I like to make my swimming lessons as relaxing as possible but the other day even I was surprised when a little girl fell asleep floating on her back. Her dad was supporting her under her head and she was so happy and calm floating on the water that she slept for about ten minutes.
It is a family lesson where Mum, Dad, the five year old, and the toddler are learning together. The five year old is of course the best swimmer but everyone is coming along at their own pace. The mum is at the moment the least proficient swimmer as she has mainly been looking after the baby and has spent the least time in the pool, but this week the five year old swam towing her Mum along on a float. The Dad is now confident to jump into the pool and even attempted a dive last week. The five year old has promised me that she will be awarding her Dad a sticker for being able to swim through a hoop although she hasn’t done it yet.
I really enjoy teaching parents and children in the same session, and I don’t really mind if I am teaching children of different abilities in the same lesson. I find that each swimmer learns from the others. So much of learning to swim can’t really be taught as such but has to be experienced. I think one of the things that makes it difficult for adults to learn to swim is that they don’t feel the same freedom to play in the water that children have. When parents and children learn together there is inevitably an element of play involved. This helps everyone.
I didn’t mind at all that the youngest member of the class felt so relaxed and at home that she took the opportunity to take a nap during the lesson.
‘All the nice boys in my class like pink.’ Sarah, 7, reflecting on why none of the boys in the class want to use the pink goggles.
‘God didn’t make me able to sit still’ Alex 5, on the autistic spectrum trying to cope with ‘time out’ at school.
‘Ask him if it still hurts’ Marlon, 5, after seeing the scar on Frank the lifeguard’s foot. Frank had been off work for 5 months after being stung on the foot by a sting ray whilst on the beach in Equador. I did ask him. It didn’t.
‘I love swimming’ Eleanor, 6, having been terrified of water, suddenly finding she can put her face in the water.
‘I stay positive’ Max 7 when I asked him what he does when he is bullied at school, (he told me he had been bullied that day when I asked him if he had any news.)
‘It is going to be a surprise when my family find out I can swim.’ Jas, late sixties, learning to swim for the first time.
‘I love my life. I am also learning to do a headstand’ Elsie, 73, widowed, retired, also learning to swim for the first time.
One of my pupils recently told me how much he loved the writing of Japanese novelist Haruki Murakami. I have just started running regularly and so, with my pupil in mind, when I saw Murakami’s memoir and treatise on running ‘What I talk about when I talk about running’, I was curious to read it. I loved the book and read it in one sitting.
As well as running, Murakami has competed in several triathlons. For many people the swimming section of a triathlon is most difficult. With swimming it is not enough just to swim a lot in order to train. It is not just a matter of putting in the hours, to swim efficiently and well you also have to understand and work on your technique. In this short book Murakami talks about the difficulty of finding a good swimming coach. He says
‘Lots of people know how to swim, but those who can efficiently teach how to swim are few and far between. That’s the feeling I get. It’s difficult to teach how to write novels (at least I know I couldn’t), but teaching swimming is just as hard. And this isn’t just confined to swimming and novels. Of course there are teachers who can teach a set subject, in a set order, using predetermined phrases, but there aren’t many who can adjust their teaching to the abilities and tendencies of their pupils and explain things in their own individual way. Maybe hardly any at all.’
I completely agree with Murakami. Teaching swimming is difficult. The problem is not the subject matter, the technique, the strokes; these don’t change. But every person is different and reaching each one and helping them to learn or improve on a skill that can either save your life, or, in the worst case, cause you to lose it, is very difficult indeed. You have to understand what the person needs and wants, and to find ways of helping them to achieve their goals. Because of this my work is endlessly fascinating and I learn something new from each person I teach.