Challenge lesson providers to structure the progress of swimmers based on achievement and not organisational convenience - Integral to the NPTS is a clear assessment process with progression through the scheme based on the achievement of clearly identified outcomes. Inevitably, therefore, some children will move through the scheme at a faster rate than others.

Develop a wide range of skills - The content of the NPTS prepares swimmers to participate in a variety of different disciplines and in so doing develops a more rounded and more skilful performer. This will increase the range of opportunities open to the swimmer in terms of future development whilst at the same time provides a sound skill basis for those wishing to progress to the competitive aspect of the sport.

Emphasise the importance of initial orientation - Time devoted to initial orientation, to generating a feeling of being at ease in the water will enhance the development of more complex skills. Great emphasis is given, therefore, to water confidence activities particularly in the first two levels of the plan.

Develop high reliability through repetition, revision and consolidation - If you take the opportunity to look around a busy swimming pool, particularly if lanes have been allocated to allow for people to swim up and down, you could be excused for thinking that, whilst we may be a nation of swimmers, in reality we are a nation of poor swimmers. Incorrect head positions, poor body alignment, ineffective kicking and pulling and the sight of people fighting against the water are all too common place. The NPTS attempts to address this problem through improvements in the quality of learn to swim provision. Implicit in this is the raising of expectations of teachers, parents and swimmers. The NPTS aims to raise these expectations to a new level; to emphasise quality in stroke execution; to establish a situation whereby all children learn how to dive effectively; to have some awareness of other disciplines in which they might participate and to enhance their understanding of the benefits which swimming can add in terms of a healthy lifestyle.

Identify the correct standards of skill performance - For too long there has been ambiguity in respect of what constitutes the correct standard of performance over a range of aquatic skills. This is particularly the case in terms of the swimming strokes where the standard expected becomes very much that of the individual teacher and will, therefore, inevitably vary from teacher to teacher and from scheme to scheme. The NPTS identifies very clearly the standards expected at different levels of performance and will hopefully develop, over time, greater consistency in the application of standards.

Provide assessment against clearly identified outcomes - Assessment is a critical aspect of the NPTS as this forms the basis for progression from one level to another. The outcomes are clearly stated and provide a reference point by which progression can be easily measured.

SOME NOTES TO PARENTS ABOUT AWARD SCHEMES
Motivation should be instinctive, deriving a sense of joy and satisfaction from exploring, endeavouring, struggling and ultimately succeeding in physical movement challenges. The sport should be loved without the stress of being overtly examined and it is important for our coaches, parents and children alike not to become carried away with the awards. Often we joke that the children like receiving badges while the parents are ecstatic. There are many pressures on the modern day child to achieve without making a recreational sport overly competitive - Children should not be coming to swimming lessons to only collect badges and we must keep sight of the Aims of the awards (above).

Child psychologists however explain extrinsic motivators in the form of incentives, such as badges, are important to children. “Children tasting success and failure - in that order - are most likely to continue in the struggle to achieve.” (Dennis Child Psychology and the Teacher Page 48).