Week 1 & 2 These weeks were predominantly focused on ensuring all students were confident and felt safe within the water. A significant challenge that i faced was building a great deal of respect between students. This can be a very intimidating and anxiety inducing environment for students, therefore i linked in the Wellbeing Indicator of Respected. I portrayed this to the students and there was no mocking or bullying throughout the whole unit of learning. The issue of water confidence was not as easy to combat, but i felt that by introducing the topic of front crawl and swimming as a sport in a fun and enjoyable manner, students would thus feel more relaxed. In the second week, I continued to build this confidence but also began assessing students unbeknown to themselves.This gave me an understanding of where students were at, and where i must meet them as Coach. It was clear that some students were highly proficient in the front crawl, therefore i may use them as examples. I will ask them in private first to ensure they are confident enough to demonstrate their skills and knowledge.

Week 3 & 4 My next challenge for this unit was to ensure that all students could fend for themselves in the water by making them as proficient and knowledgeable as possible about what to do in deep waters. This lead to my first skill: Sculling. My cues were precises and simplified as much as possible: "Move both hands, fingers together in the shape of an S beneath the water" "Move your legs, by bending them at the knees. Pretend you are running under water". The students who had vast experience demonstrated these skills in the water, which was of great benefit to both myself and the students. All students adapted very well to this and subsequently we could progress at a greater rate. We moved onto gliding in the water and how it is resistance that stops you from swimming smoothly.

Week 5 & 6  For me as a coach, i felt that these weeks would be the most difficult of all. This was due to the fact that there was a large number of students and i assumed the competency levels would be greatly contrasting. What i did to combat this was employed the far more proficient swimmers as coaches. A number of the class were involved in the local "swans" therefore it was unlikely they would learn any new skill, but they certainly would learn from teaching their peers. This peer reciprocal type teaching allowed for great progress to be made, particularly within students breathing. When discussing swimming with the students, breathing was by far the biggest challenge and fear. I worked to refine the skill of breathing with demonstrations and cues. Cues included placing an ear in the water" and "blow out fast underneath the water". A prominent issue was that students were having to exhale when their head was out of the water, prior to inhaling again. On completion of these weeks, students were very competent with their hand movements, and all students could swim one width using the correct breathing style.

Week 7 & 8 Week 7 was compiled of refining the skill, with week 8 being used to provide a unique learning experience in the form of games and enjoyable challenges for the students. I purposely did not organise a "time trial" or "race" as some students would simply not be capable and would thus feel excluded or incompetent. Instead, I organised a variety of mini games and challenges, that could be adapted to meet the learners needs. The more competent completed the activities in the deep end and at a quicker pace. One aspect of this unit that was thoroughly rewarding was the observations in progress that i made as students continued to push themselves to be better. I felt that the inclusion of  the wellbeing indicator made students far more conscious of others, and hopefully they will carry this into everyday life as opposed to just the swimming pool. As a whole I feel students enjoyed it, which is most important, but also learned a great amount in the short period of time.