Ideas on Improving Your Technique

Part 3:  How does it happen? From Guest Author Ilkka Keskinen of the Department of Physical Education at Jyväskylä  University
 

More of this Feature • Part 1: The Feel • Part 2: Mirrors • Part 3: How does it happen?   Join the Discussion "I have been swimming for about six months and immensely enjoy it. However, I have a disease that has robbed me of the use of my legs. I swim with a pull buoy.  My question is what drills can I focus on without being able to kick?  I realize that dragging my legs and buoy through the water must slow me down. What I should do to minimize these effects? Thanks for any help," Chris    Related Resources • Freestyle Drills • Technique Tips • Distance per Stroke    From Other Guides • Learning Styles • What's your style? • Physical Education • Value of Video    Elsewhere on the Web • Author Ilkka Keskinen • Alexander Method for Swim Technique

How does it actually happen?

Generally swimming technique is taught by drills. When we use the self check style and our vision we need to modify the drills used so that the swimmers can see their working limbs. Then we have to teach the swimmers to monitor their own movements. This does not happen naturally if they are new to this method. The role of the coach is to give the swimmer a criterion which he tries to observe and at the same time correct the movement if necessary . In swimming the criterion could be for example keeping a high wrist or high elbow. Actually the crucial point in this method is choosing the best criteria. They must be observable and easy to understand. The coach should have criteria for different age levels and different strokes. He should also evaluate how the swimmers are performing. Can they observe a single criterion or even several criteria or should the coach give them an easier criterion to observe? It is always easier to start swimming at a slow pace and not increase it before the swimmers can manage at the slow speed.

The purpose of this method, of course, is to get the correct movements performed automatically so that the swimmer does not have to observe them anymore or at least not all the time.

When the swimmer learns to evaluate his movements he hopefully also learns to concentrate better on the entire training technique. Using this method the swimmer can also learn many of the cognitive elements of swimming. Counsilman found that when he used the partner evaluation method it made the swimmers think. Let us hope that the same result can be achieved with the self check style. However it is good to remember that only the swimmer can change his technique. The coach cannot do it for the swimmer.

When a swimmer is evaluating his strokes it is also helpful to use other evaluation systems where the swimmer can see the results of his work. An excellent method is counting the strokes per pool length or using the "Stroke Count And Time" system. With these tools the swimmer can easily compare the efficiency of his strokes. So when he changes the technique in a better or worse direction he can see the results in a decreasing or increasing stroke amount or SCAT.

We still need the coach

Of course this method cannot solve all the problems encountered in teaching swimming technique. In the method described here of using your eyes the coach is needed especially for the motivation of swimmers. This is because it is often easier just to swim than swim, evaluate and think. There are also many aspects of performance which the swimmer cannot evaluate. Good example is swimming at fast speeds. Another is obtaining a view of the whole stroke. Self check style is suited best to part exercises and slow speeds. I am nonetheless sure that if swimmers can increase their efficiency in slow speeds there must also be some transfer to fast speeds.

But let us not try to change everything. Let's also keep in mind all the "old" methods: lecturing, self checking with the feel of water, partner teaching, dry land exercises, mirror exercises and not forgetting "the listen to your eyes method", because it exists and it works.

Author

Lecturer Ilkka Keskinen
Department of Physical Education
Jyväskylä University
Email: ikeskine@pallo.jyu.fi
http://www.cc.jyu.fi/~ikeskine

References

Counsilman J. (1968) The science of swimming
Counsilman J. (1977) Competitive swimming manual for coaches and swimmers
Silvia C. (1970) Manual and lesson plans for swimming...
Maglischo E. (1982) Swimming faster
Maglischo E. (1993) Swimming even faster
Wilke K. & Madsen Ö. (1986) Coaching the young swimmer
Leonard J. (1992) Science of coaching swimming
Colwin C. (1992) Swimming into the 21st century
Colwin C. (1999) Swimming dynamics
Hannula D. (1995) Coaching swimming successfully
Laughlin T. (1996) Total immersion
Berger M. (1996) Force generation and efficiency in front crawl swimming
Schmidt R. (1991) Motor learning and performance: from principles to practice
Mosston M. (1994) Teaching physical education

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 remember to consult a physician before beginning any fitness regimen