When we first introduce the sidestroke arm pull, I still like to use this old analogy:  “Pick an apple off the tree, put it in the other hand, drop it in the basket.”  Once the student gets the general idea, you want them to be more efficient with the stroke or to refine the stroke.   To refine the sidestroke arms, we like these cues:  “Pull and Slide, Push & Glide” as seen in this video below:.

For our complete certification course on teaching Sidestroke, Elementary Backstroke and Treading, check out our Lifesaving Strokes 400 level Video Course on the Swim Lessons University website.

The International Swimming Hall of Fame has named Jim Reiser the recipient of the 2015 Virginia Hunt Newman Award for his curriculum and approach in teaching infants, toddlers, and children to swim.  Jim was the first American to win the award in 10 years.

If you would like to learn more about the Swim Lessons University certification program and curriculum, make sure to visit us at www.SwimLessonsUniversity.com 

We have training and certification programs designed for both private instructors as well as organizations like YMCAs, Recreation Departments, Athletic Clubs, and more.

Swim Lessons University is currently being utilized by recreation departments, YMCAs, America Camp Association swim lessons programs, as well as by private swimming instructors in 45 states and over 30 countries!

You can also call us toll free at 1-866-498-SWIM (7946).

If you are teaching a new skill and want to communicate to your students how this skill should be performed, what is the most likely way you would communicate this information? A Demonstration! When demonstrations are used in conjunction with verbal descriptions, they provide the learner with invaluable sources of information, therefore improving the efficiency and effectiveness of skill acquisition.

There are SIX factors that we need to consider before giving demonstrations:

1. Status of the model (Landers and Landers, 1973)
2. When the model should begin demonstrating  (Gentile, 1972 & Landers, 1975)
3. Correctness of the demonstration (Landers and Landers, 1973)
4. Observing incorrect demonstrations (Weir & Leavitt, 1990)
5. Frequency of demonstrations (Hand & Sidaway , 1992)
6. Demonstrations that include both visual and auditory modeling (Doody, Bird, & Ross, 1985)

Status of the model (Landers and Landers, 1973)

One of the first things to consider when deciding about demonstrating a skill is, who should do the demonstration. It may be surprising to find that the status of who demonstrates the skill can be influential in establishing the effectiveness of the demonstration.   For example, consider the experiment by Landers and Landers in which they compared skilled and unskilled models that were either the teacher or student peers. Results indicated that the teacher was a more effective model when skilled at performing the task. I agree. However, there are times when student demonstrations are also very effective.   If the student is capable of demonstrating accurately, especially in swimming, the instructor can keep the students attention focused on the important aspects of the skill or performance.

When the model should begin demonstrating (Gentile, 1972 & Landers, 1975)

Another decision that must be made about the use of a model is when the model should begin demonstrating a skill to best facilitate learning.   This decision concerns whether to begin demonstrating the skill before practice begins or after some practice has occurred. One argument promotes demonstrating before practice begins so that the students have the idea of what the skill looks like when it is performed.   This approach would be in keeping with Gentile’s (1972) proposal that the goal of the first stage of learning is to “get the idea of the movement.”

An alternative to this approach is to allow students to first try the skill on their own after being provided with information about the goal of the movement and some basic verbal instructions about how to perform the skill (Landers, 1975).   This approach emphasizes initial trial-and-error practice and may help the student to develop some initial coordination, as well as learn some movement characteristics that won’t work. So after some initial exploration, the model could then be introduced.

These results suggest that introducing a model before practice begins is an appropriate technique. However, it is advisable to provide an opportunity for students to observe the model at other times during practice, in addition to this initial opportunity. These results also suggest that there are situations in which allowing students the opportunity to initially explore how the skill can be done before introducing the model can be beneficial.   Personally, I use both of these demonstration techniques in my swimming lessons.

Frequency of demonstrations (Hand and Sidaway, 1992)

Although it is recommended that a skill be demonstrated before practicing a skill, it would also be beneficial to demonstrate the skill at various times during practice.   The question that arises is, if the skill should be demonstrated during practice, how frequently?

A more recent student by Hand and Sidaway (1992) suggests that more frequency may be better than less frequency. This study has its flaws when it comes to learning to swim because the experiment had to do with hitting golf balls into a target.   What’s interesting is that the group that observed a skilled model before every shot vs. another group observed before every 5^th shot and another before every 10^th shot.   The results showed the group who saw the learner model before every shot did better than the other groups.

I would argue that while this approach may be absolutely true for hitting a golf ball, it would not work for swimming.   My conclusion is predicated on the significantly decreased practice time, which is the best of instructors.   Watching a golf swing takes seconds. Whereas watching a swimming demonstration could take minutes, severely reducing the invaluable practice time.

Correctness of the demonstration (Landers and Landers, 1973; Gould and Roberts, 1982) & Observing incorrect demonstrations (Weir & Leavitt, 1990)

A common conclusion about a model’s performance of the skill is that the skill should be performed correctly.   The studies by Landers and Landers (1973) showed that a skilled teacher as a model led to better student performances than the unskilled teacher. Gould and Roberts (1982) stated that “High-status” models must accurately and skillfully portray the skill.

Why would the more accurate demonstrations lead to better learning?   The most likely reason is that the student is asked to try the skill after having seen a demonstration of it, the student typically tries to imitate as closely as possible what the skilled model did.

Lastly, we cannot forget how the learner can benefit from a “compare and contrast” approach. I have found this method extremely useful. When the learner can see the difference, the “compare and contrast” approach to demonstrations has proven over and over to get better results.

Allow me to share with you a video example of this approach during one of my classes:

Demonstrations that include both visual and auditory modeling (Doody, Bird, & Ross, 1985)

For a student to get the most from a demonstration, the teacher must guide their observations. The critical aspects of the skill should be highlighted verbally and, if possible, visually through freezing the action at critical points (as we do in teaching Breaststroke Arms while using the Traffic Light model) or verbally overemphasizing important aspects of the skill.

Some also remember the visual cues and verbal cues of a skill better if they are provided with information regarding why a skill is performed in a certain way.

Lastly, before teachers have students practicing a skill, swimming instructors should check the students’ understanding of what they have observed. This can be done by asking questions after an observation or by asking students to demonstrate what they are trying to do. It can also be done by asking students to look for particularly important points during the observation and checking for understanding afterward.

Allow me to share with you another video example of this approach during one of my swim lessons:

If you can implement these proven pedagogy practices and motor learning principles in your swim lessons, you will take your teaching to a whole new level and your students will flourish under your guidance!  I hope you found this blog helpful. Thank you for visiting The Swim Professor Blog!  .

The International Swimming Hall of Fame has named Jim Reiser the recipient of the 2015 Virginia Hunt Newman Award for his curriculum and approach in teaching infants, toddlers, and children to swim.  Jim is the first American to win the award in 10 years.

If you would like to learn more about the Swim Lessons University certification program and curriculum, make sure to visit us at www.SwimLessonsUniversity.com 

We have training and certification programs designed for both private instructors as well as organizations like YMCAs, Recreation Departments, Athletic Clubs, and more.

Swim Lessons University is currently being utilized by recreation departments, YMCAs, America Camp Association swim lessons programs, as well as by private swimming instructors in 45 states and over 30 countries!

You can also call us toll free at 1-866-498-SWIM (7946).

When giving demonstrations in your learn-to-swim classes, there are a number of critical factors that should be taken into consideration. In fact, numerous studies have been conducted to support the following demonstration considerations:

• Status of the model (Landers and Landers, 1973)
• When the model should begin demonstrating (McCullagh, Weis, and Ross, 1989)
• Correctness of the demonstration (Landers and Landers, 1973)
• Observing incorrect demonstrations (Weir & Leavitt, 1990)
• Frequency of demonstrations (Sidaway 1992)

My goal in this blog/video on demonstrations, however, is to focus in on how the age and skill level should influence your demonstration.

Here are a Few Demonstration Guidelines:

Young Beginners (Swim 101):

• Limit your demonstrations (one or two is sufficient).
• Have them seated on a step or bench (keep them in the water).
• Perform your demonstrations toward the students so you can see them at all times.

Stroke-Ready (Swim Strokes 201) or school aged beginners(Swim 102/103):

• Limit your demonstrations (one or two is sufficient).
• Keeping your students safety in mind, you may want these students to stand so they get a better look at what you are demonstrating (Standing gives them a higher vantage point which may be helpful).
• Keeping safety in mind (each class is different), providing your students a look at the skill from different angles can be especially helpful (see video embedded below).

Advanced Strokes (Advanced Swim Strokes 300 or Lifesaving Strokes 400):

• Provide a third demonstration if you feel it would be helpful and that you still have your student’s attention

• Keeping your students safety in mind, you may want these students to stand so they get a better look at what you are demonstrating (Standing gives them a higher vantage point which may be helpful).

• Keeping safety in mind (each class is different), providing your students a look at the skill from different angles can be especially helpful (see video embedded below).

Three More Helpful Tips for ALL Ages and Skill Levels:

1. Don’t just demonstrate when a skill is new.   Demonstrate anytime you feel that feedback alone isn’t getting the job done. “Seeing it” again can be huge!
2. Make sure that you are performing the skill correctly.       Students are very good at replicating what they see (right or wrong).
3. Compare and contrast. Show the skill correctly vs. the skill incorrectly vs. the skill correctly again.

The International Swimming Hall of Fame has named Jim Reiser the recipient of the 2015 Virginia Hunt Newman Award for his curriculum and approach in teaching infants, toddlers, and children to swim.  Jim is the first American to win the award in 10 years.

If you would like to learn more about the Swim Lessons University certification program and curriculum, make sure to visit us at www.SwimLessonsUniversity.com  We have training and certification programs designed for both private instructors as well as organizations like YMCAs, Recreation Departments, Athletic Clubs, and more.

Swim Lessons University is currently being utilized by recreation departments, YMCAs, America Camp Association swim lessons programs, as well as by private swimming instructors in 45 states and over 30 countries!

You can also call us toll free at 1-866-498-SWIM (7946).

Dear Swim Professor:

I want to ask you how you deal with young children who have fear in water? I’ve heard about lots of different approaches. Some say put them underwater so they’ll be forced to learn to swim. Others say let them play and have fun until they feel ready. And with these children to you think it’s better to give them support aids like life vests so they can just play in the water? Or will that delay their learning how to swim and help them rely on support and lose confidence in their own ability to swim without support?

Thanks for taking the time to read my question! I’m hoping you’ll be able to answer quickly.

Thanks again,
Chavie

Dear Chavie,

I admire your dedication on teaching children how to swim. What is just as impressive is that you are taking the initiative to research the best way to do it. What I am going to do in this blog is give you my short answer, and refer you to other blogs that I have already written on your common, but excellent questions to give you more detail.

1. Always use a child-centered approach. NEVER force. The child’s enjoyment of the process is just as important as the outcome. In fact, it is more important.
2. While unstructured play is good and encouraged, you can and should also incorporate age-appropriate “activities” in your swimming lesson setting. In other words, you make learning to swim feel like play, though you are actually teaching the child how to swim. This is paramount when teaching preschoolers how to swim.
3. If you use one of the SLU approved “Progressive Flotation devices” CORRECTLY, your students will not only learn to swim faster, but swimming will be a more enjoyable experience (and a safer one).

Here is what I would recommend that you do:
1. Go to SEARCH BOX on the right side of this blog page and type in the following topics:
Fearful
            Flotation
            Swim 101
When you search these keywords, you will find more specific information AND more thorough answers to your questions. Many of them also include video examples as well.

2. The second thing I would recommend is that you consider taking our Swim Lessons University courses. All courses are video-based and you can take the certification exams online. Swim Lessons University training and certification is now being used by YMCAs, Recreation Departments, Swim Schools, Pool Management companies, and private swimming instructors in 31 states and 11 countries.

Based on your questions today, I would get started on these Swim Instructor Training courses:
1. Teach Like a Pro – The Foundations of Teaching
2. From Tears to Cheers – How to Help Children Overcome Their Fears (audio program)
3. Swim 101 – A Comprehensive Video Course for Teaching Young Children How to Swim

Once you go through the video course, then  go to Instructor Tools to take your online swim instructor certification exam. We also recommend 3 hours of practicum training per course with a Swim Lessons University certified Learn-to-Swim Professional.

If you have any questions, please feel free to email me at jreiser@swimprofessor.com or CALL us toll-free at 1-866-498-SWIM (7946).

Warm Regards,

Jim Reiser

The International Swimming Hall of Fame has named Jim Reiser the recipient of the 2015 Virginia Hunt Newman Award for his curriculum and approach in teaching infants, toddlers, and children to swim.  Jim is the first American to win the award in 10 years.

If you would like to learn more about the Swim Lessons University certification program and curriculum, make sure to visit us at www.SwimLessonsUniversity.com  We have training and certification programs designed for both private instructors as well as organizations like YMCAs, Recreation Departments, Athletic Clubs, and more.

Swim Lessons University is currently being utilized by recreation departments, YMCAs, America Camp Association swim lessons programs, as well as by private swimming instructors in 45 states and over 30 countries!

You can also call us toll free at 1-866-498-SWIM (7946).