Lessons are designed for infants who are able to roll from back-to-belly and belly-to-back, beginning to or able to crawl, and are new to or not yet walking. The program begins with learning breath control and ends with a series of check-outs that simulate accidental falls into water.
Students are taught to roll over from a face-down or submerged position, onto their backs to float, rest, and breathe while they wait for help to arrive. Infants will learn how to relax and remain calm while maintaining the lifesaving float position, both in a swim diaper and while fully clothed.
Lessons are one-on-one, 10 minutes per day, four days a week, for four consecutive weeks.
Once our infant "survivors” have been walking for several months, they return to learn the swim-float-swim sequence taught in Infant Aquatics lessons.
This program is for toddlers who have been walking for at least three months, and does not require prior enrollment in Infant Survival. Like Infant Survival, students are first taught breath control, and finish the program with a series of check-outs that simulate accidental falls into water, while fully clothed.
Students are taught how to propel with their legs to swim a short distance, with face fully submerged, until they reach the side of the pool. When the distance is too great to make in one breath, they learn to roll onto their back to float, rest and breathe. Once they have a good breath and are ready to swim again, they are taught to flip back onto their belly and to continue swimming until they are able to find a pool exit. This method of self rescue is known as the "swim-float-swim" sequence.
Lessons are one-on-one, 10 minutes per day, four days a week, for six consecutive weeks.
This program is best suited for students older than three and a half. Like our other programs, successful completion of the program is measure through a series of fully-clothed check-outs.
This program teaches the same Swim-Float-Swim sequence as Infant Aquatics, but at an accelerated rate.
Older students have much longer attention spans and more physical stamina than our younger students. We have also found that longer lessons help our more mature students to quickly develop a secure attachment to the instructor. This leads to less anxiety about learning a new skill and more productive lessons.
Lessons are one-on-one, 20 minutes per day, four days a week, for three consecutive weeks.