-
A Framework for Learn to Swim
-
National Syllabus for Multi-Aquatic development
-
A learn to swim programme underpinned by Long Term Athlete Development (LTAD) providing progression through Fundamental movement skills and FUNdamental sports specific skills
-
Expected Standards
-
Outcome focused
As a result of the principles being achieved, the following outcomes will be accomplished:
- Competence in the water
- Confidence in the water
- ‘Safe’ Swimming
- Enjoyment in the Water
- Increased likelihood of lifelong participation
- Increased likelihood of leading a healthy lifestyle
Aims of the NPTS
Set a national standard for performance - local schemes can equate to local standards. The NPTS aims to provide a degree of consistency throughout the country with regard to what we expect swimmers to do and how we expect them to do it.
Challenge lesson providers to structure the progress of swimmers based on achievement and not organisational convenience - progress through some learn to swim schemes is often based upon low interpretation of awards or criteria along with demands to move through the scheme as quickly as possible. Integral to the NPTS is a clear assessment process with progression through the scheme based on the achievement of clearly identified outcomes. Inevitably, therefore, some children will move through the scheme at a faster rate than others.
Develop a wide range of skills - the content of the NPTS prepares swimmers to participate in a variety of different disciplines and in so doing develops a more rounded and more skilful performer. This will increase the range of opportunities open to the swimmer in terms of future development whilst at the same time provides a sound skill basis for those wishing to progress to the competitive aspect of the sport.
Emphasise the importance of initial orientation - time devoted to initial orientation, to generating a feeling of being at ease in the water will enhance the development of more complex skills. Great emphasis is given, therefore, to water confidence activities particularly in the first two levels of the plan.
Develop high reliability through repetition, revision and consolidation - if you take the opportunity to look around a busy swimming pool, particularly if lanes have been allocated to allow for people to swim up and down, you could be excused for thinking that, whilst we may be a nation of swimmers, in reality we are a nation of poor swimmers. Incorrect head positions, poor body alignment, ineffective kicking and pulling and the sight of people fighting against the water are all too commonplace. The NPTS attempts to address this problem through improvements in the quality of learn to swim provision. Implicit in this is the raising of expectations of teachers, parents and swimmers. The NPTS aims to raise these expectations to a new level; to emphasise quality in stroke execution; to establish a situation whereby all children learn how to dive effectively; to have some awareness of other disciplines in which they might participate and to enhance their understanding of the benefits which swimming can add in terms of a healthy lifestyle.
Identify the correct standards of skill performance - for too long there has been ambiguity in respect of what constitutes the correct standard of performance over a range of aquatic skills. This is particularly the case in terms of the swimming strokes where the standard expected becomes very much that of the individual teacher and will, therefore, inevitably vary from teacher to teacher and from scheme to scheme. The NPTS identifies very clearly the standards expected at different levels of performance and will hopefully develop, over time, greater consistency in the application of standards.
Provide assessment against clearly identified outcomes - assessment is a critical aspect of the NPTS as this forms the basis for progression from one level to another. The outcomes are clearly stated and provide a reference point by which progression can be easily measured.
Provide a direct link to the Kellogg's ASA Awards Scheme - the Kellogg's ASA incentive Awards Scheme provides an excellent means of motivating swimmers of all abilities with a simple way of measuring progress. The development of the NPTS has provided the opportunity to produce twelve awards, the criteria for which match the outcome of the various levels of the Plan. The provision of the awards now becomes a logical consequence of the teaching process.
Provide a journey through Aquatics - the NPTS ultimately provides a pathway through aquatics detailing firstly the FUNdamental movement skills, followed by the FUNdamental sports specific skills that are relevant to each aquatic discipline and in association with the RLSS to include provision for Rookie Lifesaving. Through a FUN delivery of aquatic skills, and by developing the confidence and initial awareness and orientation in the water, strokes and techniques are developed through a stage-by-stage process of learning.
Provide a scheme with a long term aim - underpinned by Long Term Athlete Development (LTAD), the revised syllabus encompasses core skills associated with aquatic activity. The NPTS now reflects a progressive pathway of outcomes which are defined by developing skills such as: buoyancy & balance, rotation and orientation, travel & coordination, streamlining and aquatic breathing. Additional skills and understanding were also defined, such as: entries, exits, water safety and healthy living. Through the building of core skills, a pupil taking part in the scheme will enhance their 'feel' and awareness of the water, their ability and also their choice of aquatic activity later on. Stages 1 - 7 are concerned with building core skills and known as the FUNdamental movement skills, and stages 8 - 10 in each specific discipline (diving, lifesaving, swimming, synchronised swimming, and water polo) are concerned with exploring and developing new activities, and these are referred to as the FUNdamental sport specific skills.
For additional information related to the content of the NPTS email npts@swimming.org
