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Recommendations for Conducting the Lessons - part 1


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Teaching from the side of the pool by giving directions is quite possible under certain conditions, but it should not be attempted with children five years of age (or younger). For one thing standing at the poolside, you might be tempted to use your foot; but pushing someone's head with your foot is strictly taboo. You need to be in the water with these young children all of the time, demonstrating and giving them moral and physical support. A child seven or eight years old who is very eager to learn would probably be able to understand your directions from the deck, but even he would benefit by your being in the water with him. Not until Lesson VII of this series does the child become independent of the teacher.

Do not attempt to teach a child to swim in water that is over his head until you reach the point in the lessons calling for deep-water exercises. Children are born with the fear of falling and of loss of support. If you are using your back-yard pool, let some of the water out (if your filter system will allow this) so that the shallow end is no more than waist-deep for the child.

Even if the shallow end of your pool is roped off, and you are assured of the children's safety, you should keep your group together; during most of each lesson, you will have them do the same things at the same time. When you are working with one child, either have the other children watch or have them practice their bobbing, kicking, or whatever is in order. This is the rule, but it is not without exception. With your third eye you may see one of the children experimenting only because he is "unwatched." It would be a mistake to draw attention to his activity or to insist that he do what the group is doing. Your time spent with a single child should be for a short period, and then you should go on to the next child; you cannot expect young children to practice by themselves. But whatever you are doing, the old rule still holds: "Do not turn your back on a child who can't swim."

Encourage the children at every opportunity and herald the smallest successes. The most wonderful thing about teaching beginning swimmers is the vast number of accomplishments often attained in a short time. These are glory days for the novice swimmer. When he becomes an intermediate swimmer, there is not so much to learn, and there is more drill in perfecting strokes and not as many satisfactions; so it is not unnatural for children to lose interest in swimming at this stage. But in the beginning, they are progressing when they get water on their faces, and even more progress is made when they are able to put their faces down in the water; there is also a growing sense of satisfaction with each lesson as they improve themselves in the art of holding their breath. There is something in each lesson that the child learns which you can note as worthy and successful. Do not take even the smallest accomplishment for granted; do not hesitate to let each child know that he is doing magnificently.

The review at the beginning of each lesson will serve partly for warm-up, partly for practice, and largely to demonstrate what has already been learned. It is psychologically more astute to comment on the child's strength before you attempt to correct a weakness. For example: "Tommy, your kick is strong and steady, but you need to pull your arms one-at-a-time toward your stomach instead of together."


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