Swimmer Behaviour and Discipline Policy

the swim school.

Swimmer Behaviour and Discipline Policy, and Managing Unacceptable Disruptive Swimmer Behaviour

General

As swim school groups accommodate up to 8 or 9 swimmers, it is important that all swimmers in the group maintain a minimum reasonable level of behaviour and attentiveness throughout the lesson so that the whole class can benefit from the teacher’s guidance and direction without undue interruption or disruption from other swimmers.

Swimmers in ‘Independent’ Groups (Groups Where Parents or Guardians Are Not In-Water)

For the above to happen it is essential that all swimmers in an ‘independent’ group (a group where parents/guardians are not expected to participate) are confident enough to operate independently, that they can achieve reasonable levels of responsiveness to teacher instruction, display co-operation and collaborative skills and do not exhibit behaviours that are likely to unduly disrupt the lesson’s operating.

Establishing the Capability of Swimmers to be ‘Independent’ (In-Water Without Parent/Guardian Assistance)

In determining whether swimmers should be allowed into the pool independently without parental or guardian assistance, teachers must take into account the following physical, psychological, emotional and social factors:

1. Swimmers must be physically capable of successfully floating and swimming independently (though they may wear muscles) in both shallow and deep water.  Children who would need to be dragged along on a pole, or who could only either walk, stand or hold the side would need parental assistance.
   1. The swimmer must be confident and happy enough to perform the basic tasks that comprise the tss skills syllabus for Beginners.
2. They must be able and willing to listen to the teacher and to respond to instructions and directions.  Age, emotional maturity, medical conditions or identified learning conditions such as ADHD are factors to be considered in this regard.
   1. Children need to be co-operative, well behaved, and self-disciplined enough to not disrupt the lesson or distract the other swimmers or endanger either themselves or others in the pool.

It should be stressed that swimmers must meet all these requirements in order to be allowed to swim independently.  This is important in class lessons, since even one swimmer who requires ‘special’ attention due them not successfully operating independently can consume a disproportionate amount of the teacher’s time, leading to inattentiveness, unrest and underachievement from the rest of the group (as well as from the swimmer concerned). Therefore, swimmers who do not meet all the above-stated requirements must be accompanied into the pool by a parent or guardian, both for their own benefit and that of the rest of the group. 

Doing this will also avoid the element of undue disruption to the lesson.

What is Unacceptable Disruption within a Lesson?

Undue disruption is where an individual swimmer is, or a number of swimmers are, doing things that distract either the teacher’s or the other swimmers’ attention (or both) from the intended proceedings of the lesson. 

Undue disruption impedes or even halts the progress of a lesson and thus diminishes the learning moment for the rest of the swimmers present.

What Constitutes Unacceptable Disruption?

Swimmers can become distracted and fail to pay attention in a lesson.  This usually would not constitute undue disruption, particularly if the swimmer, when told, once again pays reasonable attention.

Undue disruption is when a swimmer persistently does disruptive things that require the teacher to attend solely to their disruptive behaviour.  Examples are listed below, though this list should not be considered exhaustive:

1. A swimmer or swimmers splashing other swimmers. 
2. A swimmer or swimmers jumping around in a distracting or/and obstructive way.
3. A swimmer or swimmers intentionally obstructing other swimmers.
4. A swimmer or swimmers ducking or in some other way physically abusing another swimmer(s).
5. A swimmer or swimmers shouting or otherwise being noisy during the lesson, or shouting at the teacher or other swimmers, or to their parent/guardian.
6. A swimmer or swimmers intentionally swimming in the wrong direction.
7. A swimmer or swimmers refusing to undertake the practice or task issued by the teacher.
8. A swimmer or swimmers taking-off muscles without being asked by the teacher and refusing to re-fit them.
9. A swimmer or swimmers refusing to move from whichever point in the pool they occupy, when told to do so by the teacher.
10. A swimmer or swimmers intentionally ignoring the teacher’s instructions.

The above list is far from exhaustive and provides illustrations of the types of behaviour that are unacceptably disruptive within lessons.  There will be other behaviours that equally could be considered as unacceptably disruptive, and their absence from this list doesn’t mean they should be ignored. 

TEACHERS SHOULD RESPOND TO ANY AND ALL BEHAVIOURS THEY CONSIDER TO BE UNACCEPTABLE.

Action to Take When Unacceptable Disruptive Behaviour Occurs

The first, and a very important point to make, is that when disruptive behaviour arises, the teacher needs to respond to the behaviour quickly and effectively – otherwise it is likely that events will escalate, and the situation may become unmanageable. 

The full process is briefly outlined below:

Stage

Behaviour

Teacher Response to Behaviour

Who Needs to Be Involved

Stage 1

Unacceptable Disruptive Behaviour. First episode.   See list on P3  for examples.

Caution swimmer, state behaviour must cease.

SEE STAGE 1 GUIDANCE ON P5

Class teacher.

Stage 2

Persistent disruptive behaviour.  More than 1 episode. OR dangerous or violent behaviour.

Swimmer withdrawn from pool.

Taken to parent.

Reinstated after calming period.

SEE STAGE 2 GUIDANCE ON P5

Class teacher

Parent/guardian of child

Prior to Stage 3

If behaviour has continued BUT prior to withdrawal from lesson.

Consult a colleague or manager/Team Leader.

Consider moving swimmer to another teacher/group

SEE GUIDANCE ON P6

Class teacher

Colleague teacher

Manager/Team Leader

Parent/guardian of child

Stage 3

Further disruptive behaviour after re-entry to pool. 

Remove swimmer from pool for remainder of lesson.

Inform parent that future participation will require accompaniment of parent and complete desisting of behaviour.

SEE STAGE 3 GUIDANCE ON P7

Class teacher

Manager/Team Leader

Parent/guardian of child

Subsequent to Stage 3

Continuing disruptive behaviour after Stage 3 implemented.

Will most likely lead to exclusion.

Written reportage must be created.

SEE STAGE 3 GUIDANCE ON P

Class teacher

Manager/Team Leader

Parent/guardian of child

Rick Johnstone or Sarah Harris-Johnstone

Subsequent to Exclusion

After swimmer has been excluded from lessons.

Length of exclusion period identified. 

Usually minimum of 6 months.

Follow-up communication to parent(s) after exclusion – when, to be identified by manager.

Follow-up communication sent by manager.

A written Swimmer Behaviour Agreement should be created, agreed and signed by both the manager and the swimmer’s parents prior to any return to lessons.

SEE GUIDANCE ON P

Senior Manager

Parent/guardian of child

Rick Johnstone or Sarah Harris-Johnstone (liaising with manager).

Managing The Process for Unacceptable Disruptive Behaviour

If a swimmer is causing such disruption as outlined earlier in this document, then the following course of action should be taken:

Stage 1

1. Caution the swimmer(s) and tell them the unduly disruptive behaviour must stop.

IMPORTANT NOTE: If the unduly disruptive behaviour is either violent (striking or duckling another swimmer) or dangerous (to either the swimmer themselves or to others) then the teacher should IMMEDIATELY escalate to Stage 2.

Stage 2

2. If the unduly disruptive behaviour persists, even for 1 further event of the behaviour, then:
   1. The teacher must withdraw the swimmer from the pool and take them to the parent (the teacher asks another teacher to keep a safety eye on their group, possibly using the overlap teacher.  If this option isn’t available, then the whole group sit-out whilst the swimmer is withdrawn). 
   2. The parent is apprised of the unduly disruptive behaviour and is asked to have a word with the child, the teacher explaining why the swimmer has been withdrawn.
   3. The teacher then continues the lesson for a few minutes.
   4. The teacher then revisits the parent and child and asks whether the swimmer will perform without a recurrence of the disruptive behaviour.  Please note that at this point, if the swimmer appears to the teacher to still be exhibiting the disruptive behaviours/attitudes, or if the disruptive behaviour/attitude has been so extreme that re-entry is not an option, then the action should escalate to Stage 3 immediately, NOT trial the swimmer to see if the behaviour will subside.
   5. The swimmer returns with the teacher to re-join the group. 
   6. In the event of a first repeat of the previous disruptive behaviour, or of new different disruptive behaviour, the teacher immediately escalates to Stage 3.

Important Note on Frequency/Timing of Unacceptable Disruptive Behaviours

In this document we are concerned primarily with recurring behaviours, occurring usually on a week-to-week basis. 

It may be the case that a particular child exhibits 2 or 3 episodes of disruptive behaviour over, say, a 12 months’ period. In this instance the process should begin anew each time, but, of course, previous episodes should be taken into account, too, when deciding how to manage the situation. 

Regardless of anything, 4 repeat behaviours in a 12 months’ period would warrant consideration of moving to Stage 3.

One also needs to consider the potential seriousness of the specific disruptive situation.  The same considerations as listed immediately below should be applied to the situation:

BEFORE MOVING TO STAGE 3…..

Prior to moving to Stage 3, ANOTHER TEACHER’S input/influence should be sought/considered.

This may take the form of:

1. transferring the swimmer to another teacher’s group 
2. OR in rare instances swapping the group teacher (if only temporarily)
3. OR having another support teacher (overlap) work with the swimmer for a while

IMPORTANT: if the swimmer behaviour continues to be unacceptable despite the change, or if the disruptive behaviour/attitude has been so extreme that re-entry is not an option, then you should move directly move to Stage 3 – changing the teacher doesn’t start the process from scratch.

Stage 3 

1. If the swimmer repeats the disruptive behaviour or exhibits a new different disruptive behaviour upon re-entering the water, or anytime during the lesson, then they should be withdrawn from the lesson.
   1. The teacher re-iterates the nature of disruptive behaviour to the parent.

   2. The teacher informs the parent that for future participation the swimmer will have to be accompanied by a parent or guardian over 18 years of age.  The parent or guardian is expected to proactively and positively influence the behaviour of the swimmer and contain disruptive behaviour.

      The swim school expects that this sanction should result in the swimmer being controlled and contained in their disruptive behaviour by the in-water parent or guardian. The parent or guardian will accompany the child into the water in future until the teacher is satisfied that the disruptive behaviour is curtailed.

   3. Any future repetitions of the disruptive behaviour(s) will result in the swimmer’s discontinuance from lessons on the basis that the standard swim school lesson environment is not an appropriate medium for that swimmer’s leaning needs at that time.
   4. This can be reviewed after 6 months or at the teacher’s discretion.
   5. ALL OF THE ABOVE MUST BE RECORDED IN WRITING AND A COPY SUPPLIED TO THE PARENT/SCHOOL

Formal Process Points for Stage 3

1. By the time Stage 3 has been reached, a manager or senior teacher will also have been involved.
2. Any move to withdraw the swimmer must first be agreed and sanctioned by Rick Johnstone or Sarah Harris-Johnstone, based upon a manager’s recommendation, and will be subject to consideration of whether all sensible and practicable avenues of resolution, as outlined above, have been exhausted.
3. Parental Involvement

It is essential that the swimmer’s parents are fully involved and aware of what is happening throughout the process.  It should never be the case that the first thing a parent hears is that their child has been excluded from lessons.

4. Manager Writes to Parents to Inform of Exclusion

Written confirmation of the verbal statement that a swimmer has been excluded must be sent to the parent(s) within 3 days of the exclusion.  Rick Johnstone or Sarah Harris-Johnstone must first agree and approve the communication.

5. Importance of a Written Record

This action is a serious and important response to unacceptable swimmer behaviour (see point above) and MUST be recorded in writing AND a copy supplied to the parent or school concerned.

6. Follow-Up Contact with the Swimmer’s Parents

In the event of a swimmer being withdrawn from the programme resulting from the process outlined above, the location manager/swimming manager should follow-up by email within 6 months, enquiring as to the swimmer’s wellbeing and readiness to return.  It may be that the swimmer has joined lessons elsewhere, or discontinued lessons as a formal activity – but us following-up meaningfully and practically keeps the ‘door open’ to a possible return.

7. Swimmer Behaviour Agreement Upon Return to Lessons

In the event of a swimmer returning to lessons subsequent to a discontinuance due to unduly disruptive behaviour, then a Swimmer Behaviour Agreement should be written-up by the manager/swimming manager, clearly outlining the swim school’s expectations of the swimmer’s behaviour, cooperation and responsiveness upon their return.  This agreement will be formulated in conjunction/liaison with both the swimmer and the parents and should be agreed and co-signed as far as practicable by all parties.

Other Points:

Note on Medical Conditions Such as ADHD and Autism Spectrum Disorders and the swim school’s Response to Disruptive Behaviour

tss teachers are not specialist teachers of children with ADHD and Autism Spectrum disorders and may or may not be able to manage such individuals successfully and safely within a group lesson depending upon a number of factors.

However, when referencing disruptive behaviour in a swimming lesson, tss teachers are responding to an event or set of actions undertaken by a swimmer (who may or may not have an Autism Spectrum Disorder), not to a disorder. 

The reason we would take action in this situation is for the paramount and essential reasons of: 

1. The Safety of all swimmers (including the swimmer displaying disruptive behaviour) in the environment. 
2. The teacher’s duty to safeguard the whole class (again, including the swimmer exhibiting the behaviour).
3. The need for the teacher to always maintain safe control of the whole teaching environment during the lesson.

In determining the correct course of action to take, the teacher must act to ensure the preservation of the principles outlined above, and in that way ensure the continuance of the lesson in a safe and controlled environment.

Frequency of Use of this Sanction

At the time of initial writing of this document (August 2023), the need for the application of such measures in the author’s teaching lifetime (46 years) has been exceptionally rare, and all instances (to memory, 4) have occurred within the previous 10 years (none from the author’s own lessons).

The author has directly interfaced with well over 100,000 swimmers, plus multiple thousands of school children as a former PE teacher for 8 years, in this teaching lifetime.  the swim school at the time of writing currently delivers tss lessons to some 3500 swimmers weekly and 500-1500 schools’ swimmers weekly, depending upon the term.

Whilst it appears to be the case that today (the 2020’s) the behaviours of some swimmers are less predictable and less easily controllable than anytime previously, the author stresses that it is still a very rare occurrence that will require the withdrawal of a swimmer or group of swimmers.

PLEASE ALWAYS REMEMBER:

THIS IS NOT IN ANY WAY A COMMON-OR-GARDEN EVENT AND SHOULD ALWAYS BE TREATED AS A LAST MEASURE.