ASA Aquatic Helper 1 ASA Aquatic Helper version 2.

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


Pool SafetyAims for this section are to:

• Identify common hazards associated with an aquatic environment

• Design strategies to minimise risk


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)


Risk Assessment

Work in pairs

How many hazardscan you identify in

this picture?

How can you minimize the risk?


WorksheetRisk Assessment

PracticalLook around the

pool

Group Work


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



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


Communication


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)



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


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


Group Activity

VAKHow do you learn?

Styles of Learning


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


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


Stages of Learning

There are 3 stages of learning:

Beginner (Cognitive) Intermediate (Associative) Advanced (Autonomous)


Beginner (Cognitive)• Parts of the skill are missing• Some parts of the skill are exaggerated• Coordination of movement is poor• Poor decision making ability


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!


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


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.


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?


Long Term Athlete Development

Aims for this section are to:

• Understand the principles behind LTAD

• Identify the 5 stages of LTAD


Long Term Athlete Development (LTAD)

• Is based on human growth and development

• To achieve optimal performance

• Encourage swimmers to remain in sport


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



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


ANY QUESTIONS ?

Please Complete Your Evaluation Form


ASA Aquatic Helper 1 ASA Aquatic Helper version 2.

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Transcript of ASA Aquatic Helper 1 ASA Aquatic Helper version 2.