SIP 097: Training Swim Instructors in person

Consistent dedication to the mundane like streamline Everyone has excellent streamline habit (all the time without thought). That to NOT do a streamline would make the swimmer physically uncomfortable. A feeling that excellence is expected with allowance for failure, improvement, and progress. Swimmers feel watched, celebrated, and encouraged to improve through feedback, attention, and coaching. See "Finding Deliberate Practice," "SIP 052: Swimming is a Habit," and "SIP 067: Deliberate Practice." Your framework and routine should reinforce the key things you want to accomplish with your swimmers. My number one goals: Everyone has excellent streamline habit (all the time without thought). That to NOT do a streamline would make the swimmer physically uncomfortable. A feeling that excellence is expected with allowance for failure, improvement, and progress. Swimmers feel watched, celebrated, and encouraged to improve through feedback, attention, and coaching. Coach behavior on deck: If you see something to fix, you must say sometime. Avoid socializing and standing in one spot; unless resting. If you are expecting excellence, then excellence is expected OF you too. Enforce what you want done; non-enforcement = acceptable behavior. Know when to back off; you can still say something without demining or making someone feel bad. "You didn't streamline. Next time streamline." "You forgot the streamline." They nod and agree. "next time." You and they smile.

Establishing your habits, your consistency, and defining the framework that will lead to better swimmers faster. Why routine is important:SIP 052: Swimming is a habit (swimminglessonsideas.com)SIP 045: Importance of Routine (swimminglessonsideas.com) What is our routine and why do we do it? Warmup: 100 IM K50 Swim2 x 25 Position 11Question of the DayWhat is the order of a 100 IM swim event? Learning Set: Two small groups that switch back and forth Group 1, Skill 13 x SL on BK; stay underwater until you get to the flags if possible.Group 2, Skill 23 x SL + 1 FLY stroke NO KICKING! Do the fly arms at the surface; okay to move yourself backwards Aerobic and Practice what you learned set: All together building on Question of the day and the small group practice. 3 x {1 x 100 FREE with fins2 x 50, 25 BK, 25 2 strokes Fly then fly kick rest of 25, then 25 BK3 x SL + 5 FREE + 1 Breath1 Challenge}

This can be that guide for you. But… you need to know where you're going. What are you going to have as your plan? What is your formula for success going to be? How will you structure your swimming developmental program for fun and effective instruction. Fun. Children. Establishing habit. Enforcing excellence. You need to have a plan, a formula, and guide. Where are you going what are you intending to do? What are you intending and what are you pulling from? Define your minimum skill level. - Who will you accept? - What will your tryout be? - What will you be teaching, training, or working on in practices? Define your levels or grouping for developmental swimmers. - Will you be a single practice group or multiple? - What needs to be demonstrated before a swimmer moves out of your group? Define how you will structure your practices. - Which location - Lane size, distance, type - Maximum number of swimmers - How many coaches - What do coaches do in a practice? Define how you will write your practices. - What is important for you? - Yardage vs skill learning - How will you teach new skills in a way that allows failure, but doesn't promote bad habits? - Will there be fun baked in? ○ What do you define as fun? Define what your goals are for swimmers in your Developmental practices. - Fun? - Love of the sport - Drill work and skill focus - What does the coach want to do in the practice? - What do you want the swimmers to take from practices? Define competition - Can developmental swimmers go to swim meets? - Should they compete? - Starts? - Disqualifications. Write it down.

Document how to run an effective Developmental swim lesson program. What elements do you absolutely need to be effective? - A plan, formula, or guide - Routine - Consistent dedication to the mundane like streamline ○ Establishing habit ○ Instilling discipline (hard work and precise body control) - Balancing the hard work with fun; activity, activity, challenge - Earning respect - Talking with parents - Know your progressions

How to come up with a game or a challenge. - Think of a core skill. - Put a roadblock into teaching that skill or performing it well ○ Examples - Evaluate whether it is fun ○ Achievable ○ Simple ○ Too difficulty ○ Teaching the wrong skill ○ Relevant enough to the original skill Games: - Think of a core skill, but in more broad terms like: ○ Streamlines ○ Gliding ○ Movement ○ Buoyancy ○ Pushing on water - Create rules and goals - Goals are objectives: what the people do, ideally doing the skill you want them to work on, or a target by which the swimmers must do the skill you want to work on to succeed. - Rules are the roadblocks, or the conditions that lead to struggle and learning - Evaluate whether or not they're fun.

Today we look at the lesson coordinator handbook for finding an effective instruction segment on training swim instructors in person. We will do a brief overview of what's included in the workbook as well as any discussion on why certain elements are included and what the activity activity discussion format looks like.

With all of summers insane madness Are you ready to push through into fall and winter programming? That's right with all the rush, activity, intensity, and pure energy that comes with the summer months where do you find the motivation to continue working on aquatic programming and hiring.?   We're gonna take a look at how to set realistic and specific goals for yourself.   Celebrate your achievements and reward yourself by for hitting specific milestones that you may have set in the spring   Seek feedback and support from staff that may have left already, are still in high school and remaining in town, or veterans that have made a career with you. Seek also your peers and surrounding areas and find out how things went with them. Debrief with your team and any other members of the aquatic community that use your facilities.   Set goals for trying new things and to improve your own experience like new courses, new training, or new opportunities.   Take vacations!

Why we have a single sheet for repeating parent tot classes. What we used to do: - Follow the lesson plans based on day. - Challenges ○ People missed classes ○ Parents have VERY drastically different abilities, interest, and involvement. ○ New instructors not as familiar. - Have to find which day, which lesson ○ Different ability levels and ages in the classes; why are we resetting for advanced people for the new? What we did: - Used the same lesson plan online using a TV on the deck - Safety and state certification removed the TV from the deck What we're going to do ○ Projector inside against a large white wall ○ Bluetooth music on QR code on the lesson plan Why the repeatable lesson plan works: - Establishes habit - Each activity is narrow and very deep; lots of opportunity to do it in different ways from beginner to master. - Songs still involved - Additional skills.

We review the swim lessons plans found at www.swimminglessonsideas.com and see how our swim instructors use them including their success and struggles.

What has it been like? What is our procedure? How do we teach? Challenges: Getting swimmers moving. Handling difficult swimmers. Coaching and commands. Resilience of children and adaptability. Tools: Lesson plans and TV for website lessons.