Training for your swim staff: use these learning techniques to create a cohesive team.

Each year, when spring is in the air, those in aquatics know that it is time to plan and prepare for the big swim season ahead. Between the programming and organizing, don't forget that one of the most important factors in making your swim program a success will be your team of swim staff. Is your swim staff prepared for the season? Will they work together to meet the needs and goals of the program? The answer might be easier to find out than you think.

Creating a Team

There is a cycle that makes a program a successful one. Almost anyone can run a swim program and teach people to learn how to swim. If you strive for mediocrity, however, no one will receive the many benefits that are possible when you are part of the team that is working and participating in the program. Each group, from the supervisors and coordinators to the participants involved, should benefit from both the training and teaching aspects of what the program is about.

As soon as the coordinators are putting the team of instructors together, they should look for certain attributes that will make them successful in the pool while working with the public, and with the rest of their aquatics team. Each member of the staff will have strengths and shortcomings in different areas of their personality, teaching style, learning style and forms of communication. Finding a team with both similar and complimentary attributes that are important for the job will help to create a group that will ultimately meet the goals and objectives of the program.

Those in charge of training and mentoring the instructors have an important job to do. They are responsible for teaching the instruction skills and techniques not found in any training book. Additionally, they are mentoring to them in other skills such as leadership, responsibility and effective communication. All of these will be useful to them in their lives outside of the pool.

Michael Ballard with Asheville (N.C.) Parks and Recreation explains that constructive criticism for learn-to-swim staff members helps to build a good team atmosphere when all the team members contribute ideas to solving difficult instruction situations.

Though many instruction issues are addressed at the end of class or the end of the day, meeting as a group in weekly in-service sessions allows the instructors to help each other understand better ways to communicate with the children in the program.

The weekly sessions also help to reiterate that instructors are not always looking for perfection but constant improvement. These sessions allow the staff to share ideas on introducing skills, skill progressions, drills, games and creative ideas for solving the difficulties that occur with young swimmers struggling to understand some concepts of advanced swimming technique.

Ballard believes that these sessions also play an important role in mentoring the young learn-to-swim staff members for their future. Many of his former students use the skill of listening to each other and group processing in completion of their higher education pursuits. Some of his staff members continue the process as they have followed the career opportunities in aquatics and became aquatic coordinators themselves.

It is necessary for the instructors to all have the tools they need to teach effectively and create positive outcomes for their swimmers. Constant feedback, both positive and constructive, will help the instructors feel validated with what they are doing, Letting them know when they are doing well, and making them feel like they are an important part of the team will give them more ownership in their job.

They won't feel like just a body there to do the work that no one else wants to do. Understanding that they are sharing their knowledge, skills and abilities with others will make them feel confident and excited when they teach. Their swimmers will be able to read this enthusiasm, and in turn, feel secure in learning from them.

Instructors are on the frontline of the program and as a result, have a direct influence on the future of the program. They are working directly with the people that will, in theory, maintain the stability of the program financially, and by reputation. If the instruction team can create a positive experience for each swimmer by teaching them new skills and helping boost their self-confidence, then that person will return.

Not only will they remain loyal to the program, but will probably share with others about the positive experiences that they have had, creating new customers.

When the patrons and instructors are happy, then the coordinator will also be able to reap the positive outcomes of the program. They will know that they are teaching by way of mentoring their experiences and knowledge. This is what is being passed on from group to group. These are just a few of the fundamental factors that help build the foundation of a good program. Once the staff is working well together, then you can focus on the reason why people are signed up in the first place--to learn how to swim.

The Diversity of Learning

Whether we realize it or not, we constantly learn from each other. Everyone learns in different ways, so as instructors and mentors we must be able to identify different types of learners and the best way to reach them. Remember that not everyone who signs up for your swim programs or works on the staff are alike. Many variables will make up the groups, such as age, gender, language and skill level, to name a few.

There are many theories as to the ways that people are able to learn. One such theory is Gardner's Multiple Intelligence (MI) theory. His theory identified that all people have a way that they learn the best. His theory was originally geared toward psychologists, but has found much validity in education. It can easily be further adapted to use in the pool as well. Whether people are learning an academic or activity based skill, the (MI) theory can help with your swim program.

The Multiple Intelligence Theory

There are eight different intelligences that have been identified thus far. Not everyone has just one best way to learn--there could be a combination. It also can change in a person through age and new experiences. These are:

Linguistic or verbal intelligence: the ability to use words to explain or understand better. These learners tend to think in words and have highly developed auditory skills. In the pool, instructors should think about creating and using verbal cues for skill reminders. Training verbally talented learners will respond to explicitly explained skills, ideas or concepts.

Musical intelligence: the ability to understand pitch, rhythm and timbre. These qualities are connected to emotions. For swim instructors, singing silly songs and/or rhymes as catchy ways to learn skills will be very helpful to those who learn best this way. Younger classes will especially identify with this teaching tool. In training, you can use music and sounds to enhance presentations.

Mathematical or logical intelligence: the ability to detect patterns, reason deductively, think logically, putting things in order easily or creating right sequencing of skills. In class, instructors can teach using sequences and progressions in an orderly manner. Breaking down whole strokes into progressions and explaining and/or demonstrating how they build up to the whole is a helpful training technique.

Spatial intelligence: the ability to perceive the world accurately and to create or transform aspects of that world. Learners that are better at learning this way are more visual. In class, the swim teachers should use several different demonstrations to teach each skill. Training should be done in a similar way. The instructor might need to see how a skill should be executed before they are able to do it themselves. Charts and diagrams would also be helpful tools for them.

Bodily kinesthetic intelligence: the ability to understand through the body, having good control over fine and gross motor skills, and being able to manipulate objects well. In classes, the students should be practicing skills often and using equipment to enhance learning finer adjustments of strokes. Hands-on training will help the instructors understand how they need to manipulate drills to work on certain movements and body position in the water.

Interpersonal intelligence: the ability to read and relate well with people and their moods, feelings and motives. Class and training should consist of plenty of verbal feedback and interaction. These learners like group tasks. Intrapersonal intelligence is similar to the interpersonal. It means having the ability to know one's self, usually being imaginative, patient, disciplined, and motivated.

Again, during class and training, the use of verbal feedback will help these learners feel like they are carrying out the objectives given to them. Environmental or naturalist intelligence: the ability to understand and respect signals from nature. For swim class, instructors could try explaining certain skills or concepts by relating them to nature or natural things such as animals that move through the water similarly, or how the body works in the water because of certain forces. For training these learners, you should think about taking the training outdoors. Find alternative team building programs, such as high ropes courses.

See the chart on the previous page to see specific examples for each type of intelligence.

Although all of the intelligences are present in everyone, each of us are able to learn best in certain ones. In aquatics, there are a few that might be more useful to have in order to get the students and staff engaged in swimming. Since aquatics staff are teaching a physical skill, it is beneficial to be able to perform the skills well for demonstration purposes.

Having good interpersonal and intrapersonal skills allows instructors to evaluate others in and out of the pool. They allow one to read a situation and decide what should be changed to make it better. Linguistic skills will help with communicating in learning and social settings.

If instructors and trainers are aware of each of these, they will be able to teach more effectively. Especially when they are faced with a class of mixed ages, skill levels or any other unplanned variables. Instructors should be able to use their understanding of how people learn, to quickly and smoothly adapt how or what they are teaching so that everyone can learn the skill.

One thing that a book or certification can never prepare you for is the reality of who might be in your classes or on your staff. Knowledge of how to create a system everyone will learn and teach each other at the same time will push everyone to enhance their skills.

Training the Team

The best way for the staff to become a team that works well together is to make sure that everyone gets involved during the training. Hands-on training through scenarios work best for preparation because you are teaching the behaviors and reasons behind resolving situations the staff might face in real life. In-services are a great way to model and work through various situations.

Janet Davis, aquatic program director for City of Atlanta, Parks and Recreation indicates that in-service training provides support from a legal perspective to ensure that the staff are fit, knowledgeable and competent in executing necessary skills the process allows the staff members to observe each other and recognize each others talents and abilities.

This process helps to creates respect between the staff members," she says. "They learn to trust each other to be able to execute skills properly and be confident that the whole program is providing high quality service from each team member."

One way to use the concept of learning differently, is to set up an in-service that focuses on teaching one skill or stroke through each intelligence. For example, managers could break the staff up and take turns being the student and the teacher. The skill being taught could be as simple as a glide. There could be a station set up for either each separate intelligence or groups of similar ones.

The teacher would only be allowed to teach using the skills associated with the intelligence. For example, in the linguistic station, the teacher could only explain how to do the glide. They would not be able to demonstrate it to the class. The frustration this would cause might help the instructors realize that when they are in the pool, they need to do more than just teach with one approach. It may take several different approaches to teach the skill to everyone.

When everyone on staff is able to become more fully aware of how integral they can be as part of a team, then everyone will benefit. An aquatics staff has to work well together in order for a program to be more than just mediocre. Lessons can be profitable to an extent, but the rewards that can be gained personally for the staff and participants can be much greater than anything monetary. They will gain knowledge, skills and confidence that will follow them out of the pool, and be used for the rest of their lives.

By Kari Harberts and Joseph Walker Ph.D.

                        Examples for           Examples for
Intelligence            use in pool            use in training

Linguistic or Verbal    Body follows           Use examples and
Learner                 the head.              stories so they can
                                               relate new concepts
                                               to previous
                                               knowledge.

Musical Learner         Ring around the Rosy   Music and rhymes
                        for bubble blowing/    incorporated in
                        going under water.     activities or
                                               presentations.

Mathematical or         Glides, then gliding   Front crawl broken
Logical Learner         with a kick, now add   down to the glide,
                        am strokes, etc.       kick, arms,
                                               breathing, etc.

Spatial Learner         Demonstrating the      Get in the pool and
                        whole stroke before    model or demonstrate
                        the parts to give      how you want them to
                        the student the        teach a certain
                        bigger idea of how     skill.
                        it goes together.

Bodily or Kinesthetic   When students are      Moving around,
Learner                 not with instructor    hands-on training.
                        keep them busy on
                        the side with other
                        skill practice.

Interpersonal Learner   Don't just             Train in teams,
                        continually talk at    make learning
                        students, let them     interactive.
                        do some interacting.

Intrapersonal Learner   Praise them when       Praise and feedback
                        they do well, and      during training.
                        positively correct
                        what needs work.

Environmental or        Teaching the           Train outdoors and
Naturalist Learner      "dolphin kick."        adventurous, high
                                               ropes courses.