Understanding Why Kids Swim

We know from past research conducted by USA Swimming that kids stay in swimming because it is fun and quit because it is not fun. This is a bit of an oversimplification, but it is important for coaches to know what it is that makes swimming fun for athletes.

Recognize that fun can be incorporated into practice without detracting from the training

Often, fun and hard practices are viewed as being on separate ends of a spectrum. But, from research, USA Swimming found that kids do not define fun as goofing around at practice. Instead, fun is found in things such as being part of a team, accepting and meeting challenges, experiencing success and having an encouraging coach.  

Promote a team concept

Although swimming is usually thought of as an individual sport, kids report enjoying the team aspect of swimming such as relays and cheering for each other. There are an unlimited number of things coaches can do to help foster a 'team spirit’. Examples include:

• create a team identity 
• organize social functions
• help the athletes identify team goals for practice and competition
• reward/reinforce behaviors that demonstrate a team emphasis

Be aware of the need to provide external fun for younger athletes

For most young athletes, participation is not fun in itself. These athletes need other 'things' from coaches, parents and teammates to provide and enhance their fun in swimming. As mentioned in the previous section, sometimes spontaneous, frivolous, carefree fun is acceptable and desirable. At other times fun should come from the satisfaction of meeting a challenge and improving through hard work.  Even for young swimmers, accepting and meeting a tough challenge can be fun.  Recognition from the coach and teammates enhances the experience even more. In addition, kids identified such things as relays in practice, racing, earning 'game time' on Fridays and practice competitions as 'fun'. Some of these, and other, sources of fun should be a consistent part of swimming. When in doubt, ask the athletes what they enjoy most about swimming. 

Be aware of what is discouraging for swimmers

Being aware of what is discouraging for athletes and taking steps to avoid these things (if possible) will enhance the athletes' overall enjoyment of swimming and desire to continue in the sport. Teaching swimmers to overcome obstacles and meet challenges will encourage rather than discourage. For example, helping the athlete set realistic time goals will, with hard work, increase his or her chance of achieving the goal. Note that 'getting slower times than my goal' was rated as the #1 reason swimming is not fun. 

Ensure the social aspect is present for females; Talk with males about self-referenced success

Two suggestions for coaches arise from the finding regarding gender differences in athlete perception of sources of fun: 1) Take extra steps to ensure that the social aspect of swimming is part of the swimming environment for females. 2) Discuss with males the need to measure success in swimming based on themselves as opposed to referencing it to others or to final outcome as males have a tendency to focus more on winning and outcome.  

Work to enhance each athlete's perception of ability

Kids who perceive themselves as having a relatively high ability level rated a variety of 'fun items' significantly higher than those with a low perception of ability. It is beneficial, therefore, for coaches to make a conscious effort to enhance each athlete's perception of ability and competence. A few suggestions on how to accomplish this:

• Provide positive reinforcement and feedback regarding skill improvement, demonstration of appropriate behaviors and effort exhibited by the athlete.
• Structure the environment so the athlete has an opportunity to experience success (i.e., individual goals, focus on performance not outcome).
• Attribute poor performances to effort (which the athlete has control over) as opposed to ability (which they may view as relatively stable).
• Attribute poor performances to improper technique or failed racing strategy.
• Identify areas that need improvement and strategies for the athlete to improve so he or she knows how to enhance ability. Provide time for the athlete to practice the skills.