Going Underwater

Going Underwater (skill)

Definition: Going underwater is a fundamental step to learning how to swim, a slow progression where learners experience the unique feeling of being submerged. Joyful underwater attempts are the foundation of swimming.

Core cues:

1. "Get at eye level. Smile frequently. Laugh often. Go under too."
2. "Demonstrate every activity, challenge, game, and song. Do the things too."
3. "Smile, laugh, have fun, be involved as your joy and comfort will transfer to the learner."
4. "Laugh, smile, enjoy teaching!"
5. "kiss" the water
6. "Never skip a step of the underwater progression."
7. "Go slow. Build step by step: 1 small step after another small step."
8. "Work on each step until comfort is consistent knowing each increment is important."

Coach interpretation:

• "Get at eye level": physically lower yourself to the learner's level; smile frequently and laugh often, and go under too.
• "Demonstrate every activity, challenge, game, and song. Do the things too.": the instructor must perform the activity themselves, not just direct it.
• "Smile, laugh, have fun, be involved": your joy and comfort will transfer to the learner.
• "kiss" the water: constantly encourage the swimmer to do this whenever you do a supported front glide.
• "Never skip a step of the underwater progression": do not ask a learner to put their chin in the water and then their eyes; skipping steps erodes trust.
• "Work on each step until comfort is consistent": each increment is important; master each step before moving on.
• Build trust by never letting go of the swimmer to let them fend alone; always support the learner with no surprises.
• Telegraph all of your actions: demonstrate clearly what will happen by doing it yourself or with another participant.

Teaching strategy:

Provide a safe environment filled with fun and aim for voluntary underwater attempts. Parents and instructors should go underwater with the learning swimmer. Demonstrate joyful, happy, laughing underwater examples and provide opportunities for learner to join. Build into every activity a chance for learner to experience going underwater with their own agency and interest.

Earn trust by being consistent, predictable, and safe. Follow the underwater progression step-by-step. Do the careful deliberate work first, then build on trust.

Build smiling joy into every early swimming activity or challenge/game. Play games! Sing songs! Do things that build the learner's trust and comfort in the aquatic environment.

Start with small actions; splashes on the face, self-directed play with toys, and good old-fashioned encouragement. Start simple: chin, lips, nose, etc. Water flowing over head; sprinkles, pouring water over back of hair, pouring from back of head to front, aiming face up, closing eyes, pouring over face. Dipping face in the water with parent, instructor, and with support. Brief dips of the face into the water completely; could be scooped with parent/instructor or done independently. Swimmer initiated underwater adventures; face in, eyes open, willful and joyful attempts at dunking entire head.

Encourage going underwater. Do different things to achieve an underwater goal. Build a foundation through earned trust. Go slow and master each step. Encourage it gradually, over time, in a loving, caring, supportive environment. Provide many opportunities to go underwater. Be gentle and encouraging.

Group play is fun and promotes learning. Play games and let the learners move, laugh, and race. Play in shallow water; leverage floating aids, life jackets, and play games in shallow water were learners can stand and float; about chest deep.

Common errors and corrections:

• Skipping steps of the progression: Avoid asking a learner to put their chin in the water and then their eyes. Skipping steps of the progression erodes trust. We want to build trust by being predictable and consistent.
• Letting go of the swimmer to let them fend alone: Build trust by never letting go of the swimmer to let them fend alone. Always support the learner with no surprises.
• Surprising the learner: Telegraph all of your actions: demonstrate clearly what will happen by doing it yourself or with another participant.
• Rushing: Go slow. Build step by step: 1 small step after another small step. Progress Slowly. Step-by-step.

Progression:

The Underwater Progression: Shoulders, Chin, Lips, Nose, Eyes, Whole face, Entire head. Work on each step until comfort is consistent knowing each increment is important. Never skip a step of the underwater progression.

Supported Front Glides lead to Streamline. Constantly encourage the swimmer to "kiss" the water whenever you do a supported front glide. Over time, eventually the swimmer will put their face in the water willingly. Building a habit of looking down in a supported front glide will make streamline easier.

Supported Back Glides lead to water comfort. Back floats and ears underwater with comfort if face splashed. Learning how to blow bubbles and endure water in/on the nose.

Jumps, games, encouragement leads to JOY! Initial jump reluctance comes from fear of being dropped, going under, and falling. Scoop from wall to hugs, support the hands and keep swimmer's face from going under if not desired. Over time, excitement and pure fun will develop into reckless jumps of joy!

⚠ Language below was not found in the source — do not publish as-is. Most often this means the original sits inside a table or a multi-column layout that extraction could not read cleanly:

• “Demonstrate every activity, challenge,

game, and song. Do the things too.”

• “Smile, laugh, have fun, be involved as

your joy and comfort will transfer to the

learner.”

• “The time you take now to be

careful and loving will create

bravery later.”

• “Going underwater is a slow progression where

learners experience the unique feeling of being

submerged.”

• “Your role is to safely and gently teach a learner

that the water is different, fun, and exciting

while also potentially hazardous.”

• “Encourage it gradually, over time, in a

loving, caring, supportive environment.”

• “Dipping face in the water with parent,

instructor, and with support.”

• “Back floats and ears underwater with

comfort if face splashed. Learning how how to

blow bubbles and endure water in/on the

nose.”

• “Water flowing over head; sprinkles, pouring

water over back of hair, pouring from back

of head to front, aiming face up, closing

eyes, pouring over face.”

Short verified cues (confirmed present; check by eye): “Build trust. Go slow.”, “• Shoulders”, “• Chin”, “• Lips”, “• Nose”, “• Eyes”, “• Whole face”, “• Entire head”