INTRODUCTION The purpose of this study was to examine the official progression used by a national swimming organization for the teaching of beginning swimmers. This ``official`` progression was virtually identical with those of other screened oranizations. Instructors are encouraged to follow this standard progression as if it suits the needs of all learners. In the spirit of ``individualizing``, we ask, ``to what extent does such an organizational progression meet the needs of all beginners?`` It is rareley considered that the learner might require a different progression - their own! Another progression was created by the learners themselves as teaching progressed. Here we have tested a traditional progression against a progression created by the learners while they were engaged in learning. METHODS One hundred sixteen (116) five and six year olds were enrolled in an 18 lesson program. Throughout the program, 3-4 teaching elements from the traditional progression were always presented at roughly the same time. Each learner was encouraged to choose their own `next step` rather than to follow the prescribed sequence. In this way, each learner created their own progression. The various progressions created by the learners were amalgamated into a single ``learner`s progression`. This progression was then tested for it`s similarity to the standard organizational progression using the Spearman`s Rank Correlation, Rho. RESULTS The Rho correlation was 0.97, high in spite of the fact that some major differences occured from a pedagogical standpoint. Examples of these differences were: a) rhythmic breathing ranked before head under the water, b) a jump entry submerging the whole head ranked before simply submerging the head, c) gliding on the front ranked before floating on the back. These differed from the traditional progression of major organizations. For example, all of the major organizations polled ranked simply submerging the head before rhythmic breathing. DISCUSSION A standard progression is obviously a necessity when teaching beginners. At the same time, modern pedagogy is based on individualization when teaching. We therefore recommend that such standard progressions be used as a starting point. Individual learners should be allowed to deviate from this when the need is shown. While this may make our job more difficult, it makes the learners task easier. We cater much better to each learner`s needs.
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