At the completion of this unit, you will be able to:
| Techniques | Explanation |
|---|---|
| Use deeper water when appropriate |
"Deep water" refers to water that would be over a participant's mouth when standing. Swim instructors should facilitate activities that require swimmers to practice skills in deeper water. Pool bottoms, steps, and sides of pools provide a security blanket that can be removed early on as participants progress in the class. Swim instructors must gain a student's trust to move the child away from these barriers as the participant improves. When working in deeper water make sure the swim instructor can still stand, and take one child at a time, make sure all others are safe. |
| Facilitate fun activities that build trust |
Instructors should facilitate fun activities that build trust to accelerate and enhance student exploratory learning. In deep water activities driven by peer pressure competition, each student is focused on the challenge and excitement presented by the ongoing activity that allows for exploratory learning in the water. Because these activities occur in deeper water, participants are subtly forced to rely entirely upon the swim instructor instead of the pool bottom, steps, or side of the pool. Reliance upon the swim instructor accelerates trust between the student and instructor. |
| Build trust by honoring all verbal commitments |
Instructors should honor all verbal commitments made in the class setting and be completely truthful about learning expectations. Never force any student to perform skills without individual consent. It is important for swim instructors to be aware of what participants have been told the instructor will do and honor that. For example, telling participants that you won't let them go while supporting them in a floating position and then deliberately letting go to help them learn that they can float on their own is a common mistake that leads to distrust of the swim instructor. Once the student has lost trust in the instructor it can be almost impossible to gain the trust back, which can lead to further frustrations. |
| Set learning expectations |
Instructors should set student learning expectations for skills beyond the published JES standards. Instructors should ask participants to do more than what is required so there is a better chance of them meeting the JES standard. For example, when a student in a Beginner level has achieved all standards for the course, then the instructor should push the child to do more than just repeating the same skills. |
| Design lessons for achievement |
Instructors should design all lessons to assure that each student experiences some form of personal success before leaving class. Participants who leave lessons having achieved some form of success are motivated to continue participating in future classes. Even the smallest of successes can translate into building individual confidence in the water. |