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).

As we prepared to get nearly 100 second graders in the water yesterday, many of whom have NEVER been in the water before (believe it or not), I did something I wanted to share with you that you may enjoy. In fact, you may want to try it next time you have a large swim lessons group as it had every child engaged:

After dividing up the 100 swim lessons students into three time slots, with about 33 swimmers per half hour, we gathered the first group on deck. With five instructors in the water, I had created five single file lines with an average of 6-7 children per line. I was about to have the instructors do a freestyle kick demonstration in the prone kick position (also known as the in-line kick). This is the second of two tests we do (first test: kick with a noodle or kick board with the face out of the water). This test determines what group we are going to place the students. One other note, 95% of the children are African American, and I’d estimate up to 50% of them have never been in a swimming pool.

So I say to the kids: “Someday when you grow up (like when your 21 or 22 or 23 years old) and my swim teachers are old and gray and retired, I would love to have some of you in here teaching swim lessons for me! So today we’re going to do a little role playing and pretend you are the teacher for a minute and see how well you do. Let’s imagine the swim instructors are your students taking swim lessons from you. I’m going to tell you softly what to say, repeat after me: Arms straight (arms straight), fast kick (fast kick), face in the water (face in the water), ready-go (ready-go)!”

It was such a neat thing to hear those 2^nd graders pretend they were the swim teacher and to see the teachers do what they said. I even think it reminded the teachers how effective choral responding is and how important start signals are in their own teaching. There was no question what those kids playing the role of swim teachers wanted their teachers to do!

So there you have it:  a quick little swim school idea that that was fun for the kids and good for the swim lesson instructors too!