“Frankly, I’ve had it with swimming lessons,” an acquaintance of mine recently confessed. As a swim instructor, my interest was piqued by the frustration inherent in her proclamation. I requested that she elaborate, which she was happy to do.
“Last summer, I enrolled my children in swimming lessons, paid a hefty sum of money, and got myself into a carpool that wreaked havoc with my family’s schedule at the most inconvenient time of day. I’m not really sure my children made much progress; even if they had, it wouldn’t have justified the financial outlay, the elevated stress level, and the drain on my energy. The summer leaves me feeling frazzled enough without extra pressure! Maybe I’m a terrible mother, but I’m just not doing swimming lessons again this year,” she concluded with a sigh.
Actually, the woman in question is an excellent mother, and I couldn’t fault her for having come to that conclusion. However, it seemed to me that, with a little forethought, this unfortunate situation could have been avoided.
An excellent way to ensure success with swimming lessons is to begin with an honest evaluation of your child’s aptitude for learning to swim. Examine, first, whether your child is afraid of the pool. Then ask, does he generally have a fearful or timid nature? Is her body coordinated and supple or stiff and rigid? Is learning physical tasks an arduous process? Are new experiences overwhelming? Does she hate to get wet or to get water in her eyes? Does he have attention issues? Is it hard for him to stay on task? Is he hyperactive?
If the answer to any of these questions is yes, your child may find more success in a private, rather than group, lesson. Needless to say, private lessons are more costly, but for a child who has a hurdle to overcome, a group lesson will not provide the necessary attention to his or her individual issues. In many cases, the child can be transitioned after a few lessons to a small group, and with time, to a larger one.
A shy or self-conscious temperament is another indicator that private lessons may be the way to go. If a child feels inhibition when asked to perform in front of a group, he will be reluctant to participate in practicing the skills, which will probably lead him to conclude that he wants to stay as far away from swimming as possible. Learning to swim in a more private setting can infuse him with self-confidence, and even help him combat his feelings of self-consciousness or inadequacy on many fronts.
Many people opt for private lessons simply because of scheduling convenience. In a fantasy world, perhaps, the summer is a relaxing, calm, slow-paced time; in reality, for most of us, the pace switches to high gear. We trade our captivity to the homework monster for hours spent transporting children to camp, friends, stores, libraries, lessons, parks, and all the places that the school year does not allow for. Working swimming lessons around one’s personal schedule is thus the key to survival for many mothers.
There is another point in favor of the private lessons option: The child may need fewer lessons, as he is apt to more quickly master skills when they are tailored to his individual learning style. He will also benefit from the instructor’s complete attention during practice time.
Still, children often learn best when other students are actively present. Watching a peer master a skill can coax a reluctant student to try to emulate his friend’s success. In addition, a stronger student is often able to translate instructions into a childish vernacular, thereby rendering them more comprehensible to his struggling buddy.
An approach that combines the best of both worlds is the semi-private lesson. The cost may be marginally higher than that of a group lesson, but with two, three, or even four participants, it is significantly more cost effective. The lesson can service more than one child from the same family or children from different families, with the cost being split among them. Fringe benefits include the ability to carpool, as well as the streamlining of one’s schedule. However, in a case where one-on-one attention is required, introducing even one other participant will negate this possibility.
While private or semi-private lessons are clearly highly effective, it would be wrong to assume that group lessons are devoid of value. When the group is set up well, the lessons structured correctly, and the teacher effective and experienced, most children gain immeasurably. A competent, well-trained instructor knows how to plan a lesson that includes time for teaching new skills, practicing new skills, and reviewing previously taught skills. Each child will get personal attention and be praised, critiqued, and encouraged numerous times throughout the lesson.
Group lessons are more affordable, but cost is not the only factor. A group develops a dynamic that inherently leads to a sense of camaraderie and a feeling of being invested in a higher purpose. Routine practice becomes more appealing, and success is more desirable, when participating as part of a larger whole. Children are social by nature and tend to push themselves to keep up with the leaders of their group. The desire to be on par with peers can enable a child to overcome inhibitions and master new techniques.
Yet another alternative is to register your child in a camp that offers swimming lessons. This may appear to be an easy way to avoid arranging (and paying!) for lessons on one’s own. Bear in mind, however, that the lessons are probably not the focal point of the camp’s program. The thrust of the lessons may be to provide exposure to the pool but not much more. In swim instruction, the principle of caveat emptor (let the buyer beware) is no less true than as in any service.
Here is a partial (but by no means comprehensive) list of questions that will give you a clue as to whether the camp, private, or group lessons you are considering will deliver what you are seeking. I strongly suggest that you run the answers by a friend or acquaintance who is knowledgeable in the area of swim instruction. Find out, too, whether your goals for your child are reasonable and achievable. If they aren’t, seek advice in tweaking them. If they are, these questions are an excellent starting point in your decision-making process:
- Will my child have an experienced swim instructor?
- What further training is provided for the instructors?
- What skills will be taught?
- How many children will be in each group?
- Will different aged children be in the same group? If so, what is the spread?
- How many other children will be in the pool at the time of instruction? Will they be receiving instruction as well, or will they be playing and frolicking?
- What creative methods are employed to teach skills? Where are these methods taken from?
- Is there adequate teaching equipment, such as kickboards, noodles, etc.?
- Is the pool stocked with basic lifesaving equipment? (Note: the most fundamental necessities would be a backboard and a rescue tube.)
- Is a responsible adult actively supervising each group at the time of instruction? Is this person ensuring that the skills are being properly taught, that a productive and safe learning atmosphere is being maintained, and that no child is lagging behind?
- Are any provisions made for extra attention to a slower/quicker student?
- Are pool safety rules strictly enforced?
- How can parents find out which skills their child has actually acquired?
Observing a lesson may be a good way to get answers to some of these questions, but since a parent’s presence can be very distracting, this is not a practical idea.
Regardless of how you gather your information, the important fact to keep in mind is that you are the consumer. It’s up to you to make sure that your money is being well spent, that your child is protected and safe, and that he is learning the necessary techniques to become an independent swimmer.
Another frequently asked question is: What qualities should I look for when choosing a swim instructor? Not surprisingly, patience and experience head the list. I would choose to broaden this to include observation of qualified instructors. Our Baltimore community is fortunate to have several veteran swim teachers who are experts at their craft and have perfected the techniques of imparting aquatic skills over many years. Teaching is an art, and its mastery is that much more attainable through the observation of masters. This is also the best way to develop a repertoire of creative and effective methods for bringing skills down to the level of a simple beginner. By choosing an instructor who has an array of ideas at his or her fingertips, you are ensuring that your child will receive a more effective lesson.
Flexibility is also necessary to a successful learning environment. A fascinating story is told by the mother of Michael Phelps, world-famous Olympic swimmer: When young Michael began swimming lessons, he categorically refused to put his face into the water. The instructor was forced to choose between continuing to coax the boy and giving up on him. He chose to do neither but rather shifted gears and taught the fearful child the back float, and then the back crawl, which do not require facial immersion. Though these skills do not typically precede the front crawl, the unconventional approach helped the boy to achieve a comfort level in the water. The results speak for themselves.
The lesson of this story is that success lies in the willingness to teach to a child’s strengths, rather than hammering away at his limitations. When considering an instructor, try to get a feel for the presence or absence of this quality.
The aim of a swimming lesson is not merely to implant skills but also to instill a good feeling toward swimming and the confidence in one’s capacity to do it. A love for children and the ability to connect with them are the obvious qualities to add to the list. It is important to be able to form a personal connection with the child, and to draw on his life experiences in order to turn potentially meaningless monotony into a meaningful and fun experience.
