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Learn To Swim Pathway Frequently Asked Questions

Before contacting the ASA with your questions about the British Gas Learn to Swim Pathway and its Frameworks, check out our frequently asked questions (FAQs) section below to see if your answer is there.

General Pathway Questions

Some swimming programmes are adding additional outcomes to assist swimmers to progress. How does this work?

The ASA is passionate about having a national programme with national minimum standards but insist teachers should not teach using the outcomes as their syllabus. Each programme should identify the needs of their swimmers and can add additional outcomes/ awards and criteria to their class structure to help swimmers to progress. By adding diversity to their programmes they also help swimmers progress between the stages better and keep swimmers motivated. Any additional aquatic outcomes are encouraged as long as they are appropriate and well communicated to teachers and parents/ swimmers so all involved understand the criteria for each class. The Stages are the bread and butter and the swimming essentials additional criteria/ awards to each class which add the challenges, fun and diversity to help swimmers stay in the programme.

Are there other resources being developed to support the Learn to Swim Pathway?

The ASA are always looking for ways to develop and support customers. We are currently working on developing a new resource to replace the NPTS DVD and also looking at a more interactive replacement to the Aquatic Programmers Pack. In the meantime, the existing DVD can still be purchased and a Learn to Swim Pathway Introductory Pack includes all four Learn to Swim Pathway Framework documents, the ASA Teachers Toolkit, a copy of the Parents Guide, a Games Pack, an NPTS DVD and samples of our posters and swimmers journey documentation.

Foundation Framework

Is the Swim A Song CPD and Swim A Song Teacher Resource Pack still relevant?

The ASA is currently looking into refreshing the Swim A Song CPD to assist teachers delivering the Foundation Framework. The Swim A Song Teachers Resource Pack is an optional resource. This resource pack achieves the same outcomes as Swim A Song Steps 1, 2 and 3 but does so through the use of a CD of songs. Most teachers have suggested they prefer having the outcomes as listed in the Foundation Framework.

Why is there an overlap between the Duckling Grades 4 and 5 and the Learn to Swim Framework Stages 1 and 2?

Ducklings is part of the Foundation Framework and is designed for pre-school children. It is recommended these awards are delivered in an adult and child setting or with a low teacher to pupil ratio as pre-school children tend to have poorer concentration and need more prompts and support. However, this is not to say that some swimmers at this younger age do not progress to being able to swim without aids. It is important though that lower ratios are still in place for this age group.

The Learn to Swim Framework Stages 1-7 is designed for school age children so can be delivered in a normal class structure with ratios up to 1:12. Some children do not start swimming until this age because of child care restraints or other children are less confident when no longer in the adult and child setting. Stages 1 and 2 allow for smaller steps for these children. Children who have already attained Duckling Grade 5 can complete these stages without aids and, a qualified Level 2 Teacher will be able to ensure the outcomes are still progressive to their needs whilst following the guidelines.

What are the main differences between the new Swim A Song outcomes and the Duckling outcomes and how do the two programmes interlink?

Swim A Song is designed for babies and children who are new to swimming and who need a lot of support to enable them to complete the outcomes. It is suitable for young children who are unable to follow instructions and is delivered with 1-2-1 support. The Duckling awards are designed for children who are more able to follow basic instructions, are more water confident and can move more independently. These awards may be delivered with 1-2-1 support or in small ratio teaching classes. The adult should remain within reaching distance of the swimmer but most the skills the swimmer should be able to complete relatively independently.

What qualifications do I need to deliver the Foundation Framework?

A teacher should hold the ASA Level 2 Teacher’s Certificate and it is recommended the teacher should have attended the Adult and Child CPD to be able to deliver the Foundation Framework. ASA Level 1 Teachers can assist a Level 2 Teacher with delivery. To find an Adult and Child CPD please contact your ASA Regional Office or the ASA.

Does the framework have to be delivered in an Adult and Child class structure?

Please refer to the Safe Supervision for Teaching and Coaching Swimming document for the full overview. It is recommended that pre-school swimming is delivered in an Adult and Child setting with a ratio of 1 adult : 1 child swimmer, with an ASA Level 2 Teacher teaching from pool side. If a teacher chooses to enter the water, a full risk assessment needs to be conducted. Teachers must remember it is harder to see all swimmers when they are water based so a ratio of no more than 1:2 is recommended in this scenario.

If we do deliver Adult and Child what are the recommended ratios?

The recommended ratio is 12 pairs (adult and child pairs) to each ASA Level 2 Teacher.

At what age can babies start swimming?

Infants can start swimming from birth. However babies chill easily and water temperature needs to be considered if this is to happen. Many programmes start baby swimming from around three months, however parents/ carers should be encouraged to check with health visitors before enrolling on any swimming programme.

What training is available for the Foundation Framework?

It is recommended that teachers attend the Adult and Child CPD before delivering the Foundation Framework.  For teachers using the Alpha Step awards and working with swimmers with disabilities, there are also a range of other CPDs depending on the needs of the swimmers. As this is an Adult and Child environment it is important that teachers are comfortable working with adults in the pool and that they have some experience of how to deal with pre-school children. New teachers may benefit from shadowing more experienced teachers if they have not worked with pre-school groups before.

What if a swimmer has completed the Duckling stages before they are school aged?

The Swim A Song and Duckling awards are very much designed for the pre-school aged child but some children do progress more quickly. However, not all swimmers are mature enough and able to concentrate enough to be moved away from the Adult and Child setting. The ASA teacher can introduce the stages of the ASA Learn to Swim Framework to pre-school children if appropriate, but caution should be exercised before moving them into a class of school aged children.

How would I start a Foundation Framework?

Firstly it is important that you have the right changing and pool facilities to cater for the swimmers and a teacher with the right skills to be able to deliver. Once these boxes are ticked, you should have a meeting to discuss what needs to be done to run the programme, equipment, pool time, suitable pool space, booking system, etc. As with any new programme, it is important to gauge local interest and target pre-school groups, nurseries, children’s centres and mums and tots groups. Then try and run a pilot and assess and review the success of the programme with the user group.

Our programme was using the Swim A Song scheme before - how has it changed?

The Swim A Song programme was first launched several years ago to help operators deliver baby swimming. Programmes using the original format, CD of songs and teachers and parents packs can continue to do so – if this works well for their programme. However, many teachers wanted the programme to be simplified so they could see the outcomes of each award and write their own lesson plans and schemes of work. With this in mind, the original Swim A Song programme was broken down into a series of outcomes (like the rest of the Learn to Swim Pathway). The Swim A Song pack aligns with the outcomes in the Foundation Framework so teachers can choose how to deliver their Swim A Song programme to suit the needs of the centre, the teachers and the swimmer groups.

Our programme was using the Duckling Awards before - how has it changed?

The content of the Duckling Awards remains the same and if you are already delivering these you can continue to do so in the same way. It is recommended programmes consider offering the full Foundation Framework by providing the Swim A Song awards for younger swimmers and the Alpha Step awards for swimmers with additional needs.

Is it advisable to do baby submersion?

Some programmes do offer submersion where the parent/carer is encouraged to take their baby under the water as part of the swimming programme. This is not an essential part of the Foundation Framework. It is certainly not recommended to ask swimmers and parents/ carers to do anything they do not want to do.

At what age should swimmers start and stop wearing buoyancy aids?

There are many factors that could determine this, pool depth, swimmer ability, swimmer confidence, skills being practiced. As a general rule, buoyancy aids can be actively used throughout the Foundation Framework. However it is recommended to encourage all swimmers to remove their buoyancy aids at some stage during each session (with or without adult support) and experience travel, coordination and buoyancy without aids.

Do we have to implement all of the Foundation stage?

There are a lot of factors that go into the implementation of any swimming programme. It is recommended if pool design and local demographics allow for it, to implement all of the Learn to Swim Pathway to ensure you are delivering a programme to meet the needs of all swimmers and non swimmers, regardless of age and ability.

Learn to Swim Framework

What are the sections of the British Gas ASA Learn to Swim Pathway?

  • ASA Foundation Framework
  • ASA Learn to Swim Framework (stages 1-7)
  • ASA Aquatic Skills Framework (stages 8-10)
  • ASA Adult Swimming Framework

What qualifications do I need to deliver the various stages?

  • An ASA/UKCC Level 2 Teacher for Teaching Aquatics is qualified to lead and deliver aquatic sessions
  • An ASA/UKCC Level 1 Support Teacher for Teaching Aquatics is qualified to assist and support a class under the direction of a Level 2 Teacher
  • It is recommended that to deliver stages 8, 9 and 10, a Level 2 Teacher attends the relevant CPD specific to that discipline
  • An ASA/UKCC Level 2 Coach may also deliver stages 8, 9 and 10 in the discipline specific to their qualification e.g. a Level 2 Water Polo Coach may deliver Water Polo Stages 8, 9 and 10
  • Staff training, in-house training and aquatic team meetings will also support the sharing of information, knowledge and experience between teachers and sites where there is more than one pool. Recognition of training for teachers and coaches will support the workforce, raise standards and aid consistency between delivery and sites.
  • There is an overview of qualifications and resources for each stage of the pathway at the start of the Learn to Swim Framework guide.

Who will be available to give me support as I start to teach this plan?

  • Your ASA Aquatic Officer/ ASA Regional Office will be able to offer support around implementation.
  • In-house training can also aid the process of change and support teachers to build their knowledge.
  • Contact details for the ASA Regions are available at www.swimming.org or from ASA Customer Services on 0871 200 0928.

How will consistency be guaranteed when teachers are assessing?

  • Resources detail the expected standards for passing an award. A DVD is also available which may help. Please contact the ASA Awards Team.
  • Learn to Swim CPD seminars are available.  For further details available contact your ASA Regional Office.
  • The facility/organisation will have a part to play in supporting consistency between teachers/sites e.g. arrange teacher meetings, in-house training and support teachers in accessing CPD training relevant to their needs.
  • The ASA has the swim21 accreditation programme which can be used to support change and improvement within your facility/ organisation, enhancing consistency as well as providing you with a quality kite mark accreditation.

What do I do if another teacher passes to me a swimmer who is not at the right ability?

  • This scenario is avoidable as the resources are available to clarify the standards expected for assessment purposes. If the scenario does happen, raise the issue at the next teacher’s meeting or discuss it with the programme supervisor and try to identify a common sense solution.

What awards are included in the British Gas ASA Learn to Swim pathway?

The Pathway includes:

  • The Foundation Framework with the Swim a Song Awards, Duckling Awards and Alpha Step Awards. The Alpha Step Awards provide small stepping stones for those individuals who may need additional support. They are particularly useful for a shy/timid child, adults who may not be very water confident and some disabled individuals.
  • The Learn to Swim Framework with Stage 1-7 Awards and the Core Journey Awards.
  • The Aquatic Skills Framework and the Stages 8-10 discipline specific Awards.
  • The Adult Swimming Framework and the Adult Swimming Awards.
  • Details of all the Awards can be found in the ASA Teachers Toolkit and the Awards Test Conditions booklet. Both are available from ASA Awards.

Why change to the British Gas ASA Learn to Swim Pathway?

  • Implementing the British Gas ASA Learn to Swim Pathway will add more variety to your swimming programme and therefore enhance the sessions offered to your customers, which can lead to improved customer retention and increases in demand.
  • It offers a nationally recognised programme designed by industry experts for your customers and covers all swimming ages and abilities.
  • The Pathway also incorporates all aquatic disciplines and therefore widens the opportunities available for swimmers but also enhances the knowledge and experience required of the teacher.
  • The programme is also the most successful programme of its kind in British Sport and is supported by a wide range of awards which can compliment and diversify your programme and motivate swimmers.

How long will it take a swimmer to pass each stage?

  • This will vary with every swimmer depending on their skills and experience.
  • If a swimmer has the experience of preschool or adult and child sessions then he/she may move faster initially through Stages 1 and 2 because they will be familiar with the environment and should be more confident in the water.
  • It is recommended that each centre records the date a swimmer starts each stage and has a meeting to discuss how to support any swimmers that are in any one stage for longer than 40 weeks.

What happens if by the end of a programme a swimmer has not achieved all the outcomes in the stage they have been working on?

  • The child must complete all outcomes in order to receive the Stage Award.
  • If a child continues to struggle in completing all outcomes over a considerable amount of time, it may be beneficial for him/her to move up to the next group. However, information regarding the outcomes that he/she has not achieved must also be passed onto the next Teacher and be re-assessed before achieving the next Award.

Where does a child with a disability fit into the British Gas ASA Learn to Swim Pathway?

  • The Foundation Framework has a special Additional Needs phase which provides progressive steps for those participants who require additional help prior to entering Stage 1 of the Learn to Swim Framework.
  • The swimmer, if able, can then progress into Stages 1-7.
  • A variety of different CPDs are available to assist swimming teachers with limited experience on how to work with swimmers with additional needs.
  • It must be recognised that some children may never be able to achieve all stages and so it is important that appropriate exit routes are identified for these swimmers.

How does the ASA ensure facilities/organisations delivering the Learn to Swim Framework are doing so to the expected standard?

  • The ASA has many mechanisms to support and provide guidance to facilities regarding Aquatic Programmes and delivery.
  • A comprehensive education and training programme delivered by the IoS is available to support.
  • The ASA Regional Staff, among others, are on hand to offer support through partnership working.
  • The ASA provides strong recommendation and clear guidance through resources and training to ensure teachers, coaches, facilities and programmers have the knowledge and information to provide high quality delivery. The onus is placed however on the facility/organisation to take up those opportunities. 

What is LTAD and how does it link to the Learn to Swim Framework?

  • LTAD stands for Long Term Athlete Development and identifies a framework for aquatic development. Within LTAD there are five stages which can be used to describe growth and development. The first of these is FUNdamentals.
  • The Learn to Swim Framework is underpinned by LTAD and all outcomes are derived from progressive skills which form part of the LTAD.
  • The LTAD aquatic headings are: Entry, Exit, Buoyancy & Balance, Rotation & Orientation, Streamlining, Aquatic Breathing, Travel Coordination, with the additional elements of Water Safety and Health & Fitness.
  • The Framework Stages 1-7 develop the Fundamental Movement Skills, Stages 8-10 develop the FUNdamental Sports Skills.
  • During Stages 1-10 an athlete/swimmer will develop a wide-based structure of skills which will give him/her the basics to progress through specific pathways related to individual disciplines or a number of disciplines and then into clubs to refine those skills.
  • The swimmer may choose not to enter a structured club situation, but will still have the skills to enable them to pursue a healthy lifestyle.

What advice would you offer to providers who feel there is a skills gap between Stages of the Learn to Swim Framework?

Not all programmes have experienced problems with the same stages. If a programme is having problems our guidance would be to...

  1. Hold a teachers' meeting to see if all teachers feel the same.
  2. A Stage could be broken down into two classes to ensure a swimmer still progresses through the programme.
  3. Any skills gaps that are encountered could be incorporated into lower stages to ensure swimmers get more practice before they reach the next stage and are therefore better equipped.
  4. Additional awards can be implemented to keep swimmers motivated.
  5. Teachers need to avoid just teaching the outcomes for that stage and recognise that the outcomes for that stage are the national expected standard but the swimmers in that programme may need more help with some core skills lower down in the stages to help them to learn.

Planning and preparation are key to addressing any skills gaps as soon as possible.

Aquatic Skills Framework

What are the sections of the British Gas ASA Learn to Swim Pathway?

  • ASA Foundation Framework.
  • ASA Learn to Swim Framework (stages 1-7).
  • ASA Aquatic Skills Framework (stages 8-10).
  • ASA Adult Swimming Framework.

What qualifications do I need to deliver the various stages?

  • An ASA/UKCC Level 2 Teacher for Teaching Aquatics is qualified to lead and deliver aquatic sessions.
  • An ASA/UKCC Level 1 Support Teacher for Teaching Aquatics is qualified to assist and support a class under the direction of a Level 2 Teacher.
  • It is recommended that to deliver stages 8, 9 and 10, a Level 2 Teacher attends the relevant CPD specific to that discipline.
  • An ASA/UKCC Level 2 Coach may also deliver stages 8, 9 and 10 in the discipline specific to their qualification e.g. a Level 2 Water Polo Coach may deliver Water Polo Stages 8, 9 and 10.
  • Staff training, in-house training and aquatic team meetings will also support the sharing of information, knowledge and experience between teachers and sites where there is more than one pool. Recognition of training for teachers and coaches will support the workforce, raise standards and aid consistency between delivery and sites.
  • There is an overview of qualifications and resources for each stage of the pathway at the start of the Aquatic Skills Framework.

Why should our Learn to Swim programme try and deliver stages 8, 9 and 10?

  • Many swimmers drop out of swimming. Introducing the other aquatic skills can help retain swimmers in the programme.
  • Swimming coordinators do not have to wait until all swimmers have achieved stage 7 to introduce elements of 8, 9 and 10. Some synchro or flip n fun activities could be introduced as a contrasting activity earlier in the programme. This is maybe something to look at during your next Teachers Meeting.
  • The contents of stages 8, 9 and 10 have been designed so they are easy to implement and should be integrated into your Learn to Swim programme. Any programme delivering stages 1-7 should look to offer 8, 9 & 10 to deliver a more seamless Pathway to motivate swimmers.

 Can anyone else offer stages 8,9 &10?

  • As long as implementation is supported by appropriately qualified staff, stages 8,9 and 10 can be delivered in a variety of settings. Some clubs use the stages as stepping stones for new club members, schools may also wish to implement the stages for more competent and confident swimmers. Holiday schemes also deliver the stages as a crash course activity for children and other youth groups have added elements into activities too.

Which disciplines should we look to offer?

  • This will be influenced by a number of factors: What are your teachers interested in starting to deliver? Are there any limitations to your pool design which may make it harder to deliver some of the content? What local swim21 clubs are available to offer exit pathways? A quick teachers meeting to look at the outcomes of each stage and discuss these items may help.

Who will be available to give me support as I start to teach the Framework?

  • Your ASA Aquatic Officer/ ASA Regional Office will be able to offer support around implementation.
  • In-house training can also aid the process of change and support teachers to build their knowledge.
  • Contact details for the ASA Regions are available at www.swimming.org or from ASA Customer Services on 0871 200 0928.
  • Your local swim21 club and their team of coaches may also be able to help you plan a scheme of work and mentor and support ASA Level 2 Aquatic Teachers to deliver the discipline specific sections of the framework.

What happens after a swimmer has achieved stage 10?

  • The opportunities to further develop specific skills and interests should be available. Each pool should have a list of pathways and other opportunities for swimmers. Teachers and reception staff should be aware of these opportunities and be able to sign post and deal with queries.
  • Ideally swimmers should be moved to a swim21 club and taster sessions and crash courses can be run over the school holidays to encourage transition from a Learn to Swim setting to a club setting.
  • Some swimmers may not want to move on, swimming programme coordinators should monitor the effectiveness of any transitions and the ability to retain swimmers with aquatic opportunities.

Where do I find out about swim21 clubs in my area?

  • Visit www.swimming.org for a list of swim21 accredited clubs. Swim21 is the ASA’s recognised kitemark for a safe, effective, child friendly club environment and all clubs with swim21 status have worked with the ASA to put quality structure in place.
  • Alternatively you can contact your ASA Regional Office who will be able to signpost you to effective clubs.

What awards are included in the Learn to Swim Pathway?

The Pathway includes:

  • The Foundation Framework with the Swim a Song Awards, Duckling Awards and Alpha Step Awards. The Alpha Step Awards provide small stepping stones for those individuals who may need additional support. They are particularly useful for a shy/timid child, adults who may not be very water confident and some disabled individuals.
  • The Learn to Swim Framework with Stage 1-7 Awards and the Core Journey Awards.
  • The Aquatic Skills Framework and the Stages 8-10 discipline specific Awards.
  • The Adult Swimming Framework and the Adult Swimming Awards.
  • Details of all the Awards can be found in the ASA Teachers Toolkit and the Awards TestConditions booklet. Both are available from the ASA Shop.

Why change to the British Gas ASA Learn to Swim Pathway?

  • Implementing the ASA Learn to Swim Pathway will add more variety to your swimming programme and therefore enhance the sessions offered to your customers, which can lead to improved customer retention and increases in demand.
  • It offers a nationally recognised programme designed by industry experts to your customers and covers all swimming ages and abilities.
  • The Pathway also incorporates all aquatic disciplines and therefore widens the opportunities available for swimmers but also enhances the knowledge and experience required of the teacher.
  • The Pathway is also the most successful programme of its kind in British Sport and is supported by a wide range of awards which can compliment and diversify your programme and motivate swimmers.

Where does a child with a disability fit into the Pathway?

  • The Foundation Framework has a special Additional Needs phase which provides progressive steps for those participants who require additional help prior to entering Stage 1 of the Learn to Swim Framework.
  • The swimmer, if able, can then progress into Stages 1-10.
  • A variety of different CPDs are available to assist swimming teachers with limited experience on how to work with swimmers with additional needs.

Adult Swimming Framework

What qualification do I need to be able to teach Adult Learn to Swim groups?

An ASA Level 2 Teacher for Teaching Aquatics is qualified to lead and deliver aquatic sessions. An ASA Level 1 Support Teacher for Teaching Aquatics is qualified to assist and support a class under the direction of a Level 2 Teacher. There is also an IoS Adult CPD seminar especially for teachers working with adults.

What are the recommended teacher: swimmer ratios for Adult Learn to Swim lessons?

Adult Beginners should be in classes of no more than one teacher to eight adults.

Adult Improvers who can swim 10m on their front and back can be in classes of up to 12 swimmers with one ASA Level 2 Teacher but swimmers should not be out of their depth.

Adult Stroke Sessions those who are able to swim 25m and tread water for two minutes can be in classes of up to 12 swimmers to one ASA Level 2 Teacher. In all these situations, it is recommended the ASA Level 2 Teacher is teaching from poolside. Teaching from in the pool is only recommended on a one teacher to two adults ratio, but may be more appropriate for very nervous adults. In any situation a full risk assessment should be completed and operators should follow industry guidance as well as the operating procedures for their pool.

For further clarification please refer to the Safe Supervision for Teaching and Coaching Swimming document published by the ASA.

Remember: Increase the frequency of the lesson, reduce the class sizes, improve the quality and your participants will Learn to Swim more quickly.

Is there any further advice for persistent non swimmers?

An ASA Level 2 Teacher would be best placed to assess the individual swimmer and their requirements. The teacher can then adapt a work programme to cater for this swimmer. Adult lessons are usually an excellent environment to create a buddy system. Adults work in pairs supporting each other in the water, one adult walking the other adult trying to lift their feet off the floor. Breaking each skill down into smaller steps is another useful approach so that each individual feels they are making progress. If this approach has not worked it may be that one to one lessons are a useful stepping stone. Talk to other ASA teachers for tips they may have for adult lesson delivery.

Why do adults not have to complete all the outcomes of the Learn to Swim Framework to access an award?

Adult swimmers are more focused on what they want to achieve (e.g. swim for health, overcome fear of water, etc.) and sometimes physically restricted (poor shoulder mobility etc) which all effects how many outcomes may be appropriate for each individual adult. Also teachers need to recognise that some of the outcomes are less appropriate for an adult audience such as jumping in, obstacle challenge. For this reason the ASA recommends teachers work with each individual adult to find out what they want to achieve and also physically what they can achieve. Some adults needless to say may be motivated to complete all the outcomes for each stage and this should not be discouraged.

What other awards/opportunities are available for adult learners?

The ASA recommends the use of the Adult Distance Awards alongside the Adult Awards which are available from 5m upwards.  Also there is a blank swimming award which is a great motivational tool for the completion of their first swimming lesson or first block of swimming lessons. For many adult swimmers, just getting in the pool will be a huge achievement in itself. Beyond this there are a variety of programmes available to encourage adult participation including the British Gas Swimfit programme.

What equipment would you recommend using for Adult Learn to Swim?

Much like the younger learners, adults may need buoyancy aids to help support them in the water and give them confidence. The best option here is to have a selection available and assist swimmers to choose one they feel comfortable with, depending on both their experience and ability. Many adult swimmers prefer to use noodles and these are excellent for early water confidence and developing breaststroke leg kick. Traditional floats may also be used.  Other equipment like sinkable hoops and balls may be used but these should be optional for adults to agree and decide which activities they want to try.

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