Personal Blogs

Of all the things I have done over the years, the one thing that has been a constant is teaching club swimmers. Today Mid Sussex Marlins hosted over 150 young swimmers in a Level 4 Swim England event (the times are recognised on the national register). 

These days I just teach - my first love. I enjoy the challenge of identifying and fixing many faults with a stroke in an 8-12 year old and so set them up for a swimming career. We are a competitive club so their efforts and mine come to fruition in a gala. For many of the swimmers today is their first gala, and possibly their first event at the Triangle, Burgess Hill which is far bigger, brighter and noisier than our teaching pools which include The Dolphin, Haywards Heath.

Although there to a Timing Official, I was also a familiar face for my swimmers to speak to. One felt sick, another was confused about whether they were allowed to dive and so on. An eight year old can become quite overwhelmed by it. Two somehow missed their race and another got confused by the starting process and wanted to change he mind about diving in (she didn't want to) as the race was about to get underway. I was relieved that they were given a second chance in empty slots a little later.

I have blogged about swim teaching in Swim Coach Blog  I keep meaning to refresh all my lessons plans, especially now that I have got through each of the competitive strokes, dives and turns this term.

I may not have been 'poolside' teaching swimmers these last five months, but I have been studying the practicalities of teaching. Those around me may notice no difference, but I know it and the swimmers will know it too. I am a better swimming teacher.

Swim England does not so much teach how to be a swimming, so much as the subject 'swimming'. I see now that teaching how to teach, and teaching the subject of swimming are different things and perhaps should be covered separately. 

How I have changed thanks to the PGCE and a lot of reading

Differentiation. I no longer have a lane of Grade 3, Grade 5 or Grade 7 swimmers. Thanks to lockdown I have six, not nine individuals (this helps). They are kids first, swimmers second. Each brings their own personality, expectations, parental and sibling 'baggage'. 

Teach the swimmer not the lane. The Grade criteria are no longer a gate that all must pass through together as soon as possible, rather they are a set of objectives that as many as possible will pass through - in their own time and in their own way. May aim is to get as many to the line and even a long way beyond. Being swimming, not a maths or biology class, if a swimmer achieves and is exceeding all the criteria for the Grade we may well move them up that week - no one is held back. It is too depressing for the swimmer to be demonstrated so we avoid that at all costs too.

Play to their strengths. Feedback is instant and is about what is working and what needs fixing and why. Depending on what needs doing the group can be addressed, or I can do it one by one. I praise the effort, not where the swimmer stands in the lane. The swimmer at the back who struggles but is trying is supported with praise as much as, if not more, than the swimmer who is finding it less of a challenge. 

Clear explanation and demonstration. They can get it right, with my clear demonstration (sometimes supported with a video clip on an iPad). Don't begrudge the swimmer who asks questions, who appears not to have been listening or not to have understood a drill or command. The context is a bitch: the acoustics awful and the distractions many.

I'm back at Mid-Sussex Marlins the Sussex swimming club I joined in June 2008 and from which I have had only a couple of breaks - a year at the Open University, Milton Keynes in 2011 and the last four months as the head coach at a much smaller club down the road.

This chart could have been drawn up by me. I like to reduce things to infographics like this. 

Today I was teaching four sessions: x3 30mins and x1 45 mins, our Grades 1, 2, & 3 and a Grade 7 group. I enjoyed slipping back into the routine: getting to know and remember the name of every child during the swim, having a teenage Level 1 assistant and working through a new assessment sheet for these 7 to 11 year olds.

I was impressed to see an Olympic Trials Qualifying Times notice on the wall.

I'll be coaching too - without the head coach responsibilities. 

As the recently appointed Head Coach at Hailsham SC this paper will be my bible. It has been used for the last few years at Mid Sussex Marlins SC where I have been coaching since 2008.

Whilst I cannot yet see how or where I will use my OU MA I have, over five years, here and when studying, learnt to fill much of my day with reading and writing. In one respect I am back where I was exactly nine years ago: writing all the hours I can. I don't blog. I go to bed early with a story or character on my mind and as soon as I am awake I am looking at notes I received overnight from a reader I befriended on the OU FutureLearn course 'Start Writing Fiction.'

Nine years ago I worked freelance writing and editing copy for websites, training and promotional. Nine years ago I started to take professional swim coaching work. I do both of these again four days a week for a few hours at a time: the wolf is not so much at the door, as sitting at my side but I don't feel I have any choice any more.

Meanwhile I envy my 18 year old daughter who took herself off to Paris, took two jobs, has rented a studio flat and is writing fiction with the kind of enthusiasm she had devouring books when she was little. Good for her.

I am writing at www.startwritingfiction.wordpress.com. 

This blog I set up initially so that a bunch of us could share work to review. It turned out more practical and very easy for each of us to have our own blogs though.

I no longer blog per se. Rather I write up between 500 and 3000 words of fiction every day, sometimes 5000 words If I am transcribing things I have already written. 

From Writing

Fig.1. No my usual spot for writing - on a retreat in Devon

Invited by the OU moderator for comments on week long series of exercise on 'enriching character; I write:

"Extraordinary. I'm on my second pass. I came through early, and now return not wanting to get ahead of the conversation. Particularly useful as I am actively writing at the moment, so this is the best of all learning because it is applied. Regarding character it about giving them shape, depth and 'points of interest' - more 6D than even the 2D we are asked to get away from. I visualise characters as hedgehogs with many prickles, but only a few of these matter to the story - though all of them matter to the notebook which I'm gradually coming to care about more and more, cursing the times I 'have a thought' and don't get it down somewhere safely. I am hugely pleased to be here and very proud to be an OU graduate already - not, sadly, from this faculty: yet!"

I'm finding the oddest of balances in my life too: writing for myself from 4.00am to 8.00am. Picking up work from 10.00am to 1.00pm. Then a siesta. I live in the wrong country for this, I'd prefer to be in a hammock in the shade by a pool. Dream on. Evenings from 5.00pm to 9.00pm I am usually 'poolside' teaching or coaching swimmers. Delighting yesterday evening to be back with some squad swimmers I last saw four years ago - now in the mid teens, some achieving amazing things in the water, all at that gangly stage of youth development my own children have come through in the last year. 

The issue then is how or where or why I fit in the OU module <<L120 L'Ouverture. Intermediate French >> I committed to. Learning a language is daunting and outside my comfort zone. What I do know now, not surprisingly, is that all learning comes about as a result of concerted and consistent effort over a long period of time. 

I posted my first content to an 'online journal' - no one called them blogs way back then, on the 24th September 1999. I've been at it ever since - every day for at least the first four years then I reviewed my practice, split into a number of parts and specialised. I also took an MA in the next best thing 'Open and Distance Education' (MAODE). So, yes, blogging fascinates me. Twitter as a 'microblog' is not - it is chatting. And many so called blogs are actually something else too - corporate marketing brochures, magazines, radio shows, TV channels, photo dumps and galleries. For me, and those of us writing in 'Diaryland' over a decade ago a blog, like a diary, is something you kept up every day, reflected your daily life and was largely secret: you wrote amongst friends rather than to an audience. This meant that they remained authentic, deep, even 'in confidence'. Has all of that been lost? I wonder. 

What we have here is either a 'learning journal' or 'an e-portfolio' - that's if you want to attach it directly to your studies. Because of it's odd nature and history it is also what was once called a 'Bulletin Board', indeed, I had a go of an early one right here - sort of, that as on a Masters in Open and Distance Learning module in 2001. It really was posting to a bulletin board, a sentence or two attached to any others that were going up. More like an early version of a Student Forum.

Having said all of this, as a direct result of just completing H818: The Networked Practitioner  (EMA away last night). I plan to review, refine and redirect my blogging behaviour. Here it will be business as usual, though only if my relationship with the Open University is continued in some capacity or other (I got up early to do some application forms). Beyond these 'walls' I will professionalise my blog on e-learning and post continent aimed squarely at practitioners - for educators, on learning. I do think the 'e' is redundant regarding e-learning, indeed the 'm' from mobile learning is redundant too. Currently at 'My Mind Bursts' this will go into the fledgling 'Mind Bursts' which will go live once I've got 100 of my choicest posts in there. Or, 25 ... my 'A to Y' of learning, named so courtesy of the Open University where you will find the Computer Help Desk has no 'Z', so don't think you can look up 'zipping files' as I did while struggling to post an EMA. The response I got back was characteristically obtuse. 

The blog I stopped posting to on swimming teaching and coaching (I did for ten years as a direct consequence of taking my kids down to the pool eleven years ago) gets more views per day than any of my other blogs - go figure! It is useful. I answer direct daily questions. The biggest 'seller' is the 45 minute lesson plan for teaching or coaching swimming - I have all strokes, all stages and all problems addressed. That should tell me something. More at the catchily named 'Coaching and Teaching Swimming'.

This by the way is called 'reflection'. I should have Kolb's Learning Cycle spinning through my head right now. I don't. My head is fudge and I need the coffee that is brewing on my desk,

The other blog, 'That's Nothing Compared to Passchendaele', which requires and deserves tidying up started out as the memoir of my late grandfather, a machine gunner in the First World War - the only one who survived it would appear. Actually, in 1992 there was a 75th anniversary of the Battle of Passchendaele (Third Ypres) and there were four of them. One was an ammunition carrier. The other two were machine gunners, you could tell from their thumbs - like the beak of a spoonbill, squished flat from periods of anxiety pressed against the triggers of a Vicker's MKII Machine Gun. Like the swimming thing I need to hone this down to a resource of value - just his story, his words (over three hours of interviews) and photographs with references which would do the historian in me proud.

There will be a lot of 'ditching of babies' - there will be a good deal of painful unknitting of layouts and extraction. 

Are these blogs? Actually no. I ought to think of them as books and give them the professional focus that is required before you can go to print.

And finally, a blog on the use of Quick Response codes in education. This as a consequence of H818 and the ten minute presentations we gave a couple of weeks ago.

1) Find an example of an online learning resource from your own context that has plenty of visual content that might need to be described for a visually impaired student.

Teaching breaststroke : symmetrical whip kick and glide, arms in front of the shoulders during the pull, head still looking no further than in front of your hands.

Coach Marlins - my swim teaching and coaching blog.

A personal resource, reflection on swimming (masters) and coaching for Mid Sussex Marlins Swimming Club.  A first step towards creating a mobile resource. Below is an excerpt from a typical morning teaching four groups - three grade groups (4.5.7) typically 7 - 11 year olds) and a disability swimming group of children and adults.

See 'The Swim Drills Books'

The introduction read here : YouTube

Grade 7 are technically superior and have more stamina and may be a little older. The ones I watch out for are the 7 year olds in with 10 and 11 year olds as they need a different approach, TLC and play.

WARM UP

• 3 x 50m warm up of front crawl and backstroke

Always giving a tip before starting them off (and accommodating the odd swimmer who is invariably late), say 'smooth swimming' or 'long legs'. i.e. reducing splashing and creating a more efficient swimmer.

1. Make sure too that there is a 5m between each swimmer.
2. 25m of Breaststroke to see what I've got and potentially adjust accordingly.

LEGS

• Kick on front with a kicker float.
• Taking tips from 'The Swim Drill Book'
• I remember to put as much emphasis on keeping the chin in.

The glide is key - this is where to put the emphasis.

• May start the 'Kick, Pull, Glide' or better 'Kick, Pull, Slide' mantra to get it into their heads.

ARMS

Standing demo of the arm stroke, from Guzman, forming an equilateral triangle and keeping the fingers pointing away.

• Will 'describe' the triangle poolside then ask what it is and what kind of triangle.
• Anything to get them to think about it a little.

• I show this as a single action.
• Other things I might say include 'heart shaped' *(upside down).
• And making a sound effect 'Bu-dooosh' as I push my arms out.

Repeat the need for a pronounced glide, even asking fo a 2 second count (one Mississippi, two Mississippi)

I support by showing images from 'The Swimming Drill Book' on an iPhone or the Kindle

Leading into the turn we do in sequence (from the shallow end):

• • Push and glide for count of 5 seconds
  • Same, then add the underwater stroke and See how far you can go.

Legs Only Drill (Advanced)

Arms outstretched above the head. No kicker float

• The whole BR transition counting 3,2,1.

2) Use the resources for this activity to help you to decide which visual content needs describing.

• The objects that need describing might be photos, diagrams, models, animations and so on.

In the resources I was impressed by the clear, logical, analytical description of some of the complex bar charts, flow charts, pie charts and others. This is how all descriptions should be. In 2010 or 2011 the BBC reviewed how weather forecasts were delivered. It was determined that they were far too flowery. A plainer, clearer approach - overview, identified the region, immediate and forecast weather. Move on. Much more like 'The Shipping Forecast' was wanted and worked better. No more 'weather-caster personalities' then. It isn't entertainment, it is information.

3) For those objects that need describing, decide what kind of description would be needed.

'Before beginning to write a description, establish what the image is showing and what the most important aspects are'. UKAAF

'Consider what is important about the photograph in the context of how the image is going to be used, and how much detail is essential'. UKAAF

In swimming, any description of these visuals should emphasise the purpose of the action, the key action in relation to the physics and physiology of the pull, the action in relation to the rules of competitive swimming.

• Keep it simple
• Get to the point
• Choose the right words

4) Choose two visual objects and write a description of each.

Kick without a float. Arm pull practice standing in water or on the side of the pool.

If you can, ask someone who has not seen these visual objects to read your descriptions. Then show them the object and the context. What was their reaction? (If you have online tools to share visual resources, ask another student in your tutor group to do this activity with you.)

5) Which aspects of this task were straightforward?

Knowing that gender is irrelevant. Putting it in context.

6) Which aspects of the task were difficult?

Care not to use terms or metaphors that the swimmer may not be familiar with if they have never seen them.

• Brevity
• Clarity

Reading text on a diagram and wanting to shut my eyes so that I can hear the description without the image. Need to use screen reader or record and play back.

'Remember that blind or partially sighted people cannot skim read, so let them know how long the description is likely to be'. UKAAF

Knowing what to leave out, being confident to leave something out then knowing how to handle it.

'It is important that information provided for sighted people is also made available to blind and partially sighted people, even if the way the information is given is different'. RNIB (2009)

An author should write with a single reader in mind - in this instance while visual impairment is the modus operandi - they are first of all a swimmer or swim teacher/assistant - so the description must be given with this in mind, which in turn defines the writing/editing process of what to put in or what to leave out.

7) What else might have helped you to do it more easily or helped to improve your descriptions?

Physically moving the student athletes arms and legs through the positions. With their consent, allowing a visually impaired swimmer lay the hands on the arms then legs of someone as they go through the movement.

• An artist's manikin or a jointed doll, male or female action figure,
• Braille embossed outline.

'However converting a visual graphic to an appropriate tactile graphic is not simply a matter of taking a visual image and making some kind of "tactile photocopy". The tactile sense is considerably less sensitive than the visual sense, and touch works in a more serial manner than vision. Therefore the visual graphic needs to be re-designed to make sense in a tactile form for blind and partial sighted readers'. RNIB (2009)

In some subjects, interpreting an image or diagram could be a key skill that students are expected to learn.

Drill-down organization

Descriptions should follow a drill-down organization, e.g., a brief summary followed by extended description and/or specific data. Drill-down organization allows the reader to either continue reading for more information or stop when they have read all they want.

Keeping this logic rather than imaging the sighted eye skipping about the page, so I imagine I am not allowed to lift the stylus from the screen ... it has to be ine continuous, logical flow. Constructing a narrative would add some logic to it as well.

10) Can descriptions be done in such a way that you are not giving students the answers?

This was an interesting and relevant point regarding humorous cartoons 'Cartoons and comic strips need to be described if necessary. Set the scene of the cartoon without giving away the joke Provide a brief overview of the image.'

The same therefore applies to 'giving the answer' - treat it as the punch line but leave it out. and like a quiz book say, 'answers on page x'.

11) What do you think your strategy would be if you can’t find a way to give a description without compromising the learning outcomes?

Script differently - this is after all a different audience - and all students are ultimately an audience of one. Perhaps all resources will become highly personalised in future?

12) How can providing descriptions be included in the workflow process of delivering an online module? (This was touched on in the discussion for Activity 17.3.)

• I liked this quotation:

"When organisations send me information in formats that I can read myself it allows me to be independent, feel informed and appreciated - just like every other customer." End-user UKAAF

From Describing images 2: Charts and graphs

• Definition of print disability
• A print-disabled person is anyone for whom a visual, cognitive, or physical disability hinders the ability to read print. This includes all visual impairments, dyslexia, and any physical disabilities that prevent the handling of a physical copy of a print publication.

REFERENCE

RNIB Tactile Images : http://www.rnib.org.uk/professionals/accessibleinformation/accessibleformats/accessibleimages/Pages/accessible_images.aspx

RNIB Image Descriptions : http://www.rnib.org.uk/professionals/accessibleinformation/accessibleformats/accessibleimages/imagedescriptions/Pages/image_descriptions.aspx

Gould, B., O’Connell, T. and Freed, G. (2008) Effective Practices for Description of Science Content within Digital Talking Books [online], National Center for Accessible Media (NCAM), http://ncam.wgbh.org/ experience_learn/ educational_media/ stemdx (last accessed 10 November 2012).

UK Association for Accessible Formats (UKAAF) (undated) Formats and Guidance: Accessible Images [online], http://www.ukaaf.org/ formats-and-guidance#accessible (last accessed 10 November 2012).

University of Aberdeen (undated) Keep It Simple [online], http://www.abdn.ac.uk/ eLearning/ accessibility/ checklist/ keep-it-simple/ (last accessed 10 November 2012).

I work for a global e–learning company Lumesse which has 73 offices spread around some 40 countries. It would be interesting for me to see what accessibility polcies exist (I'll search online) probably a nod in each case to national or regional policy and legislation.

Of greater interest and relevance and running in close parallel to education at all levels: primary, secondary and tertiary and beyond – is the policy for sports in the UK and for swimming in particular. (I'm familiar with Swimming Governing bodies in the US, France and Australia so could check these too).

As the 'Swim21 co–ordinator' for one of the largest swimming clubs in Southern England I compile a report with supporting evidence every four years to achieve various Amateur Swimming Assocation (ASA) national accreditiations. This includes provision for disabled swimmers. The award is used as a management tool – the club is a limited company with over 1000 members, some 26 paid staff and 60+ volunteers.

Swim21 – which stands for 'Swimming for the 21st century', goes beyond national legislation regarding disability, equality and inclusion – so much so that it impinges on the Data Protection act – those party to the information we make available have a current CRB check and have signed various documents agreeing to abide by certain disclosure rules, an ethics policy and an equity in sport code of practice.

Educational institutions would benefit from taking a look at this – I can see that it would, if permitted, cover far more than they do or are prepared to do in Tertiary Education. Would they carry the cost, even the potential risk?

The Swim21 report is divided into three parts: Compliance, Athlete Development and Workforce Development.

In each of these there are criteria the club must reach regarding disabled swimmers. I believe that most institutions – universities and businesses, tick boxes for compliance but fail to address the development of and support of their people – including disabled staff. There are notable corporate exceptions, but I can't think of a university other than The OU that champions learning for disabled students ... or provides so well for disabled staff (I worked on The OU campus for a year).

What I find interesting in relation to H810 and ASA policy is the close interplay between various apparently innocuous or tangential criteria that make what the club does such a success – in fact our club is a regional centre of excellence or 'Beacon Club' for disabled swimmers. It is this weave that integrates what we do that makes provision, and therefore access for disabled swimmers possible.

Crucial to this is a good working relationship with the pool operator, local schools for disabled students and a couple of champions who hold on tenaciously to what we can provide.

The relationship with the pool operator, meetings, adherence to their emergency and health and safety policies, provision of appropriate facilities and so on is a starting point. Tangential, but crucial to have in place. There has to be physical access for disabled athletes to changing rooms, toilets and the pool(s) with trained, sympathetic staff on hand.

The fundamental ingredient is what we call 'water time' – access to the pool or pools at times that suit the swimmers, rather than being marginalized to an evening slot on a Saturday or Sunday which is the policy in many pool operators when it comes to disabled swimmers. In relation to H810 then access to 'air time' is key, access to include the right, motivated, experienced and educated tutors, with appropriate resources – with access ring–fenced, protected and treasured.

Our disabled swimmers, themselves divided into two ability groups, have slots on a Saturday morning and a late afternoon/early evening on Wednesday. We integrate certain disabled swimmers into mainstream learn to swim and teenage swim groups and when they come along or develop would include them in squad sessions too. Here too Tertiary Education needs to understand the need not only for total, or part time integration, but also the provision for full or part time specialist, niche provision. This is provided by and should be informed by national organisations for sight, hearing, physical and learning impairments.

Provision for disabled swimmers is ASA Swim21 policy and includes: self–assessment on the Disability Discrimination Act (DDA), attendance by coaches on an ASA approved Disability Awareness Course and partnership with local disability organisations.

Supporting this, coach/athlete ratios are moderated to match the needs of the swimmer with 1:1 for some disabled swimmers, even 1:2 or 1:3 at times. We have to declare these ratios and demonstrate that they meet criteria by swimming level, age group and disability. There is a club Child Protection Policy and Equity Policy, and coaches agree to abide by a Code of Ethics – these embrace all swimmers.

In relation to H810, and where Tertiary Education might learn something – we maintain a record of club personnel which includes CRB and current relevant qualifications, as well as safeguarding and protecting children training. Most significantly with membership we capture medical conditions of all participants, disability information and emergency contact information. Teachers and coaches, on a need to know basis, have this information too (though it is wrapped in a data protection statement).

We attend ASA approved workshops on Swimming for Disabled Athletes.

All members, which includes parents and other volunteers, agree to a code of conduct. Anyone working with or likely to work with children have a current CRB check whilst every three years the club puts on a Child Protection Workshop which includes working with vulnerable and disabled swimmers. This is now supplemented by several ASA e–learning modules that include niche topics on coaching swimmers with visual impairment, physical disabilities, learning difficulties and/or behavioural issues.

The note on a swimmer is vital to a teacher or coach

Just a line or two and we can seek further advice and of course speak to the swimmer themselves leading to conversations on what they want to do and where they have problems to overcome. We improvise, compromise and accommodate. The context poolside is of course very different to e–learning if we think of e–learning as distance or independent learning, however, if we think of it as social learning online and do more supported synchronous and quasi–synchronous learning, then there are close parallels. The mistake is to think of e–learning purely in terms of ways to get 1,000 people a year through the same induction process or 2,000 through the same postgraduate module – wherein lies the importance of access to and the engagement of the tutor, and other people in support. People create access, improvise, accommodate difference, find ways around barriers ... and come to understand one person to another, what their strengths and weaknesses are.

Reflecting on this, there is another vital component 

We very often know the disabled swimmer from age 9 or 10 into their late teens – volunteers who work in specialist schools may well have known the swimmer for even longer. Some stay on to swim as adults. Given that there are so many kinds of disability and such a spectrum for each, this knowledge is vital. For example, it helps to know that a swimmer who is barely able to walk can, with assistance, balance on a starting block long enough to start a race. I'm starting to wonder where the equivalents exist in higher education and for e–learning in particular - perhaps this same swimmer using a specialist keyboard to be as active on social networks online as anyone else, not quite an avatar, but as 'free in the airwaves' online as they are in the swimming pool.

I'm poolside with an iBook, Kindle and various smartphones looking at how best to support swim teacher development. Micro-sized, images based, sequences, drills, parts of lesson plans.

Content needs to be:

• Simple and clear
• Varied
• Of use to coach and swimmer

A subtle shift.

Perhaps we'll come one day to consider the word 'student' derogatory - why?

Because it's a put-down that places the educator at a higher level.

We're in it together, learning always and often playing dual roles as learners and the learned.

This is the equalizer with social media learning/education.

We're all in it together, always were ... always are.

So good-bye to the 'B' arc.

Douglas Adams

Gatekeepers serve no purpose and are easily and immediately ignored.

I'll expand on this in any way you wish:

• Debate
• Broadcast
• Print
• Down the pub

I'm an enabler, keen to bring the best out of others, I am after all (or was) a professional coach of elite swimmers.