| 5 Step Approach |
Explanation |
Examples |
| Set the Climate for learning physically |
Setting the climate for learning begins with the first class and continues throughout the course. The first few minutes of each lesson are extremely important. The climate needs to be conducive for learning. The appearance of the pool, swimming instructors, and general atmosphere affect learning. Before each lesson begins you need to prepare the physical environment. |
Safety
- Safety must always remain your top priority.
- Instructors should check their area for any safety hazards prior to the start of lessons. For example, glass on deck, hoses laid across walk areas, or anything unusual in the pool or pool area.
- Instructors need to make sure there is a lifeguard on duty.
Water
- Check water quality to make sure that you can see the bottom of the pool.
- Check water temperature to make sure it is at a comfortable temperature for lessons.
- Before getting the class in the water, check the sun angles and make sure your children will not have to look into the sun to see you.
- Check noise levels to make sure that the children will be able to hear all of your directions.
Professionalism
- Instructors should have a professional image and demeanor at all times when teaching.
- Instructors should arrive early for class and organize needed equipment/toys prior to the start of the lesson.
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| Set the Climate for learning emotionally |
The emotional climate is as important as the physical one. The first few minutes of the lesson are crucial to the overall success of each class. If during the first few minutes of the lesson the atmosphere is pleasant and the presentation is interesting, fun, and challenging, then a positive attitude toward learning will prevail. If the first few minutes are seen as pointless, boring, or unpleasant, then a negative attitude is more likely to be formed. |
Greeting and Learning Names
- Instructors must greet their participants and quickly learn first names so that they feel welcome in lessons.
- Sit in a circle the first day and introduce yourself and have all participants say their names.
- Make sure after learning their names you use them throughout the lessons.
Conversations
- Instructors should acknowledge each student at the beginning of every class.
- Ask how they are doing, if they did anything fun, what they remember from the last class or any other question to get them involved and feeling comfortable before entering the water.
Warm Up Drills
- Drills should encourage teamwork and positive peer pressure.
- Warm up drills will vary depending on the level of the participants.
- Advanced level drill might be stretching and kicking with a kickboard.
- Preschool or Beginner level drill might consist of sitting on the side and splashing water to get the participants or the swim instructor wet and then going into bubbles or bobbing.
- It is important to start the lesson with some kind of warm up drill or adjustment activity to get everyone comfortable.
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| Motivate participants |
Instructors must be emotionally prepared to motivate participants prior to the start of all swim lessons. Motivating participants can be one of the instructor's more difficult tasks. Some participants will need a lot of encouragement for certain skills and activities while other participants are eager to try anything. Think about different ways to motivate participants to do required skills for each level. |
Peer Pressure
- Peer pressure is a motivating tool that can be used to get hesitant participants to try new skills.
- When using peer pressure make sure that it is done in a positive manner and swim instructors do not use it negatively toward a student.
- For example, having one student performing the skill and then using that student to motivate others to try the skill as well. By seeing one student try it and nothing going wrong others can be more willing to try.
Toys
- Instructors can use toys as a motivator for children to try a skill.
- Have participants select favorite toys to use in the water. Use these toys to help motivate the participants to place their faces in the water and blow bubbles. Also, instructors can have the participants toss the toys out and use their front crawl arms to go get their toys back.
Encouragement
- Instructors need to encourage the participants and let them know that they believe in them.
- Positive praise can go a long way with some participants so instructors need to make sure they are always positive.
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| Demonstrate skills appropriately |
Swim instructors must be able to demonstrate all swimming strokes with proficiency for the course level they are teaching. They should not only demonstrate the skill but explain the skill before the demonstration. Remember to not turn your back on your class at any point. While demonstrating, you'll talk about the skill, physically demonstrate the skill, then take each child out for that skill to practice all while keeping an eye on them while they're sitting outside of the water on the side of the pool viewing the demo. |
Arranging participants
- Instructors should arrange participants so that they can all see strokes and skills and demonstrations.
- Participants should be positioned on the deck to observe all demonstrations.
Explaining the Skill
- When explaining the skill that they are demonstrating, instructors should use explanations that the participants will understand.
- For example, when explaining the front crawl arms to Beginners, instructors should use simple explanations that create a visual for the participants, like ice cream scoops or puppy paws. For an advanced level the instructor will need to adjust the language to more technical terms.
Demonstration
- Instructors should break up the skill and do it slowly so participants can see the different parts of the skill or stroke.
- After demonstrating a stroke or skill, the instructor should ask participants questions about what was observed to confirm their understanding accordingly.
- Ask questions such as, Where was my faceWas it in the water or out of the waterWhat were my legs doingWhere did my hand enter the water, and then where did it go?
- After the instructor demonstration, the participants should be given the opportunity to practice right away and be given appropriate feedback to make any adjustments.
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| Practice and Facilitate Learning |
Swim instructors must efficiently organize class practice drills to maximize learning opportunities.
Different drills can be used to facilitate learning of various skills.
Review various drills with swim instructor candidates.
Provide timely feedback to facilitate learning.
Have swim instructor candidates practice providing proper feedback.
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Position of Instructor
Instructor must be positioned to adequately observe all participants when executing practice drills.
Types of Drills
- A static drill can be as simple as having the participants hold on to the wall and kick, or hold on to the wall and practice rhythmic breathing. Static drills can be utilized for participants waiting their turn.
- Fluid drills can be good for improving endurance or allowing the instructor to evaluate aspects of a stroke or skill.
Feedback
- An important aspect of the student practicing is the feedback given by the instructor.
- Feedback should be provided in a positive manner. It should be specific and appropriate to the level of the student so it is understood exactly what is correct and incorrect about the skill or stroke performed.
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| Reinforce Learning |
Incorporating newly learned strokes and skills into meaningful water activities helps participants appreciate the value of the learned stroke and/or skill while emphasizing safety at all times.
Review various games with swim instructor candidates.
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Safety
- Participants should be instructed that they cannot enter or practice swimming strokes and skills without first securing permission from their parents/guardians and/ or swimming instructor.
Games
- Instructors can use games to have participants practice newly acquired skills.
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