Aquatic environmentalawareness

1

familiarisation with water

The first problem to be solved for the pupil is to apprehend the unknown, to no longer be afraid, to reassure himself to face his representations. He therefore needs to keep his landmarks (plantar, visual) as much as possible while associating new ones (tactile, inner ear, etc.). Offering them familiar games (because they were played at school) and transposing them to the pool brings them security and pleasure. They come into contact with the aquatic environment, adapt their information gathering and modify their representations. At this stage, the pupil learns to play in the liquid element and finds his autonomy in the material arrangements (small or large bath, abundant material).

2

loss of plantar support

As soon as he plays in the water, the pupil can lose his footing, even if only for a moment. This imbalance creates a perceptual confusion which must be compensated for by important tactile cues (hence the need to have something to hold). The feet can leave the ground if balance is achieved by hand support and the buoyancy of the water. Horizontality of the body is progressively acquired by the speed of movement, acquired by solid supports (edge, cable, ropes...). At this level, the student progressively accepts the sensation of falling caused by the loss of verticality and support.

3

discovering depth
and buoyancy

Like the loss of foot support, the fear of depth is a major obstacle to learning. After having accepted to let go of the foot support, the pupil naturally focuses his senses on the depth which can seem abysmal. Discovering that the bottom is difficult to reach is reassuring. Little by little, the dangerous well gives way to a depth that is difficult to access. Becoming familiar with one's buoyancy will give the pupil much more autonomy and allow him/her to accept to let go (palm support) for at least a few seconds. At this stage, the pupil knows :
- that if he does nothing, he will stay close to the surface and will not be swallowed up by the depths.
- that if he/she lets go of the edge or the rope, it is without consequence, at least for a few moments.

4

building balance
by using evasive support

The previous stage gave the pupil some autonomy and he starts to let go of his hand holds. But he is very quickly unbalanced like a cork floating in all directions. The pupil is aware that if he does not take support he cannot breathe and even risks drowning. They lose the desire to let go again. Giving them the means to balance themselves by leaning on the water gives them a new sense of freedom which they will take full advantage of in their various activities. It is however necessary to take care that the support is built without external artifice like a fry or a board. At the end of the stage, the pupil knows how to orientate his support surfaces to find his balance.

5

learn to align your body
to slide or enter the water

The pupil is now able to balance in the water. They gain confidence and begin to move in their own way. From then on, pedalling and other splashing will cause him to bend or twist his torso, which is detrimental to movement and balance. It is therefore necessary to make him aware of the necessity of the sheathing and the conservation of the alignment favourable to the movements. He can then learn to propel himself by rooting the action of the limbs on a solid bust. Be careful, alignment is not to be confused with horizontality. At this level, the pupil knows how to glide while generating the least possible resistance to the advance. He/she has also built up the sheathing of the chest.

6

build a separate train propulsion
by separate train

The pupil needs time and balance to learn to propel himself. Providing them with floating equipment to immobilise either their upper (arms) or lower (legs) body meets this need. His task is thus simplified because he does not have to coordinate arms and legs. It is also made easier because the equipment helps him to balance and allows him to carry out his actions slowly. The gesture will be refined to produce an efficient propulsion. If the leg action seems more natural, the more efficient arm propulsion will be favoured. It is possible at this stage to learn to blow into the water during the propulsion. At the end of the stage, the pupil can orientate his/her support surfaces and pull or push to move forward.

7

coordinate propulsive actions and glide

The pupil will be able to make his action more complex by achieving balance and propulsive coordination. As in the previous stage, they need time and balance to learn. The equipment (e.g. belt) will help in these two areas by allowing them to perform their motor actions slowly. At first, it may be necessary not to ask for a real continuity of motor actions in order to give a temporal reference. (Example in breaststroke: arm-pause legs). Then this continuity is sought by emphasising the rhythm. In this phase, as in the previous one, it is possible to ask for "long" or powerful breaths. At the end of the stage, the pupil knows how to coordinate and synchronise his/her propulsive actions from train to train.

8

synchronise propulsion
and breathing

The pupil cannot swim for long without getting out of breath and tired. Poorly placed breathing leads to asphyxiation and imbalances that hinder the swim or make the student tired (need to make extra efforts to balance). The temporal and spatial regulation of breathing will reduce imbalances. Continuous exhalation during the propulsive action and then forced exhalation at the end of the propulsion should allow better ventilation. The inspiration is progressively synchronised with the arm action and placed on the propulsive dead time. At the end of the stage, the pupil knows how to place his/her inspiration and expiration according to the motor time.