An Eight-Lesson Guide for Building Safe, Confident Swimmers
Teaching someone how to swim is about more than correcting their arms and legs. It is about helping them become comfortable in the water, teaching them how to stay safe, and showing them that they are capable of doing something they may have once feared.
I have been teaching swim lessons since I was 14 years old. It was my first job, even before I became a lifeguard. Over the years, I have taught children as young as four, teenagers, adults, complete beginners, experienced swimmers, and even adults in their sixties.
Because every swimmer is different, this lesson plan is not meant to be followed like a strict script. It should be used as a guide. Instructors should adjust the pace based on each swimmer’s confidence, personality, listening ability, physical ability, prior experience, and overall skill level.
The main goal is simple:
Help each swimmer become safer, more confident, and more independent in the water.
Our Teaching Philosophy
Swimming is supposed to be fun, but students must also understand that their safety depends on listening and following directions.
Instructors should be patient, encouraging, energetic, playful, and direct. Students will not always understand a skill immediately. They may need to see it demonstrated several times, try a different drill, take a break, or come back to the skill later.
Do not allow frustration to take over the lesson.
Give students two or three opportunities to attempt a skill, provide encouragement and corrections, and then move to another activity when necessary. Sometimes a swimmer simply needs time before a skill begins to make sense.
Common reminders may include:
- “Close your mouth.”
- “You can do it.”
- “You can do anything.”
- “You got this.”
- “Keep going.”
- “Kick like there’s a shark behind you.”
The goal is for swimmers to leave every lesson believing they are capable of improving.
Program Structure
The standard THSC swim lesson program includes:
- Eight total lessons
- Four lessons per week
- Lessons held Monday through Thursday
- Approximately 45 minutes per lesson
- Three to five swimmers assigned to each instructor
Instructors may occasionally extend a lesson when appropriate, but they should stay aware of the program schedule, swimmer fatigue, weather conditions, pool operations, and parent expectations.
Before the Lesson Begins
Before students enter the water, instructors should:
- Take attendance.
- Introduce themselves to swimmers and parents.
- Ask about previous swimming experience.
- Ask about injuries, medical concerns, or accommodations.
- Confirm that swimmers have proper swimwear.
- Confirm that swimmers have goggles that do not cover the nose.
- Review the most important pool rules.
- Identify where each swimmer can safely stand.
- Make sure the lifeguard on duty is aware that the lesson is beginning.
- Observe each swimmer’s confidence, behavior, and listening ability.
Pool rules do not need to become a long lecture, especially when rules are already posted. However, students must understand that they are required to listen, remain with the group, and follow all instructor and lifeguard directions.
Managing the Group
Students in the same group may not progress at the same speed. Instructors should first observe everyone and determine whether a swimmer needs to move into a different group.
When students have different abilities, instructors may:
- Give one swimmer a drill while working directly with another.
- Allow everyone to practice the same skill at their own level.
- Rotate swimmers one at a time.
- Pair swimmers when appropriate.
- Have waiting swimmers hold the wall.
- Have waiting swimmers sit safely on the pool deck.
Students waiting for their turn should keep their heads above water, hold the wall, listen, and avoid throwing equipment or distracting others.
When a swimmer repeatedly ignores directions, the instructor may temporarily have the swimmer sit out of the water. This is not meant to embarrass or punish the student. It allows them to reset, observe, and understand how their behavior is affecting the lesson.
Instructor Positioning and Supervision
The instructor should remain:
- Between the swimmer and water where the swimmer cannot stand.
- Within arm’s reach of complete beginners.
- Close enough to assist without constantly holding the swimmer.
- Positioned where the entire group can be seen.
- Aware of every swimmer, including those waiting for their turn.
Instructors should avoid turning their backs on the group whenever possible. When individual instruction requires the instructor to face away briefly, the remaining swimmers should be secured at the wall or seated safely outside the water.
Instructors should speak clearly, repeat directions when necessary, and remain calm.
Appropriate Physical Assistance
Physical assistance should only be used when necessary and should always be professional, appropriate, and related directly to the skill being taught.
An instructor may support a swimmer:
- Under the stomach
- Under the armpits
- By the hands
- By holding or guiding the kickboard
- By helping position the legs during kicking practice
Avoid unnecessary contact. Whenever possible, allow swimmers to attempt the movement independently.
The goal is not for the swimmer to depend on the instructor. The goal is to help the swimmer recognize that they can control their own body in the water.
Teaching Breathing
Breathing control should be practiced throughout the entire program.
Teach swimmers to:
- Breathe in through the mouth while above water.
- Close the mouth before placing the face underwater.
- Blow air out through the nose while underwater.
- Return to the surface calmly.
- Take another controlled breath.
Instructors should consistently remind students not to swim with their mouths open.
Swimmers should understand that swallowing pool water is not safe or healthy. Accidents may happen, but controlled breathing reduces the chances of water entering the mouth and nose.
Do not teach students to depend on holding their noses. From the beginning, they should practice controlling their breathing independently.
Teaching Kicking
Kicking is one of the foundations of this program.
The general kicking progression is:
- Hold the wall and kick.
- Practice kicking with straight legs.
- Introduce the kickboard.
- Demonstrate how to hold the kickboard securely.
- Practice with instructor assistance.
- Kick independently with the board.
- Kick without the board.
- Combine kicking with arms and breathing.
Remind swimmers to:
- Keep their legs long.
- Avoid bicycle-style kicking.
- Keep their arms straight while holding the board.
- Avoid placing all their body weight on top of the board.
- Hold the kickboard securely.
- Kick with consistent energy.
A simple instruction for younger swimmers is:
“Kick like there’s a shark behind you.”
This helps them understand that their kicks should have speed and purpose.
The Eight-Lesson Plan
Lesson 1: Water Comfort and Assessment
The first lesson should help the instructor understand each swimmer while allowing the swimmer to become comfortable with the instructor, the pool, and the lesson environment.
Lesson goals:
- Introduce the instructor and swimmers.
- Review basic safety expectations.
- Practice entering and exiting the pool safely.
- Walk through shallow water.
- Splash the arms, shoulders, and face.
- Practice closing the mouth around water.
- Place the face underwater.
- Practice controlled breathing.
- Retrieve objects from the bottom of shallow water.
- Move away from the wall with instructor support.
- Introduce basic wall kicking.
- Finish with supervised exploration or free swim.
The instructor should pay close attention to confidence, fear, prior experience, physical ability, and listening skills.
The first lesson does not need to be rushed. Building trust early makes future lessons easier.
Lesson 2: Breathing and Kicking
Lesson 2 reinforces water comfort while introducing more purposeful movement.
Lesson goals:
- Review safe entry and exit.
- Practice breathing in above water.
- Practice blowing bubbles through the nose underwater.
- Practice wall kicking.
- Introduce proper kickboard position.
- Kick with instructor assistance.
- Begin independent kickboard practice.
- Retrieve objects from slightly deeper water.
- Practice turning and returning to the wall.
- Introduce deeper water when appropriate.
- Finish with a kickboard activity or supervised free swim.
Students should begin understanding that kicking can move them through the water.
Lesson 3: Independent Movement and Deep-Water Introduction
Lesson 3 focuses on traveling farther and increasing confidence.
Lesson goals:
- Review breathing and kicking.
- Kick farther using the kickboard.
- Practice keeping the arms straight.
- Avoid leaning heavily on the kickboard.
- Introduce gliding.
- Practice moving from shallower water toward three-and-a-half or four feet.
- Introduce basic treading-water movements.
- Practice climbing out of the pool without using the ladder.
- Introduce the deep end when the instructor believes the group is ready.
- Finish with a confidence-building activity.
Deep-water introduction may happen during Lesson 2 or Lesson 3 for swimmers who are progressing quickly.
Waiting too long may increase fear and anticipation. However, instructors should never introduce deep water simply because the lesson number says to do so. Readiness depends on listening ability, confidence, kicking ability, behavior, and instructor judgment.
Lesson 4: Deep-Water Confidence
This lesson should help swimmers understand that the depth changes, but the basic swimming skills remain the same.
Lesson goals:
- Review breathing, kicking, and kickboard control.
- Explain deep-end expectations.
- Walk to the deep end together.
- Seat swimmers safely along the edge.
- Discuss the seriousness of listening in deep water.
- Enter the water one swimmer at a time.
- Practice holding the wall.
- Practice moving along the wall.
- Kick with a kickboard while the instructor stays beside the swimmer.
- Practice crossing a controlled distance.
- Practice turning and returning to the wall.
- Introduce treading water when appropriate.
- End with a deep-water confidence challenge.
The instructor should remain beside the swimmer and have appropriate rescue equipment available.
Students should understand:
The depth is different, but the swimming skill is the same.
A swimmer who can move across the shallow end with a kickboard may be able to perform the same movement in deeper water with close supervision.
Lesson 5: Beginning Independent Swimming
Lesson 5 begins moving swimmers away from depending on the kickboard.
Lesson goals:
- Review breathing and kickboard movement.
- Practice kicking without the kickboard.
- Swim short distances toward the instructor.
- Introduce reaching forward with the arms.
- Combine arms and legs.
- Practice returning to the wall independently.
- Continue deep-water practice.
- Practice short independent swims.
- Finish with a skill challenge or supervised free swim.
When swimmers are ready, these activities may take place in deeper water to reinforce the idea that depth does not change the fundamentals of swimming.
The instructor should remain close but allow the swimmer to attempt the skill independently.
Lesson 6: Freestyle Basics
Lesson 6 focuses on combining kicking, arm movements, and breathing.
Lesson goals:
- Practice freestyle arm movements while sitting on the side and leaning forward.
- Practice one arm at a time.
- Hold the kickboard with one hand and stroke with the other.
- Alternate arms.
- Practice short-distance freestyle.
- Combine kicking and arm movements.
- Practice turning the head to breathe.
- Swim short distances without instructor support.
- Continue deep-water practice.
Teach swimmers to keep their chin closer to their chest instead of lifting the entire head forward.
When breathing:
- Turn the head to the side.
- Keep part of the face near the water.
- Breathe from the side pocket.
- Avoid lifting the head straight forward.
The instructor may begin on the swimmer’s dominant side before practicing breathing on both sides.
Lesson 7: Safety, Survival Skills, and Additional Strokes
Lesson 7 introduces important survival skills and gives progressing swimmers exposure to other strokes.
Required safety skills:
- Jump into the water safely.
- Return to the wall.
- Climb out of the pool.
- Locate ladders and exits.
- Understand which areas of the pool are shallow or deep.
- Push safely from the bottom in areas where the swimmer can stand.
- Return toward the surface calmly.
- Practice treading water.
- Practice underwater swimming.
- Retrieve objects from different safe depths.
- Continue deep-water confidence work.
Additional skills, based on progress:
- Basic backstroke
- Basic breaststroke
- Frog kicks
- Rolling onto the back
- Longer freestyle distances
- Diving-board preparation
Breaststroke may be introduced naturally through frog-kick practice.
Not every swimmer will master every stroke during eight lessons. Exposure, confidence, safety, and basic understanding are more important than perfect technique.
Lesson 8: Victory Day
The final lesson should not feel like a formal exam.
It should feel like a victory.
The instructor should naturally observe what each student can do while presenting the lesson like a game or a series of challenges.
Lesson activities may include:
- Safe pool entry.
- Jumping in and returning to the wall.
- Retrieving underwater objects.
- Kicking with and without a board.
- Independent swimming.
- Turning the head to breathe.
- Treading water.
- Basic backstroke or breaststroke.
- Deep-water swimming.
- Diving-board opportunities for eligible swimmers.
- A kickboard race.
- A favorite-skill demonstration.
- Supervised free swim.
The instructor may move from swimmer to swimmer and ask:
- “Can you show me this?”
- “Can you swim to me?”
- “Can you get back to the wall?”
- “Can you tread water?”
- “Can you do it without my help?”
- “Can you show me your best skill?”
The final lesson should demonstrate how much easier the water feels compared with the first day.
Diving-Board Readiness
Before using the diving board, the swimmer must demonstrate that they can:
- Listen and follow directions consistently.
- Wait for permission before entering the water.
- Kick themselves toward the surface.
- Remain calm after entering deep water.
- Move toward the wall or instructor.
- Understand where they are expected to swim after jumping.
- Exit the diving area promptly.
The instructor must be ready and properly positioned before the swimmer jumps.
A swimmer who cannot listen should not use the diving board, regardless of swimming ability. Poor listening can place the swimmer, instructor, and other pool users at risk.
Ending Each Lesson
The final five minutes should reinforce confidence and allow swimmers to enjoy the skills they practiced.
Approved ending activities may include:
- Supervised free swim
- Retrieving diving toys
- Jumping and returning to the wall
- Kickboard races
- Treading-water challenges
- Best-skill demonstrations
- A final individual challenge
Supervised free swim is especially valuable because it allows swimmers to explore, use the skills they learned, and gain confidence without every movement feeling like a drill.
Free swim is still part of the lesson. The instructor must continue supervising the group.
Parent Progress Updates
At the end of the program, instructors should provide each parent or guardian with a brief progress update.
This does not need to be a formal report.
The instructor should explain:
- What the swimmer learned
- What improved the most
- What still needs practice
- Whether additional lessons are recommended
- Whether the swimmer may be ready for swim team or private coaching
Example:
“Your child made strong progress with breathing, kicking, and moving independently. They are much more comfortable in deeper water and can return to the wall with less assistance. They should continue practicing steady kicks, side breathing, and treading water.”
Final Message to Swimmers
At the end of the final lesson, instructors should acknowledge the swimmer’s progress.
A closing message may sound like:
“Great job. We are proud of you. Look how far you have come. You started in the shallow end, and now you are swimming, treading water, and becoming more comfortable in the deep end. Keep going. You can do anything you put your mind to. Thank you for listening, working hard, and trusting us.”
Swimmers who want to continue may be encouraged to join the swim team, register for another lesson session, or receive private coaching.
Final Reminder for Instructors
This guide is a reference, not a replacement for judgment.
Some swimmers may reach the deep end during the second lesson. Others may need more time in the shallow end. Some may begin freestyle during the first week, while others may still be developing breathing control.
Do not compare students unfairly.
Observe the swimmer in front of you. Encourage them, challenge them, protect them, and help them recognize their progress.
The goal is not only to teach swimming.
The goal is to build confidence, independence, discipline, and respect for the water.