Going Underwater

What it is

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.

Essentials

• "Get at eye level. Smile frequently. Laugh often. Go under too."
• "Never skip a step of the underwater progression."
• "Scoop, don't dunk." Do not forcibly dunk swimmers; it is counterproductive and erodes trust.
• "Go slow. Build step by step: 1 small step after another small step."
• "Work on each step until comfort is consistent knowing each increment is important."
• Give swimmers a voice and a choice: "Do you want to go under?" Listen to their answer and respect it.

Progression

1. Start with small actions: splashes on the face, self-directed play with toys, good old-fashioned encouragement.
2. Start simple: chin, lips, nose.
3. 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.
4. Dipping face in the water with parent, instructor, and with support.
5. Brief dips of the face into the water completely; scooped with parent/instructor or done independently.
6. Swimmer-initiated underwater adventures: face in, eyes open, willful and joyful attempts at dunking entire head.

Formal progression markers: Shoulders → Chin → Lips → Nose → Eyes → Whole face → Entire head.

Supported Front Glides lead to Streamline (encourage "kiss" the water). Supported Back Glides lead to water comfort (back floats, ears underwater, blowing bubbles, enduring water in/on the nose). Jumps, games, and encouragement lead to joy.

What goes wrong

• Skipping steps of the progression (e.g., asking for chin then jumping to eyes): erodes trust. Stick to step-by-step.
• Letting go of the swimmer to let them fend alone: always support the learner with no surprises.
• Surprising the learner: telegraph all actions by demonstrating clearly what will happen, doing it yourself or with another participant.
• Forcibly dunking or abrupt "dunks": counterproductive; scoop to the swimmer's level of comfort instead.
• Rushing: go slow; one small step after another.

How you know it worked

The swimmer goes underwater without instructor support frequently—enthusiastic, playful, and throughout the lesson, not a single time. Once going underwater loses its scariness, the swimmer joyfully goes underwater and starts exploring on their own with bold glides, jumps, and dips.

How you teach it

"Get at eye level" means physically lowering yourself to the learner's level. The instructor must perform every activity, challenge, game, and song themselves—not just direct it. Your joy and comfort transfer to the learner; smile, laugh, and be involved.

Build trust by being consistent, predictable, and safe. Never let go of the swimmer to let them fend alone; always support with no surprises. Telegraph all actions: demonstrate clearly what will happen by doing it yourself or with another participant.

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 the learner to join. Build into every activity a chance for the learner to experience going underwater with their own agency and interest.

Offer a choice and follow through. Going underwater is often the scariest thing a new swimmer will face. Treat that fear with compassion and consistency. Ask "Do you want to go underwater?" Listen to their answer and respect it. If they say no, scoop them to their level of comfort—chin, lips, nose. This can be a long, slow process over many lessons and months. That is okay. Open the door, make it fun, and let swimmers walk through when they're ready.

Build smiling joy into every early swimming activity. Play games, sing songs, do things that build trust and comfort in the aquatic environment. Group play promotes learning; let learners move, laugh, and race. Play in shallow water—chest deep for 3–4-year-olds is ideal—where learners can stand and float. Leverage floating aids and life jackets.

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

Constantly encourage the swimmer to "kiss" the water during supported front glides. Building a habit of looking down in a supported front glide makes streamline easier. Over time, the swimmer will put their face in the water willingly.