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Choosing a swimming teacher - a guide for parents

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A ’water safe’ child is one who can swim, chooses to enter a water environment in which they are consciously aware that they will be able to manage themselves without fear of danger, being hurt, being dominated or bullied, where they can confidently participate as an individual or within a group and have fun. One who can swim by choice on top of the water with their faces in the water, swim under the water and swim with confidence on their back. In brief a child who knows their limits and boundaries in and around water.

INTRODUCTION
By the age of four we are considered (without early motor stimulation) to be able to listen, talk, walk, run, be co-ordinated, concentrate, have the power of reasoning, be physically balanced, emotionally developed, integrate socially and be ready for Pre-School. It takes four years to reach this level of development. Is it possible to learn to swim confidently and safely in less than eight to twelve months?

WE LEARN TO SWIM primarily

• to be safe in and around water
• to develop physically, mentally, emotionally 
• to learn Life Skills.

Two distinct ‘feelings’ a human being experiences consciously when immerged in water is that of ‘pure pleasure’ and that  of ‘suffocation’ by it.

We can be exposed to water and learning to swim from the day we are born. A Swimming Teaching Specialist of infants will be able to guide you in the basic water skills to begin physical stimulation of movement which you can safely use during Bath time.

It is often said that children who learn to swim in warm water will not swim in cold water. Children who are self-confident in water, know their limits in and around water will want to swim. 

Learning to swim at any age should be based on stimulation and encouragement according to their age, ability, inability, disability and the personality of the child rather than under pressure. Water Safety throughout the year is the prime objective not the ‘swimming style’

The education of swimming and water safety becomes a lifetime activity creating interest in diversified water sport e.g. pool diving, ocean diving, snorkelling, nippers, life saving, body boarding, knee boarding, surfing, underwater hockey, water polo, synchronised swimming, sailing, board sailing, kayaking, kite boarding etc.

The teacher teaches basic and progressive swimming skills, water safety awareness,
The coach trains competitive swimming based on the swimming skills learned from the teacher.

‘Little People’ are taught by their Parents to survive and to be independent.  Learning to swim requires first learning to listen, to concentrate, to remember, to want to survive.  Children are taught to look, feel, take instructions, confront and apply themselves to challenges, develop conscious thought of simple movement, walk against the resistance of water, learn to balance, to orientate themselves in their water facility, climb up and down and in and out of water, control their breathing by blowing bubbles out of the mouth and the nose, get used to putting their faces into the water, open their eyes to see  where they are swimming to, kick their legs (which muscles must be developed for swimming), move their arms, swim on their backs with confidence, then to combine breathing with co-ordinated limb movement to swim rhythmically.

Able/Special Needs/Disabled/Impaired children are more stimulated by swimming programmes than land based activities.  Depending on their ability/disability they can all learn to swim to become mobile in water.  In water we are all the same and should be treated equally, play, have fun, be safe.     Routine, discipline, challenges, goals and achievements are necessary for all children’s development.

INFANTS AND TODDLERS
Infant and toddler drowning generally occur during the day. They are attracted to the reflection on the water, not the conscious thought, ‘there is a puddle, a pool, the dog’s water bowl, let’s play in it’.

Toddlers who attend swimming lessons from the age of 20 months - two years old will become aware of the dangers of water.  Part of the ‘terrific twos’ is the development of the last conscious emotion ‘conscious fear’ Therefore there is less chance of an accident in or around water. Prior to that age infants have no fear of water. Swim children learn the dangers of water. Non-Swim children are not aware of the dangers of water.

‘Swim Children’ (children who start swimming lessons from 3 – 12 months old) can be stimulated to start learning swimming strokes like crawl, backstroke, breaststroke, sculling, the dolphin action by the age of 2 to 3 years old.

Swim babies, toddlers and children are healthy throughout the year, use up stored energy due to the restriction of their physical boundaries, modern living, not having the freedom to play in big gardens, parks, climb trees etc.  These children know how to and want to move and play.

THE PARENT
Immediately a parent decides that their child/children should learn to swim they are taking on a responsibility and commitment which they owe to their child/children for which they are to be admired. Their commitment requires selflessness. However, the rewards are endless. 

If parents can take the time to nurture their new born baby into a toddler with love and care teaching them to be independent and capable ‘little people’ during the first two to three years of their lives, then the same love and care should be applied to taking ‘at least’ one year during those first three years to make them water safe.

The parent determines the success of the learning programme by taking the child/children to swimming lessons regularly.  Children grow and develop day by day, week by week, month by month and year by year.  The teacher is there to educate, stimulate, nurture and guide both the parent and the child.  Swimming teachers do not perform ‘miracles’ to get children swimming and water-safe.

A parent who cannot swim can with guidance teach their own children to swim.  An adult who decides that they want to learn to swim is very brave. Their swim education develops by being the educator or watching their child/children being taught by a swimming teacher. 

The parent truly learns and realizes the dangers in and around water once their child/children begin swimming lessons.  These are the parents who never take the child/children’s swimming ability, water safety awareness, swimming aids, pool safety equipment for granted.  They also as a rule do not rely on other people to take responsibility for their child/children in and around water.

The parent chooses the school in which they want their child/children to be educated for specific reasons.  In the same way the swim school should be chosen for specific reasons, not necessarily to suit the parent, but according to the child/children’s need and gain.

CHILDREN
Swim children learn how to express themselves physically through learning to move their bodies.  In a swimming pool, once they are confident and safe swimmers they are not restricted and can express themselves freely with much pleasure creating a sense of well being and continued good health.

Children who learn to swim properly and confidently before going to school learn LIFE SKILLS. These LIFE SKILLS include learning to listen, learning to take instructions, learning to understand instructions, learning to carry out instructions, learning to focus on learning skills, learning to share, learning to take turns, learning to participate in group activities, learning to fail, learning to achieve, learning to succeed, learning to be adventurous, patience, social interaction, respect, to be peers.

Children are expected to be able to swim confidently by the time they reach school going age having been taught privately.  At school there are seldom facilities for teaching swimming.  The facilities available for non-swimmers to learn to swim at school are not comfortable and are generally outdoors in windy conditions.  It is unfair to expect a fearful, unconfident child to learn to swim in uncomfortable conditions.  Coaching of competitive swimming at school means the non-swimmer is left out of most swimming or water activities.  Peer pressure is very great if you cannot swim.  At school the most supported of all sport is the annual Inter-House Swimming Gala which is a very exciting event for the whole school which also involves all the teachers and parents.

SWIM SCHOOL DISCIPLINE
When one goes to school there is a discipline and routine for teachers, children and parents collectively, without exception.  The set rules prevent chaos, create order and fairness.

Going to a swim school to learn to swim is the same as going to school for an academic education except that when one goes to swimming lessons under the age of 4 years old swimming lessons will be the first formal form of tuition a child will experience.  The parent will be required to conform to the requirements, routine and discipline set by the swim school whereby the parent sets an example to their child/children just as they will when their child/children begin pre-school/big school.

The discipline and routine is for the purpose of education, prevents distraction, create a sense of harmony, a feeling of security, sense of well being and dignity for all.   All children and parents are treated equally.  The purpose of education in all its forms is to stimulate and develop children to realize their full potential.  Consistent routine and discipline by both the teacher and the parent will achieve this goal. One major difference between school and a swim school is that the swimming teacher is always responsible for the child’s life while the child is in the water. 

RESEARCH
Research in support of Developmental Readiness for Swimming (Mumford 1897, Watson 1939, McGraw 1939, Mayerhof 1952), in 1968 research into the Swim Behaviour of Infants and the total development of the child of which each study covers seven years compares infants and toddlers who from their 3rd year, 28th month, 4th and 6th year of life were exposed to Stimulus Swimming.
The experiment encompassed the grasp of readiness for swimming, the general motor fitness, the mental level of development, as well as the parental behaviour during swimming.  This experiment shows that the ‘swim children’ distinguish themselves over their peers through better ability to adapt to new situations, greater self confidence and more independence.  They felt more capable to meet new challenges.  Observations during gymnastics in which ‘swim children’ as well as ‘non-swim children’ participated lead to the statement-

‘Swim Children’ are in contrast to children without early stimulation more strong willed and independent in their decisions.  They move around more spontaneously, more fearlessly and with more certainty.  They display in general greater motor activity.  They are superior in their physical condition to the non-swimmers.  They master new situations more quickly and independently’.

Having taught children from the age of 3 months old of which most children attended swimming lessons for no less than 1 year while most attended swimming lessons continuously over an average period of three to eight years, I confirm, through observation and experience, all findings in past studies.  ‘Swim Children’ proved to be peers, elite pupils at school, elite sports and activities children.  The most important characteristics shown are those of ‘participation’ as well as showing true sportsmanship when ‘winning’ or ‘losing’.

Further to the above, most ‘swim children’ showed readiness for ‘big school’, ballet, karate, gymnastics, horse riding, ice skating and most extra mural activities from the age of 3- 4 years old, this being  approximately one year ahead of ‘non-swim children’. Generally these activities may only be attended from the age of 4 or 5 years old,

A GUIDE TO CHOOSING A SWIMMING TEACHER

Telephone the recommended swimming teacher. Ask about the method used. Ask if you may watch a swimming lesson?
 
There are many different methods and techniques used to teach swimming.  At any given lesson you are observing the
personality and qualities of the teacher as well as the manner in which the swimming lesson is being conducted.
 
Use the following suggestions to guide you in your choice of qualities to look for in a swimming teacher.

• Is the teacher professional, reassuring, patient, understanding of all the parent’s enquiries? 
• Are swimming lessons conducted privately or in a public facility?  The noisier the facility the greater the distraction to the learner, the greater the frustration for the teacher, the slower the child/children learn to swim.  Distracted children cannot be expected to learn.
• Is the swimming pool indoors and heated or outdoors exposed to the discomfort of the sun, wind and cold?  A heated pool with the water temperature at minimum 32°C is the ideal environment for learning. 
• Are swimming lessons carried out on a Course basis guaranteeing quick results?  Guaranteed quick learning programmes are cruel and abusive. At least one year of continuous tuition is required to ensure a confident, safe swimmer.
• Do swimming lessons continue throughout the year, seasonally or only during the school term?  Seasonal teaching is detrimental to small children putting their safety in and around water at risk.  Children develop continuously.  Gained confidence and fitness is lost with long breaks.  Each new teaching season begins with fear and apprehension instead of excitement.  This is not fair to the child/children.  They will take longer to learn to swim at a greater cost of safety and money.
• Are swimming aids used or is ‘free swimming’ taught?  Swimming aids become a ‘crutch’.  A child’s safety cannot be taken for granted when using them.  When used in open water children will drift away from safety.  Swimming aids which are attached to the body prevents independence, learning to submerge with breath control, stimulates ‘doggie paddle’ which is not  functional swimming and prevents progress to advanced swimming skills.
• What is the youngest age group the teacher accepts children into the swim school?  Most teachers only start teaching children from 4 years old as this age group is considered to be more manageable.
• Are Infant Programmes interrupted until they are older?  Their learning especially should be continuous until they are four years old.

Drown Proofing  does not exist.  An infant can slip and fall bumping their heads preventing the trained reaction of turning onto the back.  Infants and toddlers should not be taught skills under pressure or with trauma.   This is cruel and abusive.  Water Safety is learned through the education of discipline, routine and safety rules which should also be exercised by the parent at all times.

• How long is each swimming lesson?  Does the Teacher teach individually or in groups?

Each child should start their introduction and orientation programme individually to become familiar and comfortable with their teacher, their new environment, routine and discipline.  When they are more capable they need the stimulation and participation of a group. 
A group of three or four is fun, stimulating and safe.  Small groups experience individual attention and more concentrated education.  15 minutes for an individual lesson is accepted internationally while 30 minutes for a group of 3-4.

• Does the teacher have an ‘achievement plan’ for each child as an individual?
• Are parents allowed to watch swimming lessons all the time or is watching lessons limited? The presence of parents is distracting and disruptive.  When you choose a teacher for your child/children your trust of her/him is necessary for a good relationship between the parent the teacher and the pupil.  A busy, noisy pool area distracts children preventing efficient, safe learning.
• Is entry and exit to the pool area, entry and exit into and out of the swimming pool managed by the teacher, or does chaos reign?  Are the children allowed to scream, move around freely during swimming lessons?  Does the teacher need to shout to be heard?  Does the teacher have visual contact of the pool environment and pupils at all times to maintain safety?
• Is etiquette and good manners practiced by the Teacher as a ‘role model’ by example to   child/children/parent and taught to the child/children?  Is ‘please’ and ‘thank you’, general recognition and respect shown towards each other?
• Do children look happy, responding positively during their swimming lesson?
• Does the Teacher stand in the water with the child/children or out of the water at the side of the pool talking down or shouting instructions to be heard?  Direct and level eye contact assures the child/children can hear when spoken to, encourages concentration, focus and emphasizes individual communication.  Eyes become ears. The Teacher maintains her dignity and respects the dignity of the pupil.
• Is there physical contact with the child/children showing affection, warmth and reassurance?
• Is teaching according to what the Parent expects of the Teacher or according to what is necessary for the child/children?
• Does the Teacher have a ‘big ego’ expecting children to achieve and progress at her/his rate and pace?  If so, this will cause personality clashes between the Teacher and the child/children.  The love and trust which should bond them will never develop.  Swimming lessons will be traumatic.
• Does the Teacher treat each child equally as an individual making allowance for individual differences and abilities, or is favour shown to the more competent child/children?  Individuality is shown to a child by using the child’s name, maintaining eye contact when spoken to.
• Does the Teacher teach disabled/special needs children?  If so, are they taught in the same way and socially integrated with able-bodied children?
• Is the Teacher knowledgeable of the developmental stages of infants/children?  Is teaching according to their age/ability/inability/disability?  Children develop at different rates.  An intuitive experienced Teacher will anticipate these stages.
• If the child/children are crying would you consider them to be traumatized, cold, feeling strange to their new environment, temperamental or just being wilful?
• Does the Teacher use simple, correct language to explain the skills required to attempt, using words which are associated with the physical activity which in turn are demonstrated by the Teacher?  Swimming like any other sport has its own universal language. 

If the correct language is taught from the beginning they will not need to re learn the correct language when progressing to advanced or competitive swimming.  Baby language is not acceptable.

• Are the instructions and skills simple to understand, follow, fun, varied, interesting and progressive?  Can the basic confidence skills for ‘little people’ be adapted to other water facilities e.g.  the bath, paddling pool?
• Does the Teacher set challenges or short term goals which result in short term achievements? 
• Is the Teacher a good ‘mirror image’ for the child/children to copy when swimming skills are demonstrated?
• Does the Teacher teach skills automatically without apparent interest or is the Teacher really interested in the process at hand?
• Does the Teacher praise for achievement or attempt at achievement?  Constant praise stimulates a positive attitude and sense of well being for infants and all children.  They will sense and feel good because of the tone of voice used by the Teacher.
• Is the education your child/children gaining merely to help themselves in a swimming pool  (small water facility) or does their education include the knowledge of their limit in open water (dams, lakes, rivers, tidal pools, the ocean) by learning progressive swimming skills?

OR
Is the Water used as a medium to teach the child/children awareness of water safety, stimulate physical development (balance, co-ordination), mental development (concentration, attitude, memory), emotional development (coping with ability/inability, peer pressure, challenges and achievement)?

• Are children rewarded for their efforts at the end of their swimming lesson in a way that stimulates a positive attitude to learning and striving to achieve?  The most satisfying reward is a sucker at the end of a swimming lesson.
• Are the children taught the responsibility and pride of tidying their learning area to keep order and neatness by packing equipment and toys away at the end of their lesson in preparation for the next class?
• Consider the age of the Teacher, how long has he/she been teaching.  Is his/her approach to teaching wise, positive and caring?
• Has the Teacher had formal Swim Teaching Training or qualified with a Preliminary/National Swimming Teaching Certificate?
• Is the Teacher trained in Lifesaving/ First Aid Skills?
• Is the Teacher capable of or experienced in identifying dysfunctions in children e.g. low-muscle tone, problems with concentration, hearing difficulties, borderline learning disabilities?

When choosing a swimming teacher for your child/children, trust the teacher you have chosen. Do not let your ego affect the relationship which should form between the parent, teacher and child.  Changing from one teacher to another to suit you will affect the child/children. Consider the child/children’s needs first.

IN SHORT YOU ARE LOOKING FOR THE FOLLOWING QUALITIES IN A SWIMMING TEACHER

• Is the Teacher you have chosen to  teach your child/children consistent, disciplined, tolerant, firm, fair, kind, patient, calm, intuitive, stimulating, compassionate, generous with praise for achievement?
• Does the Teacher have a lovely personality, fun, smile? 
• Is the Teacher adventurous in approach to the learning of skills, teach with a positive attitude, motivated, motivating, consistent in temperament?
• Does the Teacher look as though she/he is enjoying teaching, have a sense of humour,  radiate affection and care, use an incentive for achievement, anticipate problems, have a good relationship with children and parents, anticipate changes in development, illness, tiredness, hangovers from medication or lack of sleep (teething etc)?

TEACHING FACILITIES SHOULD BE COMFORTABLE, CALM AND QUIET TO STIMULATE CONCENTRATION, LEARNING AND SAFETY

• The water temperature should be at least 32°C throughout the year, out of the wind, preferably indoors.  The Teacher who creates the ideal environment indicates their commitment to the importance of comfort, education and safety.
• If a swimming pool is used this should have a shallow and a deep end so that children can learn to swim in shallow and deep water. Unless children learn to physically experience swimming over or in deep water they are not aware of their ability to do so.
• The swimming pool water should be crystal clear at all times and the pool should be clean.  The walk area around the pool should be hygienic and tidy.  The toilet and change room should be hygienic, clean and tidy at all times.
• The swimming pool should have steps at the shallow end for safe entry and exit to and from the water.
• Teaching equipment should be neatly placed and accessible for the Teacher and the pupil.  It is important for children to be aware of an organised, familiar, cheerful, bright learning environment.
• The pool area should be colourful, fun, interesting, uncluttered, well lit and well ventilated.  Gentle background music creates a feeling of calm for the teacher, children and parents.
• The Teacher should manage use of swimming teaching aids and all play toys.
• The swimming aids used for learning to swim should be of a nature which the child learns to control rather than the aid control the child.
• Swim School rules should be issued to the parent at the first swimming lesson to set the group boundaries for teacher, parents and pupils.  These rules should include safety and hygiene requirements.                 

Compiled by
Arlene Williams
National Swimming Teaching Certificate (SAASU)
National Swimming Teaching Certificate (Swimming SA)
Amateur Swimming Association (Teaching) UK