Content

• To step
• Part 1 of 4: Overcoming fear of water
• Part 2 of 4: Learning the first movements
• Part 3 of 4: Start swimming
• Part 4 of 4: Getting to the deep end
• Tips
• Warnings

Teaching someone else to swim can be very rewarding. However, it is not easy because there is a lot to treat and you have to be very aware of what the other person is doing at any given time to make sure that person is both safe and swimming well. If you would like to teach someone to swim, you are now the "teacher" and your pupil the "learner," and it is time to get into the water.

To step

Part 1 of 4: Overcoming fear of water

1. View your competencies. Ideally, someone should be taught by a qualified swimming instructor, preferably a lifeguard or under the supervision of a lifeguard. But swimming can certainly also be taught by ordinary people. The person teaching must be a strong, confident swimmer, have the ability to learn the various skills and have the patience required in any teaching situation.
   • If you have a fear of swimming, no matter how well you mean it, you are likely conveying your fears to your student.
   • You may not remember how you learned to swim yourself. Generally, swimming is taught to young children, so you may not remember exactly how you learned it. Or you don't remember certain parts.
2. Be aware that some old methods should no longer be used. Some teaching strategies are counterproductive and should be avoided.
   • Viking swimming lessons in other words, forcing someone to swim by throwing someone into the water or into the deep end. The idea behind this lesson is that the person is having a hard time and is scared, but will overcome his fear and quickly learn that it is possible to come to the side. This usually makes the reluctance to enter the water stronger and loses faith in you as an instructor. He or she is unlikely to swim for pleasure or become a good swimmer. At worst, that person could drown.
   • Drown-Proofing. Being able to swim does not mean that someone cannot drown. Many water-related deaths involved people who could swim well. This is an outdated and misleading term.
   • Perfect float or dive requirements. Some swimming lessons require their students to acquire skills such as floating and diving. While both skills are in addition to swimming and learning good skills, you can be a good swimmer without being able to do it. If the goal is to teach swimming, keep the focus on swimming.
     • A very thin and / or muscular person may not be able to float very well, but they can swim well. Many Olympic-level swimmers cannot float well.
     • Diving requires a certain position and some people really have a hard time with certain elements like holding the legs together. For everyday swimming or in an emergency this will not be important.
3. Get comfortable by the water. If a person cannot swim, it makes sense that they are very afraid of entering the water, let alone swimming. The older the swimmer, the more likely the restraint is. Gently get the student used to being in the water, starting in the shallow end of the pool.
   • Don't rush to make that person feel more comfortable in the water. You won't be able to learn about propulsion, floatation, breath control, or any other aspect of swimming unless that person is comfortable enough to relax and try things out.
   • Take small steps. For someone who is very afraid of water, taking just three steps into the water might be quite an achievement. Do whatever he or she is comfortable with and then go a little further.
   • You may need to hold your student's hand (as long as it is a small person) to make them feel less scared.
   • Very young students with flotation devices can swim fine in deep water as long as you feel comfortable doing so. Since a toddler cannot reach the bottom in the shallow, it is just as dangerous as the deep. In fact, this approach ensures that "the deep end" does not become a forbidden, dangerous place for a student - which can be a point of fear when swimming for new students.
   • Have your student hold on to you until he is done. Instead of deciding to let go, let your student determine it. This can help build trust in you.
4. Use a playful approach. A relaxed, cheerful approach helps to reduce anxiety and increase curiosity and risk-taking. It is often also a positive distraction. For instance:
   • Provide colorful floating toys for kids to grab in the water. This helps children learn to stretch out their arms (instead of pulling them in defensively) and feel that water is a fun environment to explore and play.
   • An adult may be anxious about standing in the water apart from the shore. Throwing a ball back and forth can act as a focus away from the fear and away from the safety of the wall, building a sense of relaxation, fun and security.
5. Propellants should be used sparingly. While flotation devices can help build skills and confidence, they can also be relied on too much.
   • Do not use straps around the arms. These go off easily and limit the movement of the arms. Swimming requires a lot of arm movements, so these inflatable bands are strongly discouraged. They also give children a wrong idea of ​​the laws of nature in the water.
   • Planks are very useful in learning the art of swimming. They allow the arms to float just enough to isolate the kick. And although they float, the students cannot fully use them as support.
   • "Bubbles" are often helpful. These inflatable buoys help the student to float a little more and stimulate a horizontal position in the water. As the swimmer gains confidence, buoyancy can be reduced until it is no longer needed.
6. Build confidence, but not recklessness. Your job as a swimming instructor is to build the confidence of a newbie. This means finding out what level he is at and adding skills along the way. You may also need to know your student's boundaries. A learner who isn't confident enough to pedal water for more than a few seconds probably shouldn't go into the deep end for too long, if at all. A learner who can swim 100 meters neat front crawl may be ready for recreational swimming in the pool, but not ready for a triathlon.

Part 2 of 4: Learning the first movements

1. Practice the arm movements. Sit on the edge of the pool, next to the student. Demonstrate how to make the arm movement of a very simple stroke that you will later perform well. He has to imitate you and you have to correct mistakes he makes. Repeat these steps until he performs the shot correctly. To help him, put your hand under his stomach to keep him afloat.
2. Practice kicking by using the rim of the tub. Have the student hold the lace with his arms and kick with his legs. Tell him how to pedal correctly so that he feels comfortable when he goes swimming. It may be easier for the student to do this on his back so that he can see his legs at the same time.
3. Have the student lift his feet off the bottom in the center of the shallow. This is a big step for some people, with no side to hold on to, so it might take a while. Again, the general advice is to grab the student's hand and give him a buoyancy aid. He should try to tread water - you will have to do this again if he doesn't know how.

Part 3 of 4: Start swimming

1. Take the first steps to swimming. Have him swim short stretches in the shallows in a simple stroke that he feels comfortable with. Don't push the student too much now - these are probably the first few strokes in their life.
2. Swim with the student in width. This may not happen right away. Actually, it will probably take a lot of lessons before you get to this point. Make sure you support him physically and mentally - this is going to be difficult for him.
3. Have the student try out different strokes. This way he can determine which one he likes best. Have him swim a length front crawl, backstroke, breaststroke and any other stroke you can think of. Do not put too much pressure on the student. Make it fun for the student so that he wants to learn more.

Part 4 of 4: Getting to the deep end

1. Find your way to the deep. In general, a novice swimmer has learned not to go into the deep end. The "deep" becomes a place of fear and anxiety. However, a good swimmer should be able to swim where he cannot simply stop and stand on the bottom. One cannot stay in the shallow to learn skills such as diving either.
   • Do not take students to the deep end without support until they can swim a length of the pool without stopping and touching the bottom. Being able to swim physically without stopping is a requirement for the deep end. Some students stop out of habit and put their foot on the ground to make sure they are in shallow water, even if they can physically swim the distance. In any case, the student must have self-confidence and be strong enough to cope with not being able to stop just like that.
   • Your student can hold on to the side and pull himself forward. It may take a few tries to get to the other side of the pool. Show it safe, and go a little further each time.
   • Try a life jacket or other flotation devices. Deep paddling with a float helps build confidence. Doing things like jumping into the water with a life jacket will help the student feel that it is not such a restricted area, but rather just another part of the pool.
2. Swim to the deep end. When the student is ready to do this, which may take a long time, you should gently lead him into the deep end. For starters, you need to stay close to the shore and make the student feel safe. Eventually he will be able to swim and Which is then well done.
3. Jump into the deep end and swim across. Once the student is comfortable and can swim from the shallow to the deep end, the next step is to jump in the deep end. First the student has to get used to jumping in and then holding onto the side. Then, when jumping is no longer a challenge, he should be encouraged to jump in and swim across. At this point the learner has the basic skills to be able to swim.
   • It is important to keep jumping until the student is comfortable in the deep end, as it is dangerous to jump into the shallow where you can hit the bottom and hurt yourself.

Tips

• Teach him only a few new things at a time so he doesn't get confused.
• This will take a long time - go at the pace of the student and be patient.
• You need to provide security and calm, and praise enthusiastically and often encourage.
• Don't be afraid to change these instructions if it helps the student.
• An alternative approach is not to start with the poor. Especially the kick! A good kick stimulates good posture. Use a foam tube. If the kick is good, the face should be in the water to blow bubbles. Continue with a plank and then start with arm movements.
• Never force a student to do anything that makes them uncomfortable. Starting swimming (not really swimming yet) is certainly where the student has to find his "rhythm".
• Start with a board or some other flotation device / aid that won't do all the work for him.
• Always go to a pool with a lifeguard, otherwise the learner could be in danger.
• Avoid using wings or a life jacket; they teach the student a wrong body position.
• Inflatables should not be used for extended periods. It can make it more difficult for the student to learn without flotation devices.

Warnings

• Never physically or mentally force the student to do something he is not ready for. This will only add to his fear and lead to regression, which is a waste of your time and his progress.
• Go at the pace of the student, but try to encourage progress through praise and incentives.
• Be careful not to let the student do anything that makes him feel uncomfortable.
• Have a lifeguard in the pool where you practice. Avoid crowded pools.
• A licensed instructor is always recommended.