Training: Removing "okay" from Your Language
Key Takeaways for Stronger Instruction:
- This is one simple fix you can apply to your language to make you a stronger, more confident teacher.
- Turn your uncertain requests into direct commands that make swimmers listen and understand immediately.
- It is a quick, effective action to help turn beginning staff into more confident, authoritative instructors.
Setting Up the Training
This training module is designed less for a general in-service workshop and more as a specific task you can give to every new swim instructor. While it is immediately apparent once we point it out, most people struggle with this initially to change their ingrained behavior. It happens very subtly—even veteran instructors occasionally drop an "okay" at the end of their sentences.
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Training Activity #1: Count the 'Ok's
The Setup:
Hand your new instructor a piece of paper and a pen (or some way to document counts). The new instructor will have to sit within hearing distance of a particular class (typically a beginner or novice group) and count the number of times that teacher says "okay" at the end of their sentences. We are looking specifically at the end of a command, at the end of a sentence, in a place where the word "okay" means something other than a simple affirmative positive.
Your goal is to count the instances where the instructor uses "okay" as a linguistic filler or question tag at the end of a directive. Make a note of each time it is said.
What to Pay Attention To:
- Ignore "okay" if it is used at the start of a sentence (e.g., "Ok, we're going to do...").
- Ignore "okay" if it is used to answer a question (e.g., "Ok, yes, that is fine.").
- Count "okay" when it is used at the end of a command or statement, turning it into a question (e.g., "We're going to do jumps, okay?").
At the end of the lesson, or after 15 minutes, count the total number of "okay"s.
How Does This Activity Teach?
When we are made aware of this habit, we are much more likely to stop doing it. Most beginner instructors are unaware of how often they turn their clear commands into questions while they're speaking. They often don't even realize they did it.
They are usually substituting strong instructional phrases (like "Do you understand?" or "Did you hear me?" or "Are you ready?" ) with the single word "okay."
The new instructor who does the counting will see how easy it is to say this filler word often, and that awareness should give them the motivation to correct it when they're running their own classes.
The teacher being counted can either be aware that they're being watched or not. Regardless, they should receive the total score at the end of their lesson. Review with the teacher how important it is to replace the question tag with a clear, direct command, because most kids will not know what you're asking.
Training Activity #2: Three and Three
This activity demonstrates how subtle additions can completely alter the meaning and authority of a command.
Round 1: The Commands (Declarative Statements)
Do as many bobs as you are years old.
However old you are, do that many bobs.
We're going to do three front glides from bench to bench.
Billy, go first.
Round 2: The Question Tags (Eroding Authority)
Do as many bobs as you are years old, okay?
However old you are, do that many bobs, okay?
We're going to do three front glides from bench to bench, okay?
Billy, go first, okay?
<strong>The Discussion Point:</strong> I deliberately didn't put the punctuation there, but when you say it, which set of sentences would have a period at the end (a command), and which would have a question mark (an uncertain request)?
You can use your own commands for this activity or do it in any variation you want. The point is to illustrate how such a small, subtle addition can completely alter your command and erode your authority.
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