ASA Level 2 Course

UKCC Level 2 Certificate in Teaching Aquatics
***Easter Holidays 2012***
At Bluecoat Sports Centre, Christ’s Hospital, Horsham

Fantastic facility with accommodation available full board for just £35 per night

Week 1
Saturday 31st March 10-3pm
Sunday 1st April 10-3pm
Monday 2nd April 9-5pm
Tuesday 3rd April 9-5pm
Wednesday 4th April 9-5pm
Thursday 5th April 9-5pm

Week 2
Tuesday 10th April 9-5pm
Wednesday 11th April 9-5pm
Thursday 12th April 9-5pm
Friday 13th April 9-1pm

To book your place please click here

To print off a poster for your staff room please see attached

For additional information about accommodation please contact Jane Marsh at Bluecoats Sports Centre on 01403 247 616

Clubs interested in sending personnel on this course may be eligible for a bursary from the South East Region – please see attached for further details.

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Assesments – assignments and written exams for ASA Level 2 and Level 3 Coaching

Paper Assignments

I have in-front of me an Amateur Swimming Associations (ASA) paper for the Level III Senior Club Coach certificate. There are 12 sheets, facing side only. The paper is waxed, copyrighted and stamped with the ASA logo. Having attended a day long workshop on the topic, done some reading and from my own experience I complete these assignment and submit. It ought to be submitted as is; this is in part a test of authenticity. I have handwritten my responses. My habit and way of doing things is to have it in a word document, so I load the text and tables, complete the required questions/tasks, print off and submit both parts. Invariably I get a note about the typed up/printed off version being so much better … it takes skills that even I lack to write something in some of the minuscule boxes.

I was discussing on Monday with the ASA how to avoid plagiarism with e-assessments.

I mentioned Nottingham University medical students attening a computer-based assessment. I mentioned software that can spot plagiarism. I struggled however with the kind of forms the ASA uses as these tests seem to be have written with the EXAMINER in mind … i.e. to make them easy to mark. Which also makes it easy to cheat. The answer is the same, not open to interpretation. More or less. This isn’t strictly fair … papers are returned covered in red ink – I have redone one paper.

There has to be a sign in process that is used to identify a person.

How many people cheat? Is it such a problem?

Apparently so. Even with certificates and qualifications it appears easy to falsify documents. And often, these determined people are excellent teachers/coaches who have learn their trade as competitive swimmers and/or on the job, so they know what they are doing, they simply don’t have the piece of paper.

Memory Cards

I also have in front of me a set of handwritten cards given to me by a colleague who has just taken her Level II Coaching certificate. She failed the written paper. She used these cards to test herself. My intention is to put these into Spaced-Ed, as an exercise, possibly to create or to begin to create a useful learning tool.

I like the way Space-Ed prompts you over the week, tests you on a few things, then leaves you alone. You have time to assimilate the information. Is it easy learning? It is easier learning … nothing beats a period of concerted effort and self-testing to verify that you know something or not.

Whether electronic, or paper … or the spoken word, there is always a bridge to gap, a translation, as it were, of the information a person wants or needs to assimilate and this assimilation process.

Common to all is EFFORT.

Do you work hard at it for longer periods of time … or divide the task up into smaller chunks? Which works best? For you, or anyone? Is there a definitive answer? No. It will vary for you, as with anyone else. It will vary by motivation, inclination, time available, the nature and importance of the topic, the degree to which this topic is covered in print or online, or in workshops and in the workplace. In deed, my contention, would be that the greater the variety of ways to engage with the information the better it will be retained and the more useful it will be when required in a myriad of ways to be applied or is called upon.

On reflection

I learn from writing somethign out by hand. I learn again when I type it up. I may not be engaging with it ‘in the workpale;’ but there is engagement non the less through my eyes, hands and fingers. Similarly the person who wrote out this pack of 71 cards (both sides written up) was preparng themselves, afterall, for a written exam. She knows her stuff poolside, her struggle (as I know is the case for many) is translating this into exam-like responses in a highly false setting, away from a pool, from swimmers, having to read words to respond in text, rather than reading an athlete (observation) and responding with a fixing drill or exercise.

Swim Coach Kindle – Effective Poolside M-learning as in ‘Mobile,’ ‘Micro’ and by the ‘Minute’.

On its own content on an e-Reader such as a Kindle is NOT e-learning or m-learning.

(Though surely any kind of self-directed, personally motivated reading is learning?)

So how, in the context of swim coaching do I make it so?

There are two audiences, the athletes and fellow coaches.

I have dual responsibilities, as a coach putting in place ways to improve the times these swimmers produce (coaching) and in workforce development improving the skills of the team teaching or coaching swimmers.

(Ruben Guzman, The Swim Drills Book)

The Kindle content can be shown to swimmers; with the right content this has already proved brilliant at SHOWING the swimmers what I want them to do, complementing any demonstrations I do poolside.

Getting their eyes and ears engaged on the task is the challenge.

The right content, such as the Swim Drills Book has in place bullet pointed learning tips and focus points for the coach so that you can speed read this, or take a tip quite easily at a glance. More micro-learning that mobile-learning.

How about fellow coaches?

A colleague who was sitting out got her head around the Kindle after a few quick pointers on how to page turn (if we even all it that anymore).

She did two things, checked some progressions into swimming Butterfly for her next group of swimmers, taking from this a useful learning tip and then checked something on timing in Breaststroke for HER OWN swimming.

Next week, having primed her by email and some grabs on Kindle operation, I will show her how to highlight passsages in the Kindle and add notes. Surely, as other coaches do the same, this will build into an updated, club developed learning resource that more coaches and teachers will buy into because it is OF the club … we can identify, as you can in a Wiki, the contributions being made by people with decades of swimming experience as athletes, Masters champions and highly qualified sports coaches?

Not M-Learning yet

Now I integrate the Kindle content, this and other resources into two things:

Formal Amateur Swimming Association (ASA) qualifications, for example Levels 1, 2 & 3 Teaching Aquatics and Levels 1,2 & 3 Coaching Swimming.

Develop content in my swim coach blog, that is gradually taking the extensive offline electronic record or blog set to private, that I have now kept for five years. In here I have just about every session I have taken, possibly 1,000 sessions?

Encourage, through the formal programme of teaching and coaching that we have closer integration of what we do poolside and in the gym with both these formal and informal learning resources.

I’ve already shared ideas with an e-learning colleague in e-learning who did a Kimble e-learning piece in Articulate some weeks ago.

We are going to plan out generating our own content, including exploiting the affordances of the Kindle to create a series of ‘Flicker Book’ animations i.e. by controlling the speed at which you ‘page turn’ you generate or pause an animation that shows a specific technique. This might be as simple as how to scull, or long-legged kick for Front Crawl and Back Crawl.

Fascinating. My love for swimming and coaching swimming has been rejuventated as every time I am poolside will now be a workshop for learning.

An Aside

Four days ago 17 poolside helpers, assistants, teachers, coaches and principal teachers – a team manager too, attended a traditional ‘Tell and Talk’ point point workshop on Safeguarding Children.’ I was unwell so unable to attend. I would like feedback from this, but something more than some Smiley Faces or boxes ticked.

Any suggestions on approaches to Feedback that work without having to hire in consultants?

Club Philosophy and Mission Statements

PHILOSOPHY

Perhaps the most difficult job for any sports organization is uniting the athlete’s, parent’s, coach’s and community’s attitudes and expectations under one philosophy.

A firm understanding of the expectations of all these parties will go a long way in creating an effective philosophy and setting a correct course for a team to sail toward success. A coach who understands what his or her personal expectations are–both from the club as an administrator and from his athletes as a coach–is better prepared to discuss with parents, athletes and directors of the board what it will take to develop a compatible philosophy.

The following are some general expectations from coaches. (For expectations of parents and athletes see the articles to follow.)

1. COMMITMENT

For most coaching situations, coaches should expect their swimmers to be hard working and dedicated to the program. However, coaches should be wise in understanding the subtle differences between giving a solid effort and completion of every task. Athletes can give a full effort, yet not complete a workout. Other athletes may complete an entire task without giving 100 percent effort. It is a fine line that good coaches understand how to walk.

 

It is only detrimental to pressure athletes into changing their training priorities before the athlete is mentally, physically or socially ready. Coaches who over-push swimmers run the risk of burning the athlete out before his or her time. The amount, intensity and focus of training should vary according to the athlete’s level of commitment, age and ability. Coaches need to respect all three of these categories and not accelerate the process.

Just as an experienced gardener waits until the fruit is ripe before picking, an experienced coach will wait until the athlete is ready for intense training. Early success from training acceleration usually benefits only the coach’s resume at the long term expense of the athlete.

2. SUPPORT

Along with a commitment from his or her swimmers, a coach also expects full confidence and support from parents and club board members.

Before the head coach and his or her staff can begin to mould the club’s expectations and attitudes, the head coach and the board of directors must be united on the following administrative issues: the establishment of a program emphasis, coaching ratios, the handling of disputes, the removal of disruptive parents and athletes, coaches pay, and coaching bonuses.

Good communication between coach and board and between coach and parent groups will build needed support. Continued separation of these parties can be like fanning a flame of unresolved problems and concerns. A good coach, through good communication, can extinguish lack of support quickly and smoothly.

3. PATIENCE

The experienced head coach should expect to spend an extraordinary amount of time handling the administrative needs of a club during the first three to six months of a club’s building or rebuilding process. Without a structure in place to handle the program’s needs, any success will be short lived. It will take time to teach staff members, parents, volunteers and board members the administrative and support needs of the program before a coach can devote his or her energies to coaching. New coaches especially will expect this “extra” time to organize.

In club swimming, most coaches do not have an off season to plan and prepare. Therefore, part of each season needs to be dedicated to planning. A coach may expect that time from the program and swimmers. Once, the program has been established, seasonal planning becomes more routine and automatic. Less time may be needed.

A new head coach will also expect his parent group to be patient. Parent groups that force the head coach to set sail while planning and building the ship will not be prepared for rough currents. Burnout will eventually occur and lifeboats will be built instead of ocean liners.

4. CONTROL

A club is a collection of individuals, each with separate strengths and weaknesses. The blending and moulding of a club into one image and one focus is no easy task. The task of bringing the club together should be the primary responsibility of the head coach and his or her staff.

Most clubs have a head coach and a board of directors (BOD).

The perception is that the BOD runs the show and the head coach answers to the board. In reality, the board is responsible for establishing the general direction of the club and supporting that direction by overseeing all administrative aspects of the club.

Coaches may expect the board to recognize that the head coach is the expert hired for his or her knowledge, experience, and expertise. The head coach should be ultimately responsible for the success or failure of the athletes. The head coach must have the power to lead. Without a clear leader, the club will flounder in a pool of misunderstood expectations and conflicting attitudes by all parties.

5. SUCCESS

This may seem obvious, but, although the ultimate goal of any program is to produce winners, the methods and means for accomplishing this goal become the foundation of every coach’s coaching philosophy. Experienced coaches realize that winning comes in many guises. Programs that emphasize all aspects of an individual will be able to produce many winners. Success is not always defined as a decrease in time, but perhaps in physical, mental and social growth.

From a negative perspective, coaches who hold the attitude that “winning is everything” do a disservice to athletes in the long run. When these athletes mature into adults, they likely may not be well rounded individuals. Their self image may revolve solely around ribbons, medals and trophies instead of people, places and ideals.

SAMPLE PHILOSOPHIES

(from Brent Rutemiller’s Below the Surface)

Once the expectations of all parties are understood, a philosophy can be developed. The clearer the philosophy the better. Vague philosophies lead to misinterpretation. Here are some sample philosophies:

Sample of an Elite Program’s Philosophy

“Our mission is to produce elite, national calibre athletes on a consistent basis by providing every athlete with an environment that will allow him or her to systematically progress from the novice to the elite levels of competition. To attain this goal, we believe that the coaches have the responsibility to teach the skills that instil the ‘dream.’ We believe that every athlete must be hard working and dedicated to remain in this program. And finally, we believe that every parent must support the overall program by volunteering to chair committees, work events and officiate competitions. United we stand. Divided we fall.”

Sample of a Competitive Club’s Philosophy

“Our mission is to bring all members together in one effort and purpose to achieve a consistent environment and stable program so that each athlete can reach his or her potential. To attain this goal, we believe that the team is greater than the sum of its individuals. We believe that the team falls apart when successes are horded and failures are blamed. We believe that every member, no matter how humble, is an important part of the team. We believe that praise begins by praising others. We believe that if you want support, you first must support others. We believe that disputes must be handled privately. We believe that if you want to succeed, you must first help someone else succeed.”

Sample of a Recreational Club’s Philosophy

“Our mission is to create opportunities for young athletes to enjoy the sport of swimming. We believe that within this process, the athletes will learn lifelong skills that enable them to be successful and productive individuals in their selected professions.”

REFERENCE

Brady Bingham

Swimming Technique, Sports Publications Inc.

 

Small Teaching club autumn teaching programme

PROGRAMME OF WORK (Autumn)

For a small teaching club. A 4 x 25m pool. Aimed at Level 2 teaching qualification.
September Session 1

All able to demonstrate leg kick with float for 25m Reminder of rope rules All able to push, glide then swim 25m showing basic technique Emphasis on getting the head down

WARM UP

Front crawl/Back Crawl

MAIN THEME FRONT CRAWL / BACK CRAWL

Demonstration Push and glide on front + kick + arm Stroke analysis and correction  Second stroke (Breast Stroke)

CONTRASTING ACTIVITY

Kneeling/Crouch dive/Lunge dive

September  SESSION 2

Introduction of best practice for Breast Stroke Reminder of rope rules All able to demonstrate leg kick on side. All know correct arm position for a push and glide.

WARM UP

Front crawl/Back Crawl

MAIN THEME – BREAST STROKE

Demonstration Float exercises back and front.

Stroke analysis and correction

Second stroke (Front crawl / Back crawl)

CONTRASTING ACTIVITY

Fetch diving stick (Shallow end)

September SESSION 3

All able to demonstrate leg kick with float for 25m front and back All able to push, glide then swim 25m showing basic technique Emphasis on getting the head dow

WARM UP

Front crawl/Back Crawl

MAIN THEME – FRONT CRAWL

Push and glide on front and back Introduce Dolphin Kick Stroke analysis and correction Second stroke (Back crawl)

CONTRASTING ACTIVITY

Crouch dive/Lunge dive

SEPT SESSION 4

All able to demonstrate leg kick with float All know correct arm position for a push and glide Rules on two hand touch Able to tread water using breast stroke kick.WARM UP Front crawl/Back Crawl

MAIN THEME – BREAST STROKE

Float exercises, arm pull and glide into it Stroke analysis and correction  Second stroke (Front crawl / Back crawl)

CONTRASTING ACTIVITY

Treading water/Sculling

SEPT SESSION 5

All able to demonstrate leg kick with float for 25m front and back All able to push, glide then swim 25m showing basic technique

SEPT SESSION 5

WARM UP

Front crawl/Back Crawl

MAIN THEME BACK CRAWL

Demonstration Push and glide on front and back Stroke analysis and correction Second stroke (Front crawl )

CONTRASTING ACTIVITY

Safety in water/Life jackets

SEPT SESSION 5

All able to demonstrate leg action for each stroke. All able to push, glide then swim 25m doing correct arm pull for each stroke All adhere to breast stroke rules for turns and touch

WARM UP

Front crawl/Back Crawl

MAIN THEME – ALL STROKES

Racing starts and finishes Stroke analysis and correction

CONTRASTING ACTIVITY

Surface dive for sticks

SEPT SESSION 5

Introduce breathing for Front Crawl

All able to demonstrate leg kick and breathing from rail. All can push and glide into kick All know correct arm position for arm pull and breathing

October  SESSION 6

WARM UP

Front crawl, then back crawl

MAIN THEME – FRONT CRAWL

Demonstration + Whole part whole front crawl Single arm action with float and fins Second stroke (back crawl)

CONTRASTING ACTIVITY

Dive and glide

October SESSION 7

All able to demonstrate leg kick with float All know correct arm position for a push and glide Rules on two hand touch Able to tread water using breaststroke kick.

WARM UP

Front crawl/Back Crawl

MAIN THEME – BREAST STROKE

Demonstration+ Float exercises, arm pull and glide into it Stroke analysis and correction

Second stroke (Front crawl / Back crawl)

CONTRASTING ACTIVITY

Treading water, Two hand touch

Otober  SESSION 9

All able to demonstrate leg kick with float for 25m front and back

All able to push, glide then swim 25m showing basic technique Work on leg position

WARM UP

Front crawl/Back Crawl

MAIN THEME – BACK CRAWL

Demonstration Push and glide on front and back Stroke analysis and correction Second stroke (Front crawl )

CONTRASTING ACTIVITY

Back crawl start, glide & kick

October  SESSION 11

All able to demonstrate leg action for each stroke. All able to push, glide then swim 25m doing correct arm pull for each stroke All adhere to breast stroke rules for turns and touch

SEPT SESSION 12

WARM UP

Front crawl/Back Crawl

MAIN THEME – ALL STROKES

Racing starts and finishes Stroke analysis and correction

CONTRASTING ACTIVITY

Surface dive for sticks

SEPT SESSION 13

Work on breathing for Front Crawl All able to demonstrate leg kick and breathing fro 15m All can push and glide into kick All know correct arm position for arm pull and breathing

November  SESSION 14

WARM UP

Front crawl, then back crawl

MAIN THEME – FRONT CRAWL / BACK CRAWL

Demonstration Whole part whole front crawl Single arm action without float with fins Second stroke (back crawl)

CONTRASTING ACTIVITY

Dive, glide, kick, full stroke timed.

November  SESSION 15

All able to demonstrate leg kick with float All know correct arm position for a push and glide Rules on two hand touch Able to tread water using breast stroke kick.

WARM UP

Front crawl/Back Crawl

MAIN THEME – BREAST STROKE

Demonstration+ Float exercises, arm pull and glide into it Stroke analysis and correction  Second stroke (Front crawl / Back crawl)

CONTRASTING ACTIVITY

Surface dive/

Dive from side for sticks

Novemebr  SESSION 16

All able to demonstrate leg kick with float All know correct arm position for a push and glide Able to tread water using breast stroke kick.

WARM UP

Front crawl/Back Crawl

MAIN THEME – ALL STROKES

Relays & Fun races Stroke analysis and correction

CONTRASTING ACTIVITY

Sculling

Teacher Induction

For Swimming & Water Polo Teachers & Coaches

  • IoS & other Memberships
  • Qualifications
  • CPD
  • CRB disclosure no. & date of last check

New teachers & poolside helpers will need to take part in an induction process.

An informal introduction to the pool, the teachers

  • Basic Emergency Procedures & Normal Operating Process of the pool (where these are relevant).
  • A CRB check done,
  • Details & proof of qualifications & CPD.

 

The lesson plans

Lane structures

Teaching/coaching programme & contact details.

 

They too will need a copy of the:

 

  • Club Mission Statement
  • Code of Ethics & Child Protection Policy

It is my intention to assemble all this information into either a folder (printed out) or in digital form as an e.mail attachment or on a memory stick or CD.

They will need to read the Code of Ethics and sign a piece of paper saying they agree to abide by them.

I’m not suggesting that the Membership Secretary is responsible for all of this as it should be shared out with the Welfare Officer, Head Coach & Principal Teachers, possibly also the Chairman if someone is signing a contract or letter of agreement. Some clubs have a ‘Volunteer Liaison Officer’ who may do some of this.

 

 

 

 

 

 

Code of Ethics

Following ASA guidelines the club expects poolside helpers, assistant teachers, teachers & coaches to follow and abide by a code of ethics.

This covers such things as:

Put the well-being & health & safety if members above all other considerations.

Comply with all ASA codes.

Work without discrimination of any kind.

Respect each other.

Obided by the pool rules.

Obey the spirit of the sport’s rules.

Keep it appropriate to the age, ability & experience of the individual.

Have the certificates for the qualifications you say you have

Treat information on others in confidence

Be clean & smartly turned out.

Do not drink or smoke before or during teaching sessions or competitions.

Seek ways of and be willing to increase the development of your current qualifications.

Coach training with Bill Furniss, Nova Centurion

Saturday 25th October 2008

After yesterday’s efforts today I make it to the pool in good time … in too good time, I’m there 30 mins early and try to catch up on lost sleep in the car. It is too cold, the rain to hard, the wind too strong even for the radio to drown out

Poolside we have the Nova Centurion A1 squad across all eight lanes of this 25m pool.

Bill Furniss talks to us during the warm up, we then take down the main set and go and deliver it.

I picked out the swimmer whose technique I most liked, a guy called Andy Mayor who was going up and down FC in 16 strokes.

He had in the lane with him the Paralympic swimmer Sam Hynde. I woked with M. We introduced ourselves then assisted them to meet the various targets on the set.

Level 3 Senior Club Coach. Unit 1 with Olympic and Nova Centurion Coach Bill Furniss

Friday 24th October 2008

Level 3 Senior Club Coach. Unit 1 with Olympic and Nova Centurion Coach Bill Furniss

Unit 1. The Senior Club Coach.

Arrive in ludicrously good time as I was uncertain of the route to Nottingham or how to find the university & specific lecture room. Just as well! I made the mistake of going through Nottingham during the rush hour, end up back on the ring road going south to the M1 so if I hadn’t given myself an hour or more to play with I would have been late.

Park next to a guy stepping out of soft top Black Porsche with the registration H20.

Trim, Mark Foster in his Fifties fit looking with grey hair. He had a bag with a projector in it so I guessed he was the guy. Half an hour later I meet Bill Furniss, the GB & Nova Centurion Swimming Coach who helped Rebecca Adlington to a couple of gold medals at the 2008 Beijing Olympics.

Colin Huffen introduced himself.

The voice on the phone didn’t marry with up the young, preppy, clean-cut tall young man who introduced himself. His excuse for my hearing back from the IoS about the course work I submitted in June is that they have 250 in the Coaching Programme but had planned for only 100. So they’ve taken on more than they can manage. They’ve had £25,000 in registration fees alone so they ought to have a administrator at least. Colin trained under Bill.

Immediately felt I was with the right person.

Bill. Early 50s. Athletic. Looks good in a T-shirt & shorts & drives a black soft top Porsche.

Like anybody I am inspired by and inclined to listen with a more attentive ear to somebody at the top of their game, someone with 28 years experience, who proves his ability with athletes in the pool and has gone through all the academic hoops:

Coach, Club Coach, Level 4 & Level 5 … as well as picking up a Sports Science Degree from the Open University on the way.

He was a competitive swimmer in his day (200m Fly), and for a period was a successful salesman (he says) before getting into coaching. He was an assistant coach for a mere 4 months and has been with Nova in Nottingham for 28 years. A County Council funded role which has enabled him to produce 300 internationals over 20 years and 10 Olympians. 13 of the 24 in A Squad are internationals.

“Knowledge is nothing if you can’t apply it.”

“It sticks a lot better if you do it.”

“I’m a Devil’s Advocate. You will knock it around.”

“I need you to make the connection.”

Which can mean they have no plan and from past experience could mean long breaks and a good deal of waffle, or simply reading from the manual. BF was quite the opposite, he is in command of the subject, talk in detail without notes and has the authority to question what the ASA is putting out.

“If I think there’s nothing more to learn I’ll give up and become a milkman.”

The Group

A A mum whose son swims. Leicester County Development Coach  & Occupational Paediatrics. Coaching 8 years.

J Northampton SC Took over from Mark Perry Admits to being pushy and finds it hard to resist palling up to BF and plugging  her brilliance.

M An Ex-Swimmer and Coach from Birmingham. Early or mid twenties and got himself digs in a Nottingham Uni Hall of Residence. Jackie wants him to join Northampton SC as an assistant Coach on £18k.

A Level 1 in 1998. A parent. Coaching 6 months at City of Coventry. Formerly Int. Trampolening & diving.  A Qualified Teacher.

M A milkman from & an assistant coach and ex-footballer. Parent, committee, chairman, poolside helper & assistant coach. Taking time out of work, i.e. holiday,  to do this. Usually gets up at 2.30am. Hopes to quit his milkman job in April 2009.

A group of parent poolside helpers, teachers and wannabe coaches. A few have it, several don’t. Some have the personality, several don’t.

J Hoddoston SC. (As Michael I think). 15 National Swimmers, I think. Ex. County Swimmer herself. Secretary & conference Organiser. 2004 Club Coach & Diving Level I. Has a sports study degree.

T Glossop. Coaching 10 hours week. Rugby Player. Til          daughter born. Teaching/coaching rugby.

J Lives & breathes swimming. Father was terrified of water. (Dropped in the deep end as a child). Raised in Swansea where she swam competitively to age 13. Dropped it for 10 years +. Now back with a vengeance as a volunteer with a local development squad.

H Retired bloke with an IQ of 90 who looks like he used to smoke, lives in a mobile home & will soon need a zimmer frame & a hearing horn.

As a set up this bunch of characters reminds me of the Vicar of Dibley. Just as we rarely see the Vicar with her congregation, we rarely need to see the coaches/teachers poolside with kids.

Joined by Olympian Mel Marshall who is thinking of becoming a coach.

She is part of the programme ‘Athletes into Coaching’.

Initiative directed at young athletes coming out of their sport orientated to what they’ve just done and will be doing with a mind set to suit them rather than the oddballs from the amateur/volunteer club based circuit).