Swimming

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).

Theoretical Area:
· Presentation of a reference pedagogical model for the teaching and learning of aquatic disciplines.
· Historical overview of the origins, dissemination, and technical evolution of competitive swimming.
· Overview of the professional competencies required of swimming instructors and the specific educational value of aquatic activities.
· Knowledge of the health, hygiene, and safety regulations applicable to swimming facilities.
· Knowledge of the dimensions and optimal characteristics of swimming facilities, including pool types, length, width, depth, starting blocks, lane ropes, skimmers, water temperature, pH, chlorine concentration, backstroke flags, and other functional features.
· Issues related to the first stage of aquatic development (water familiarisation) and the pedagogical role of the instructor, with particular reference to: challenges associated with the aquatic environment; emotional barriers and the righting reflex; aims of water familiarisation; critical periods of learning; teaching strategies for overcoming fear of water; observation of learners; organisational arrangements applicable in aquatic settings; operational precautions; and planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Mechanical principles of buoyancy: gravitational force and Archimedes' principle; analysis of the buoyancy of the human body and the factors influencing it; analysis of aquatic balance and its determining factors.
· Mechanical principles of aquatic locomotion: analysis of the factors affecting resistance to forward movement and the principal theories of aquatic propulsion.
· Analysis of the second stage of aquatic development (mastery of the aquatic environment through awareness of one's own body and the forces acting in water) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities (specific objectives, methods, content, variations, and assessment procedures).
· Analysis of pre-swimming exercises, including categories of exercises, safety considerations, general pedagogical and methodological principles, adaptations according to age and specific conditions, lesson organization, time allocation of activities, and examples of content and assessment procedures.
· Technical and pedagogical analysis of front crawl and backstroke: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; body roll; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique in front crawl and backstroke) and the pedagogical role of the instructor, with particular reference to the planning of teaching activities.
· Technical and pedagogical analysis of breaststroke and butterfly: prerequisites; body position; movement patterns; upper-limb action; lower-limb action; upper- and lower-limb coordination; breathing; and World Aquatics regulations.
· Technical and pedagogical analysis of starts: characteristics of starts in relation to different strokes, race events, and individual characteristics; analysis of the different phases of the start; and World Aquatics regulations.
· Technical and pedagogical analysis of turns: characteristics of turns in relation to different strokes, skill levels, and individual characteristics; analysis of the different phases of the turn; and World Aquatics regulations.
· Analysis of the third and fourth stages of aquatic development with reference to simultaneous strokes, starts, and turns (exploration of the rudimentary form, consolidation of the rudimentary form, and progression towards refined technique), together with the pedagogical role of the instructor and the planning of teaching activities.
· Pedagogical guidelines and proposals for progressing from a play-based, holistic approach aimed at developing agility and water competence towards other aquatic activities and disciplines, including lifesaving, water polo, diving, artistic swimming, finswimming, snorkeling, and aquatic fitness activities.
· Issues related to aquatic training, with particular reference to youth development and health promotion: characteristics and effects of aquatic training; aerobic endurance training; speed and explosive-strength training; flexibility training; and talent identification and assessment of young swimmers. Analysis of the pedagogical role of the instructor and the planning of teaching activities.
· Analysis of the principal pedagogical models used in the design and organization of lessons within aquatic sports.
· Emerging technologies for scientific research and performance measurement in swimming, with particular reference to their applications in teaching and coaching.

Practical Pedagogical and Methodological Area (linked to the theoretical content covered during the course):
· Discovery of the aquatic environment (first stage of development): teaching progression for water familiarisation, including initial contact with water, facial and head immersion, opening the eyes underwater, breathing control, introductory floating skills, introductory propulsion skills, and play-based activities involving falls, jumps, basic dives, and body-balance exercises in water.
· Mastery of the aquatic environment (second stage of development): practical exploration and application of the mechanical principles governing buoyancy and movement in water, aimed at developing awareness of the factors that facilitate floating, balance, water penetration, reduction of drag, the role of head position during aquatic actions, and the propulsive effectiveness of upper- and lower-limb movements, including different movement patterns and coordination strategies.
· Exploration of the rudimentary form of alternating stroke techniques (front crawl and backstroke) and progression towards refined technique (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises as learning facilitators;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters (contrast exercises), observation, and peer feedback.
· Pre-swimming exercises.
· Exploration of the rudimentary form and progression towards refined technique in simultaneous strokes (breaststroke and butterfly), starts, and turns (third and fourth stages of development):
- imitating, exploring, and experimenting with rudimentary forms of the techniques through sensory cues, metaphors, play-based activities, and part-practice exercises;
- experimenting, comparing, understanding, and demonstrating technical features through the manipulation of key movement parameters, observation, and peer feedback.
· Complementary Level A - Preparatory Activities
A1. complementary and preparatory exercises for breaststroke, butterfly, starts, and turns;
A2. use of videos and visual teaching aids to enhance the mental representation of movement.
· Complementary Level B - Play-Based Activities for the Development of Agility and Introduction to Other Aquatic Disciplines
B1. preparatory activities involving swimming and games with balls, in pairs and groups, with and without equipment;
B2. individual and group jumping activities, exercises using kickboards, hoops, and other small pieces of equipment, relays, and aquatic games;
B3. acquisition of the fundamental skills of other aquatic disciplines and activities.
· Complementary Level C - Introduction to Competitive Swimming Training
C1. exercises for the development of aerobic endurance (aquatic circuits, continuous training, and interval training);
C2. exercises to develop cyclic speed and explosive strength (short sprints, maximal efforts, and full-stroke or partial-stroke practice exercises).