Extract
[...] Variance Grid levels) Level Proposed Situation Target Objective Criteria for Achievement Pedagogical Variables Didactical Variables 1 Standing Immersion, blow underwater for 3 seconds Awareness of Exhalation Mouth and nose underwater, simple exhalation Short bath, visual reference Short duration 2 Immersion and walking underwater to 2 meters Associate movement and breath Walk slowly while exhaling Mobile marker Breath/movement coordination 3 Slide on the stomach while exhaling over 3 meters Control his breath while moving Regular exhalation during the slide Independent work Transition to horizontal 4 Use of a tuba to prolong the immersion Learning to prolong exhalation Breathe in and out calmly through the mouth Use of equipment Work on respiratory duration 5 Slide freely for 5 meters without tube Control breathing independently Synchronize breath and movement Reduction of material assistance Emphasis on sliding 6 Swim ventrally for 10 meters with controlled breathing Respiratory endurance Sequence of controlled exhalations and inhalations Work without fixed references Complete autonomy This approach, carried out in levels, allows for effective pedagogical differentiation. Each student progresses at their own pace, according to their technical and respiratory abilities, without experiencing the feeling of failure. Successes are gradually highlighted in order to establish perseverance. Environmental conditions The learning situation takes the form of progressive immersion workshops. [...]
[...] The management of apnea is finally approached as the key to respiratory endurance, a prerequisite for extending the time of immersion to the advantage of ease of movement. The motor skills worked on include mastering immersion without fear, progressive and regular exhalation underwater, as well as synchronizing breathing with movements, essential for evolving serenely in an aquatic environment. Pedagogical Reflection The target audience consists of children in CE2, aged 8 to 9 years old, with a heterogeneous level of ease in an aquatic environment. The learning framework is a public pool containing a small pool, surrounded by safety measures, allowing for learning times. [...]
[...] In fact, it first conditions the ability to move and evolve safely, then the ability to enjoy the aquatic environment. This session aims to bring the student to build a relationship of trust with water, the intention being to increase their motor autonomy and initiate them to the required hygienic and secure behaviors, all this through an adapted, differentiated and secure progression. Because, beyond a physical preparation, swimming allows a real educational step towards a thoughtful and responsible action in a specific environment. [...]
[...] Didactic Reflection In fact, the general skill most expected at the end of this cycle 2 is to learn to move their body correctly in different environments. It is here a question of learning to adapt their gestures, supports and breathing to the aquatic environment, which transforms very deeply the usual references, called 'terrestrial'. The specific skill targeted is to move in the water for about fifteen meters without support after a prolonged immersion time, which implies the mastery of integrated immersion. This involves controlling exhalation underwater and the need to adapt to its movements. [...]
[...] The material used is defined as: floating hoops, boards and possibly tubes for certain exercises. The sessions taking place in a small, secure pool, 1m to 1.20m deep, allow for the exploration of the aspects of immersion without danger. The presence of a lifeguard and the teacher ensures safety during the sessions thanks to constant surveillance. The session time is divided between 10 minutes of general warming up minutes of workshops and 5 minutes of returning to calm. The teacher is responsible for: animating the workshops, observing the students' work, securing movements, validating successes, etc . [...]
