Surfing

Camp Tawharanui 2015

Mat Norrie

Amanda Taylor
Claudia Gof

Georgia Dougherty
Nik Coghil

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Content List
Learning Objectives and Success criteria
Pg.3
Teacher Objectives

Pg.3

Links to the NZC

Pg.3-4
Equipment
Pg.4
Introduction
Pg.5-6
Main

Pg.7

Conclusion
Pg.8
Personal Reflection

Pg.9

Teaching Resource Booklet

Pg.10-14

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Learning Objectives and Success Criteria for Students

Learning Objectives
1. Students will develop an
understanding of various
hazards that impact on surfing.

Success Criteria
I can identify hazards
I can explain hazards
I can give examples

2. Students will interact

positively with fellow students
and other people sharing the
sand and water.

I can explain what positive

interactions are
I can explain why it is
important to interact
positively
I can identify how I
interacted positively during
the lesson and give an
example

3. Students will be able to

I am able to balance on
demonstrate correct technique
board and paddle in the
while on land and in water.
prone position
I am able to turn the board
around in the water
I am able to paddle with the
wave (catch the wave)
I can stand up on the board
Personal Objectives for Teacher
1. Appropriate integration of Te Reo Maori
2. Establish and maintain a safe and positive environment
3. In-depth reflection of the lesson

Links to the New Zealand Curriculum

Strand
1. Personal and Physical
Development

Achievement Objective

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2. Movement Concepts and

Motor Skills

8B2. Positive attitudes

3. Relationships with Others

8C1. Relationships
8C2. Identity, sensitivity, and
respect
8C3. Interpersonal skills

4. Health Communities and

Environments

Key Area of Learning

Physical Education

Key Competencies
Thinking
Using language, symbols, and
texts
Managing self
Relating to others
Participating and contributing

Equipment and Resources Required

Equipment/Resource
Surf boards
Lays (floral necklace)
Mix n match activity (laminated)
Resource booklet
Wetsuits
Seaweed
Go pro (or waterproof recording
device)
Whiteboard and markers

Number needed
10
10
2 sets
1
Individual to organise
5 clumps
1-2
1

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INTRODUCTION
Activity

Time

Description

Pass it
on

10 mins

Teacher begins by laying a

student and introducing
themselves (their name
and one fun fact) then the
student takes the lays and
continues this process.
At the end of this process
we go around introducing
each other.
Similar to a ship came into
a harbour game.

Bang

Learnin
g
Objectiv
es

Mix

10 mins

10 mins

15 mins

Learning
Intention/s
Learn names
Create
friendly and
welcoming
environment

Teaching Point/s
On students
arrival note
students attire is
it appropriate for
surfing? Clothing,
sunblock etc.

Equipm
ent
Lays

LO2
Can students
swim?

Group is in a circle facing

inwards.
Teacher calls out first
name, first name ducks
down so the people either
side of the student can
shoot each other by calling
BANG.
If you are shot, you enter
the middle and call the next
name.
If you dont duck in time
and get shot, you are in the
middle.
1. Students will develop an
understanding of
various hazards that
impact on surfing.
2. Students will interact
positively with fellow
students and other
people sharing the sand
and water.
3. Students will be able to
demonstrate correct
technique while on land
and in water.

Reinforces
name learning
You need to
know names
in order to
play

Students are in small

Safety

LO2

Mediate the game

Teacher can get
involved too

N/A

Familiar game,
involves minimal
explaining,
engages students

Teacher to write
LOs and success
criteria on
whiteboard
(preferably before
the lesson
begins).
Make sure
students
understand.
Clearly display
whiteboard so
students can
revisit LOs.
Formative
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Match

(includes
activity
and
discussio
n)

groups working on
matching surfing related
terms to the correct
definition.

awareness
Hazard
identification
LO1

assessment
When discussing
the answers with
students, point
out the hazards
visually.
E.g. kook - why
don't we want to
behave like this?
Questions to ask
students:
What dangers
does the
equipment pose
and how can we
do our best to
avoid harm?
What dangers do
we pose to other
beach/ocean
goers and surfers
in the line-up and
how can we
minimise these
risks?
Resource on
pg.15.

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MAIN
Activit
y

Time

Description

Paddlin
g and
Pop up

10 mins
(includes
explanation
and
practice)

Catchin
ga
Wave

5 mins
(explanation
)

Describe advised
technique for paddling,
have students practice
on boards on beach.
Then go over pop-up
technique on the sand,
then on board.
Explain to the students
how to catch a wave.

Learning
Intentio
n/s
LO3

Teaching Point/s

Equipm
ent

Resource on pg.12-13

Boards

LO3

Turn the board so it is

facing the shore
Start paddling look over
your shoulder to see
incoming wave
Once you feel the wave
take you (elaborate on
this) stop paddling
Begin to pop up
Once up, look towards
where you are going

10 mins (if
teacher
demonstrat
es)

Dismou
nt

5 mins

Describe advised
technique for
dismount.

LO3

Surfs Up

60 mins

Students in the water.

LO1
LO2
LO3

All students have a

surfboard and head
out into the sea.
Lie on board paddle
out as far as teacher,
turn around, catch a
wave back in and
repeat.

Challen
ge by
Choice

Included in
the above
time

Students need to
demonstrate three key
skills and then are able

Teacher to demonstrate
this in the water
Dismount technique is to
fall flat/belly flop
Remind students to think
about the depth to avoid
accidents
Bumpers (hands) up
Aid students in the water
Board is your life line
Ensure the skill is learned
The emphasis here is on
technique opposed to
surfing success.
Reinforce that it is not
about standing up; its
about board control and
positioning.

Balance
on board
and

Teacher needs to check

these three skills of.
Keep eye on all students.
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Boards

to spend their time

surfing.

paddle
Turn the
board
around in
water
Ability to
paddle
with the
wave
(catch)

CONCLUSION
Activit
y

Time

Description

Snapsh
ot

5 mins
(personal
reflection)
5 mins (for
people
whom want
to share)

All My
Surfers

10 mins

Students are asked: "If you

were to take a picture at
any moment during the
activity, what would you
have taken a picture of and
how is it representative of
your experience and
learning?"
Make a circle with one
person standing in the
centre.
The centre person
completes the phrase: All
my surfers who
Whatever they call out
must relate to something
they felt or experienced
during the activity.
Everyone who experienced
or felt something similar
steps into the centre and
celebrates by giving each
other a high five.
Invite another person to
step into the circle and
say, All my surfers who
Carry on until the group has
said all they need to say.
Farewell students.

Goodby
e

Learning
Intentio
n/s

Teaching Point/s

Equipm
ent

Reflection needs to be
in relation to student
achievement as
surfers.

N/A

Make sure students

feel comfortable
sharing verbally.
The teacher could
begin the activity and
use the learning
objectives.
Examples might
include: All my surfers
who can identify and
explain a rip or All
my surfers who
maintain board
control.

N/A

Close on a positive
note.

N/A

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9 | Page

Personal Reflection
How did the
students learn
from the lesson?

What does the

evidence suggest
about student
learning?

How could the

lesson be
improved?

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Teaching Resource Booklet

There are three key aspects that students will need to learn
about to have a safe, competent and positive interaction while
surfing on camp; personal safety, safety of others and
environmental awareness/sustainability.

Personal Safety:
When out in the surf we need to be able to look out for
ourselves. To achieve this we must take into account
environmental factors, equipment and our own ability. From
here we can decide what our limits are and the level of our
participation.

Environmental:
Tides. Incoming, outgoing, high or low.
Rips & currents; identify where they are in the ocean &
what direction they are running.
Swell; how big is it, where are the corners, is the period
long or small?
Wind; how strong is it, what direction, how will this afect
the swell & me (will it drag me out of position)?
Sun; how strong is it today and how often will I need to get
out to reapply sunblock and hydrate.

Equipment:
Is my equipment well maintained? What do I need to pay
attention to eg. fin attachment.

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 Are all of the correct components to the equipment there

and in good condition? E.g. Fins, leash and is there wax on
the top surface, or another form of traction aide, is the
wetsuit going to keep me warm?
Is my equipment suitable for me (is it too big or small)?

Personal Ability:
How fit and confident am I in regards to this water sport?
Am I able to recognize when I am in trouble? Can I
recognize a dangerous situation and take measures to
avoid harm?
Am I in an area/situation that is above my skill level?

Safety of Others:
When out in the surf we have a responsibility for those in the
water with us. We must do what we can so that we do not put
others in danger, and we must be willing and able to help
others in peril if need be.
Am I practicing my activity (surfing) in a suitable area
(away from swimmers and environmental hazards)?
Do I know the correct conduct to be in a crowded line up?
To avoid collisions or confrontations with others.
Are there any people in the line-up who look like they
might be in over their head? Or out with inappropriate
equipment?

Environmental awareness/sustainability:

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 Where I am surfing, is it allowed? Am I accessing the surf

through conservation areas or private land?
Am I leaving any waste behind? Or removing anything that
I shouldnt be?

Learning Activities:
Activity 1:
Danger Identification
After questioning students on what they know about the
area and dangers at the beach/tauone, get students to identify
the mrearea/exposed dangers in our surfing area;
rips/currents/ia, rocks/ kwhatu, reefs/pkawa, other swimmers
etc. Question students as to why these are hazards. Follow this
with groups of 3-4 people drawing a diagram of a rip in the
sand; get them to explain their diagram to the group. Explain
what to do, our whakamahere, if they are to find themselves in
trouble. First ask if they know what to do if they get caught in
trouble at a patrolled beach, or in a rip. Then go over our
procedure, see safety action plan. At this point also go over
what to do if there are any other injuries during the lesson.

Activity 2:
Paddling and standing up technique
Having a basic understanding of how to paddle a
surfboard before entering the water makes surfing less
daunting. To start, students will lay on their boards in a prone
position, chest of the board, head up and looking forward. You
should lie on the board so that the nose is only a few inches
above the water. If you lay too far back on the board and the
nose is way up in the air, your board wont plane across the
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surface and youll be pushing against the water. On the other

hand, if youre too far forward and the nose is under the water,
you wont go anywhere and youll probably just end up falling
of! Most beginners make the mistake of being too far back on
their board. To support yourself is this prone position, it helps to
engage your core and squeeze your glutes. It is important to
keep your chest of the board so that your head is raised and
you have a better line of sight. Our legs should be together and
centered over the board, having spread legs or swaying legs
can hinder balance and inhibits a quick pop up to your feet.
To paddle, employ a freestyle, swimming, arm action. Reach
your arm fully out towards the nose of the board, cup your
hands with your fingers spread apart just a little, and bring your
arm down through the water making a small S shape that
goes slightly under your board. Great picture, you will be able
to draw on sand or even create a sand sculpture to last the
week

The Surfing handbook (2014) suggests that there are a few

simple steps to learning how to popup or stand on a surfboard.
It is recommended that this is practiced on the beach first and
once the movement has become familiar then move it into the
water.
The steps are as follows

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1. Place your hands flat on the board at the bottom of your

ribcage.
2. Push your chest of the board with your pelvis and upper
thighs still in contact with the board. (Dont do a full body
pushup with your weight on your hands and toes)
3. Without relying on your knees, bring your front foot
forward under your body to approximately where your
hands are. This step is hard to explain, but your lower
torso will twist a little to the right if youre regular or to the
left if youre goofy. Your back foot will naturally follow
check to make sure that your feet are parallel to your
boards stringer/center line.
Note- The popup should be a single fluid motion. Dont worry if
you dont get it exactly right the first few times. It will come
with practice. Youll also need to build up some muscles.
Try not to end up on your knees. This is a tough habit to break
for some people. It happens sometimes, though, so dont worry
too much.

Activity 3:
Paddling in shallow white water with steps 1 & 2 of popup on
broken wave
For this activity students will practice paddling in the
shallow white water, away from where the waves are breaking.
There will be a focus on correct technique and balance.
Students will paddle out to where the waves have just broken
then turn their boards around. This will be done by either
hopping of the board or turning it in the water, or (this one is a
little more difficult, but very efective for catching waves) by
paddling the outside arm forward and the inside one sweeping
right under the board during the stroke. Depending on
students confidence, they can choose the one that suits them
the best.
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Once they have the board facing the shore, students will paddle
onto a broken wave and perform steps 1 & 2 of the popup. We
will only do this to start with so they can get a feel for how it
feels to push up while on a moving wave.

Activity 4:
Surfing
For the rest of the lesson students will be free to surf in
the shallows, or go a little further out if they have
demonstrated they are able to. I will do my best to move
among the group, ofering help and advice where needed. I will
also be looking out for any danger or students struggling.

Mix and Match

SWELL/WAVE

RIP

TIDE

WHITE WATER
IMPACT ZONE

______ are created by wind blowing

for duration of time, over a fetch of
water.
Fetch _____ rips forms due to breaking
waves pushing water towards the
land.
Water that has been pushed up near
the beach flows together (as feeder
currents), and finds a place where it
can flow back out to sea.
The water then flows out at a right
angle to the beach in a tight current.
______ are the rise and fall of sea
levels caused by the combined
efects of gravitational forces exerted
by the Moon, Sun, and rotation of the
Earth.
Aerated water caused by braking
wave.
An area where the breaking wave hits
the water below it. Water is very
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KOOK

REEF

turbulent and this can be a

dangerous place.
An idiot in the water. Pays no
attention to ocean conditions or
others. Often a hazard and makes no
friends in the car park either.
______ is a rock, sandbar, or other
feature lying beneath the surface of
the water.

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