Abertillery Piranhas Swimming Club
Developing excellence
Parents & Guardians - We need you
In order for any club to run a successful programme, they will rely heavily on their band of volunteers.
Volunteers are the backbone of the club covering a wide variety of roles including; Teaching / Coaching staff, Analysis Staff, Team Management, Therapists, Committee members, plus many more important roles. Without volunteers the ability of a club to provide a good service for its members is signific
antly reduced, and in many instances the members may miss out on areas of development such as; Training Camps, Away Meets, Social Gatherings, Individual Analysis / Feedback, and more.
At Abertillery Piranhas Swimming Club we are continuously looking to increase our volunteer programme, and request that if anyone has an interest in getting involved in support of your son / daughter and your club, to come forwards and make it known to us. I would ideally ask around but my presence has to be on poolside coaching during training sessions and therefore I am unable to be off the poolside searching for support. If any; Parent / Guardian, University / College student, Therapist, or Athlete is interested in becoming a volunteer staff member please dont hesitate to contact the Head Coach;
At present we are especially searching for the following:
- Additional Team Managers to join to the current coaching team \
- Coaching staff / Poolside volunteers > To start
- Analysis and testing staff / ASAP
All of the above positions will be directly responsible to the Head Coach and full support will be given.
Please note: Where possible the club will fund any courses that may need to be undertaken, and any other training will be provided by the club / Head Coach as required.
Please help us to help your Athletes
Kind Regards
Matthew Tutton
Head Coach
Abertillery Piranhas Swimming Club
Keeping Fun in Swimming
An article taken from an American website:
Keeping the Fun In Swimming |
By Suzie Tuffey, Ph.D., Former USA Swimming Sport Psychology Director A few years ago, USA Swimming conducted a survey to try to understand why kids participate in swimming and why kids drop out of swimming (Results from this survey were printed in the December 1996 issue of USA Swimming's Splash magazine). Probably the most important finding from this survey was that 'fun' played a huge role in participation. Kids stay in the sport because it is fun and, conversely, kids leave the sport because it is no longer fun. Based on this finding, USA Swimming decided to conduct a follow-up research project to try to identify exactly what is fun and what is not fun about swimming. In the first phase of this project, we held focus group interviews with a total of 48 age-group swimmers (Ages 8-18) from three USA Swimming clubs. The athletes were asked a variety of questions to uncover their perception of 'fun aspects' and 'not such fun aspects' of swimming. Specific to this article, two questions focused on the influence of parents on kids' swimming enjoyment - "What do parents do that makes swimming fun?" and "What do parents do that takes away from the fun of swimming?" The question was not whether parents have an influence on kids' swimming enjoyment (because we know they do) but on the specific things parents do and say which influences the fun in swimming, both positively and negatively. Through these focus group interviews, the kids were able to help us better understand the influence parents can have on their enjoyment of swimming. From a review of the athletes' responses, several 'themes' seem evident regarding the things parents do and say to their swimmers that have a positive and a detrimental influence on swimming enjoyment. It is important to be aware of these things that impact enjoyment because, as we have found, enjoyment influences participation in swimming and we all want the kids to stay involved in swimming and enjoy the experience. As you read on, keep in mind that this is coming directly from age group swimmers; the words are taken directly from athletes and reflect their experiences in swimming. What do parents do that makes swimming fun? And what do parents do that takes away from the fun of swimming? Provide Support One resounding theme coming from the kids was that parents increase the fun in swimming by providing unconditional encouragement and support. For the most part, it seems that a physical presence at meets and interest in what their child is doing goes a long way toward enhancing swimming enjoyment. The kids seem to enjoy swimming when they feel their parents support them regardless of the performance outcome. This theme is illustrated by the following:
"My parents are very supportive. I know, like, my parents will be happy for me whatever I do. I mean, if I do bad, they'll still be comforting and if I do good they'll be happy for me, you know. It's just, I think the people that their parents are so pushy, I think that they're gonna, um, they have the most potential to quit because they have so much pressure on them." (Age 15-18) "She (mom) doesn't expect anymore from me than I expect from myself which I think that's important because when parents start placing expectations on their kids, like, it just makes the kids more stressed. I just think parents should be very supportive." (Age 15-18) "Just knowing that he (dad) is there, you know. I can go up and ask for 50 cents for some food or something. It has actually given me that support feeling that my parent, one parent, is there." (Age 15-18) "You need reassurance (after swimming poorly), like, they still love you. They're still going to give you a ride home." (Age 13-14) "I always want my mom to be there. I always want someone to be there watching me, cheering me and stuff like that and I kind of don't feel like I want to do as well when they're not there. I kind of feel like I need to show them even though they tell me I don't need to show them." (Age 13-14) Don't push too much A theme that was identified by the kids as detracting from the experience of fun in swimming related to parents' pushing too much. Some of the kids felt that excessive pushing by their parents to practice, compete and perform well detracted from the fun of swimming, as exemplified below: "Well, I don't exactly like it sometimes because they push me too hard that it makes me feel bad and I just don't like to swim sometimes because they push me so much." (Age 10 and under) "I saw this one mom who was yelling at her kid, like, 'I spend so much money on you. I can't believe you did so bad today.' And the kid was already crying and her mom's like yelling at her and her mom throws her stuff down and leaves. If my mom ever did that, I'd just want to quit because you need encouragement from everyone around you if you want to win." (Age 13-14) "On the day you don't want to go to practice and you're not feeling well, they force you." "Oh, I hate that!" "And is that good?" (interviewer) "Oh, no, that's bad" "No, it makes you get worse." (Ages 11-12) Learn Optimal 'Push' Interestingly, there was a positive side to this idea of 'parental pushing'. Kids talked about the role of parents in enhancing fun in swimming by providing a push. However, caution is warranted as there is a fine line between pushing in a positive way and pushing to the detriment of kids' enjoyment. As evidenced below, it seems a slight push from parents can enhance subsequent enjoyment and, as kids point out, is often needed. "I think your parents sort of want you to do things and I think you kind of grow to like it you're sort of pushed firmly by them." (Age 15-18) "I think that parents need to push their kids a little more when they're younger because I know when I was like 11 or 12, there would be days where I didn't want to go to practice." (Age 15-18) "They kind of push us to go to swimming and it makes us, like, feel better that we swam." (Age 11-12) "I like it when my parents push me because I was out for a year and I became a C swimmer because I aged up and just this last meet, in all of my things, I became a B swimmer instead because my parents were cheering me on and they pushed me." (Age 8-10) It's kind of good for them to kind of maybe push you now or make you go to practice now." (Age 10 and under) Resist Assuming the Role of Coach A last theme evident from kids' responses tied to the idea that when parents take on the roles and responsibility of the coach it takes away from the fun in swimming. Critiquing races, offering suggestions on what went wrong or how to improve, and placing expectations on performance are examples of things parents do that tend to decrease the kids' enjoyment. An exception to this seems to be that when parents have credibility as swimmers, advice is sometimes welcome as it is viewed as coming from an 'expert' as opposed to a parent. To be sure, however, parents may want to ask their kids if they want advice or suggestions regardless of the parent's swimming background. Kids talk about this detrimental influence: "My mom, I mean, my parents are supportive of me and they're like, fine, but sometimes my mom is just like she keeps asking me everything about what do I think I did wrong if it's a bad race and I want to just forget about it. It is really annoying when she keeps asking me." (Age 13-14). "They don't know as much as a coach. Like my mom, she tries to tell me what to do and I don't listen to her, but it is annoying." (Age 11-12) "Well. Sometimes they annoy me because they like I don't keep my head down enough and they are like 'you've got to keep that head down'. They keep annoying me about that." (Age 8-10) "If I've had a bad race and my mom is telling me what I did wrong, I won't really listen to her. But if I did pretty well and she's still pointing some things wrong that can make me faster, then I'll take it to my coach and let him help me so I can do better." (Age 13-14) "I like it whenever my dad gives me goals 'cuz he's a master swimmer. But my mom, whenever she's in the pool, all she does is like float and she doesn't like to get her hair wet unless she's in the shower so when she says 'you gotta keep on doing this', I'm having a hard time believing it because she doesn't really swim that much. She just likes playing around with it." (Age 10 and under) "My dad used to be a swimmer and he, like, almost made it to the Olympics so him just being there is like a real big motivation and he gives me advice and stuff." (Age 13-14) What does all this mean? Taken in conjunction, it seems that kids want parents to be a presence in their swimming. But, they want this presence to be one of unconditional support with little advice. In essence, the kids seem to be saying, 'Mom and Dad, support my efforts but don't try to help me swim faster'. Parental 'push' was mentioned by the kids in both a positive and negative vein. Because of individual differences in needs and preferences, it is probably very difficult for parents to define and identify an "optimal push"; a push that is strong enough to be beneficial but not so strong that it is perceived as overpowering by the kids. However, for the benefit of the kids, every effort should be made to walk this fine line and try to achieve an 'optimal push'. |
Does Physical Activity Really affect Academic Performance?
In many sporting activities it is found that in and around exam times athletes may disappear from, or minimise their physical activity or training programmes in order to focus more on their academic performances or revision. However, in reality this may have an adverse affect on both.
| Relationship of Physical Activity and Academic Performance |
A positive relationship of physical activity and academic performance has been explored through several studies conducted in the USA by the California Department of Education; Dwyer, Sallis, Blizzard, Lazarus, & Dean (2001); Dwyer et al. (1983); Linder (1999); Linder (2002); Shephard (1997); Tremblay et al. (2000); and others. These studies support one another in suggesting that when a substantial amount of school time is dedicated to physical activity, academic performance meets and may even exceed that of students not receiving additional physical activity (Shephard, 1997).
Co-author, Debby Mitchell became interested in the link between physical activity and cognitive ability after attending two summer workshops with Phyllis Weikart, Professor Emeritus at the University of Michigan. Weikart's concern was that children are having less opportunities to be physically active and develop basic motor skills that will enhance children acadmically.
Due to Weikart's influence, Mitchell performed a research study, "The relationship between rhythmic competency and academic performance in first grade children" (1994). The findings supported a link between academic achievement and the motor skills of maintaining a steady beat. Also motivated by Phyllis Weikart are Kuhlman & Schweinhart, who report in their discussions that children's timing has been found to be positively related to children's overall school achievement, as well as mathematics and reading achievement (1999).
| Physical Activity Benefits |
Youth receiving additional physical activity tend to show improved attributes such as increased brain function and nourishment, higher energy/concentration levels, changes in body build affecting self esteem, increased self-esteem and better behavior which may all support cognitive learning (Cocke, 2002) (Tremblay, Inman, & Willms, 2000) (Dwyer, Coonan, Leitch, Hetzel, & Baghurst, 1983) (Shephard, 1997).
Improved brain attributes associated with regular physical activity consist of increased cerebral blood flow, changes in hormone levels, enhanced nutrient intake, and greater arousal (Shephard, 1997). Cocke (2002) states "a trio of studies presented at the 2001 Society for Neuroscience Conference suggest that regular exercise can improve cognitive function and increase levels of substances in the brain responsible for maintaining the health of neurons." Brain function may also indirectly benefit from physical activity due to increased energy generation as well as from time outside of the classroom/away from studying; The increased energy levels and time outside of the classroom may give relief from boredom resulting in higher attention levels during classroom instruction (Linder 1999).
| California Statewide Study of Physically Fit Kids |
A cross-sectional study completed by the California Department of Education (CDE) (2002), included a sample of 954,000 students who were in grades five (353,000), seven (322,000), and nine (279,000). The study individually matched Stanford Achievement Test Ninth Edition (SAT-9) standardized test scores with results of the state-mandated, teacher administered, physical fitness test, known as the Fitnessgram. The six fitness standards included in the Fitnessgram are cardiovascular endurance, body composition, abdominal strength and endurance, trunk strength and flexibility, upper body strength and endurance, and overall flexibility.
Results of the CDE (2002) study included a "statistical analysis indicating a distinct and linear correlation between students' academic achievement and fitness scores" in all three grades; higher academic performance was positively related to higher levels of fitness with the greatest academic gains in students who met three or more physical fitness standards.
This association was greater in mathematics than in reading. Additionally, females demonstrated higher academic achievement at higher fitness levels than the males. In looking at this information, it should be noted that this study is still in the process of working with academicians to reach a published state in a peer-reviewed professional journal.
| Australia -Academic Performance, Physical Activity and Fitness in Children |
Dwyer et al. (2001) completed a study on 7,961 Australian schoolchildren (7-15 year olds) using a questionnaire/fitness test for measurement of physical activity/physical fitness and a 5-point scale to depict academic performance. The questionnaire was administered by trained data collectors to four students at a time to ensure the questions were understood and the obtained responses were as accurate as possible. Questions requested information on the students' involvement in sport including frequency, time, and intensity in the past week. Additionally, information in reference to the subjects' mode of transportation to and from school as well as activities during morning recess and lunch breaks was sought.
The fitness test was administered by a trained testing team and consisted of indoor and outdoor tests. Each student's academic performance was measured via 5-point scale (which indicated excellent, above average, average, below average, or poor ratings) administered by a school representative, most often the principal. Additionally, information regarding school size and physical activity programs were also noted on a school questionnaire (Dwyer, et al. 2001).
After analysis of the results, Dwyer concluded that "consistently across age and sex groups, the [academic] ratings were significantly correlated with questionnaire measures of physical activity and with performance on the 1.6 kilometer run, sit-ups, and push-ups challenges, 50-meter sprint, and standing long jump. "
| Hong Kong - Sport Participation and Perceived Academic Peformance of School Children and Youth |
Different from the above studies' tests of measurements, Linder (1999) used a questionnaire to gather data on both physical activity and academic performance of 4,690 9-18year old students in Hong Kong. Both tests were administered by trained data collectors to classrooms of students. Each student personally completed his/her questionnaires by rating their own physical activity and academic performance. After data analysis through the Statview computer program, results showed a significant but low correlation (more for the girls than for the boys) indicating that students who perceive themselves to have high academic performance generally participate in more physical activity (Linder, 1999). It is obvious that no direct correlations or causations can be assumed from this study, however a positive relationship between physical activity and perceived academic performance was found.
| Conclusion |
Enhanced brain function, energy levels, body builds/perceptions, self-esteem, and behavior have been attributed to physical activity and to improved academic performance. If physical activity is decreased or altered in athletes it is found in many cases that the athlete becomes tired, lathargic, lose focus and concentration, and thus both academic and athletic performances suffer. One cannot make direct correlations from the information offered. However it is obvious that many positive relationships have been suggested. Perhaps instead of decreasing physical activity, school officials should consider developing enhanced physical activity programs.
| References |
Cocke, A. (2002). Brain May Also Pump up from Workout. Retrieved April 11, 03, from Society for Neuroscience Annual Meeting Web Site: http://www.neurosurgery.medsch.ucla.edu/whastnew/societyforneuroscience.htm
Dwyer, T., Coonan, W., Leitch, D., Hetzel, B., & Baghurst, R. (1983). An investigation of the effects of daily physical activity on the health of primary school students in South Australia. International Journal of Epidemiologists, 12(3), 308-313.
Dwyer, T., Sallis, J. F., Blizzard, L., Lazarus, R., & Dean, K. (2001). Relation of Academic Performance to Physical Activity and Fitness in Children. Pediatric Exercise Science, 13, 225-238.
Geron, E. (1996). Intelligence of Child and Adolescent Participants in Sports. In The Child and Adolescent Athlete (Vol. 6). Oxford, England: Blackwell Science Ltd.
Kuhlman, K & Lawrence J. Schweinhart, L.J. (1999). Timing in Child Development. High/Scope Educational Research Foundation.
http://www.highscope.org/Research/TimingPaper/timingstudy.htm
Linder, K. J. (1999). Sport Participation and Perceived Academic Performance of School Children and Youth. Pediatric Exercise Science, 11, 129-144.
Linder, K. J. (2002). The Physical Activity Participation--Academic Performance Relationship Revisited: Perceived and Actual Performance and the Effect of Banding (Academic Tracking). Pediatric Exercise Science, 14, 155-170.
Mitchell, D. L. (1994, May). The relationship between rhythmic competency and academic performance in first grade children. Doctoral Dissertation. Orlando, FL: University of Central Florida Department of Exceptional and Physical Education.
Shephard RJ. Curricular physical activity and academic performance. Pediatric Exercise Science, 1997;9:113-125
Tremblay, M. S., Inman, J. W., & Willms, J. D. (2000). The Relationship Between Physical Activity, Self-Esteem, and Academic Achievement in 12-Year-Old Children. Pediatric Exercise Science, 12, 312-324.
Club Clothing and Equipment
The club has a preferred uniform which it encourages swimmers and parents to wear for competitions. There is also a minimum set of training equipment that each swimmer will require dependant upon their individual squad. The club prefer swimmers to wear swim caps at all training sessions and this is compulsory for girls or boys with longer hair. All of the clothing and equipment can be obtained from the Club swim shop. The shop is run by volunteers and is set up to provide the members with equipment at reduced prices and to make a small profit for the club funds. Remember it is not a commercial business with unlimited stock. Most of the equipment swimmers use is not available in local sports shops. Note: buying from the club shop puts the proceeds back into the club rather than a shopkeeper’s pocket. The notice board gives details of the date of the next shop. Urgent requirements can be dealt with by contacting the shop administrator (Sara Vaisey). All Clothing and Kit should be well labelled with the swimmers name. Swimmers will lose items. If they are named and given into the club they can be returned to their owners. So often lost property is handed in with no name and it is eventually thrown away. Swimmers should have separate costumes for training and racing. Racing costumes should be very tight so as to reduce any drag effect. There is no point in spending £50 -£100 on a racing costume if it is too big. You would normally expect a racing costume to be at least one and often two sizes down on a training costume.
The main items of club kit are:
* Club swimming hat. This is a Black hat with the clubs orange logo on it. It may also have the swimmers name printed on it. Swimmers are required to compete in the club hat and are not to race in a hat which bears the name of any other Abertillery Piranhas swimmer or club. Any hat may be worn for training.
* Club Tracksuit. Black bottoms and an orange Tshirt with club logo. For wearing to competitions and on poolside.
* Zipper ‘Hoody’. Black, with club logo. May also be personalised with swimmers name. General Club wear for many occasions but not for pool deck at competitions.
* Black shorts for poolside wear
* Polo Shirt. Black and orange with club logo. Can be worn by swimmers and parents.
* T Shirt. Orange or black with club logo, and may be produced in ‘special editions’ to celebrate club achievements.
* Drag Pants. Used for training and warm up at competitions (produces greater drag on the swimmer)
The club does not expect new members to immediately purchase the complete set of kit especially if they are new to swimming. The hat and T Shirt are the absolute minimum that a swimmer should have for a competition. However once you are regularly competing we would expect a swimmer to have as much of the club kit as possible, and would also appreciate it if parents could also wear the clubs colours. It does help to promote a professional Club and Team image and when the team all arrives on poolside in the club kit, it can have a major psychological effect on the opposition.
A full catelogue of kit will be available on the website soon.
Competition Protocols
At Abertillery Piranhas Swimming Club we may often attend competitions with a team of staff members. This will include poolside support to the swimmers consisting of Team Managers and Coaches. The objective of these people is to help each individual athlete achieve the best results possible. The Team Managers deal with the logistics of the team and the coaches support the swimmers with pre and post swim advice. To ensure this system runs smoothly, the club requires a number of competition protocols to be followed by both swimmers and parents as follows:
· Swimmers should arrive at the correct time (20 minutes before warm up) wearing the correct kit and with sufficient healthy food and drink to last for the specified session.
· Swimmers must remain on poolside at all times unless agreed with the Team Manager. Swimmers do not sit with parents in the spectator seating unless their competition day has ended. Likewise parents do not sit in the team area.
· Swimmers abide by the Abertillery Piranhas Swimming Club and Swim Wales Codes of Conduct.
· Parents do not go on to poolside.
· Only the coaches decide whether an individual will withdraw from an event heat or final. Parents must be prepared to remain at the competition for its full duration.
· The coaches’ coach and the parents watch, cheer and support.
· Parents should not expect swimmers to achieve a personal best time every race and
should not set their children targets.
· Parents who wish to discuss issues with the coaches do so during session breaks and not
from the balcony.
· Parents should show full support for all of the swimmers and the club at all times.
Please ensure that your child attends regularly, is on time, and complete with the equipment required for the squad that they are in. All swimmers, even at ducklings levels will need a pair of goggles. Kit lists can be found in the downloads section of the website.
SWIMSUITS
What do we need from you?
We will require your co-operation and patience in order to make the swimmers faster, more confident athletes
I
f you want your child to improve and get faster you need to bring them to training and ensure they listen to the coach and helpers.
Ensure that they have all the correct equipment required for training and competition.
If you have any questions with reference to the training programme or your child’s performance we will be happy to answer them after the training session.
Spectators are politely requested to refrain from coaching or talking to their child during training sessions. All parents are expected to check the notice board regularly
New Lesson and Training Times
As you may be aware the club has dramatically increased its membership during the last eighteen months and now has a waiting list operating for most of the squads and teaching groups.
Through looking at the continuous development of Abertillery Piranhas, the club has had to address pool times and space available.
A new structure has been discussed and agreed to be implemented by the committee to achieve these ongoing improvements. .
The changes will:
- Increased pool space for the swimmers
- Head coach availability to all squads and more flexibility to oversee all levels of swimming.
- Gives an easier view of progression to the next level.
- Positive goals for children to aim for.
What does this mean to me !
Small Pool, Ducklings, levels 1 and 2.
No change.
Shallow Widths, Levels 3 and 4.
All classes will now be held on a Sunday,
The Sunday 5.00pm – 5.40pm remains the same.
The Wednesday 5.30pm class moves to Sunday 5.30pm – 6.00pm.
The Thursday 5.30pm class moves to Sunday 6.00pm – 6.30pm.
This will give positive progression through levels 3 and 4 as all the sessions will now be on the same day
Middle Widths, Level 5.
Sunday remains the same
Wednesday and Thursday changes from width swimming to lane swimming, the time remain the same. One end lane is dedicated to this group.
Sunday remains the same.
Wednesday and Thursday changes from width swimming to lane swimming, one end lane is dedicated to this group.
The additional 30 minutes between 6.00pm – 6.30pm will cease, however selected swimmers who are close to achieving Level 6 may be invited to train with the Development Squad to get accustomed to the increase in physical requirements.
Matt Tutton will now coach this squad, times are as follows:
Wednesday 5.30pm – 6.30pm.
Thursday 5.00pm – 6.00pm.
Saturday 9.00am – 10.00am.
Sunday 5.30pm – 7.00pm.
Check the notice board for actual lane clarification.
Wednesday 6.00pm – 8.00pm
Thursday 6.00pm – 7.30pm
Saturday 7.00am – 9.00am
Sunday 7.00pm – 9.00pm
Wednesday and Friday morning sessions remain unchanged however an additional 15 minutes may be available, Matt Tutton will confirm an 8.00am finish
The Tuesday morning session may be restored; Matt Tutton will confirm the start date.
The start date of the new structure is Wednesday 1st April 2009.
( 9th March 2009 )
