Good PracticeAims for this section are to:• Look at the ASA code of ethics• Be aware of child protection issues
24ASA Aquatic Helper version 2
ASA Aquatic Helper Version 2 25
The ASA Code of Ethics
Ethical standards comprise such values as
• integrity • responsibility • competence• Confidentiality
Identify your own values under these headings.
ASA Aquatic Helper version 2 26
Child Awareness
Group Work – discuss the following scenarios – what may be happening?
What action should you take?• A child arrives for the session is crying and appears to be very upset.
• A swimmer wins their race at a gala and the coach gives them an over affectionate hug.
• A teaching assistant in the pool is teaching their little sister, at the end of the session they pick them up and throw them into the water.
• A child arrives for training covered in bruises.
Group Work
If you have concerns about a
participant in your session
TELL THE COACH
What to do?
27ASA Aquatic Helper version 2
Long Term Athlete Development
Aims for this section are to:
• Understand the principles behind LTAD
• Identify the 5 stages of LTAD
28ASA Aquatic Helper version 2
Long Term Athlete Development (LTAD)
• Is based on human growth and development
• To achieve optimal performance
• Encourage swimmers to remain in sport
29ASA Aquatic Helper version 2
LTAD Swimming Framework
training to winM: 18+M: 18+F: 16+F: 16+
the swimmer
M: 6-9M: 6-9F: 5-8F: 5-8
FUNdamentals
M: 15-18M: 15-18F: 14-16F: 14-16
training to compete
M: 12-15M: 12-15F: 11-14F: 11-14
training to train
M: 9-12M: 9-12F: 8-11F: 8-11
sport specific skills
30ASA Aquatic Helper version 2
ASA Aquatic Helper version 2 31
Benefits of LTAD
What are the benefits of LTAD ?
Group Work
Wider Aquatic Involvement
minipolo!, water polo, aquafun, flip n fun,
Rookielifesaving health, fitness
recreation
other aquatic sports eg: canoeing
Learning Outcomes
The aims of the seminar are to enable each delegate to:
• Show an understanding of pool safety
• Utilise effective communication in an aquatic environment
• Be aware of good practice in an aquatic environment
• Understand the principles behind Long Term Athlete Development
• Next Steps.... Go out there and help your coach.
• When you are 16 you can take your ASA/UKCC Level 1 certificate
33ASA Aquatic Helper version 2
ANY QUESTIONS ?
Please Complete Your Evaluation Form
34ASA Aquatic Helper version 2