BACKGROUND: Swimming is a fundamental life skill and an important form of physical activity that contributes to children`s physical and psychological development. However, for non-swimmer children, the aquatic environment may induce fear and anxiety, potentially hindering the learning process. The aim of this study was to examine changes in cognitive and somatic anxiety, self-confidence, and swimming competence following participation in a structured learn-to-swim program. METHODS: The sample consisted of 101 children aged 10 to 12 years (56 boys and 45 girls). Anxiety was assessed using a modified version of the Competitive State Anxiety Inventory for Children (CSAI-2C), adapted to the context of swimming instruction, while swimming competence was evaluated using a standardized Croatian swimming competence scale. Measurements were conducted before and after a structured learn-to-swim program consisting of 20 instructional lessons conducted over 10 days. The program was conducted in swimming-pool settings under standardized instructional conditions. RESULTS: The results showed a statistically significant improvement in swimming competence between the initial and final testing (3.91 ± 2.89 vs. 8.51 ± 1.61; p < 0.01). A significant decrease in cognitive anxiety (26.00 ± 7.92 vs. 18.02 ± 5.43; p < 0.01) and somatic anxiety (17.89 ± 6.01 vs. 13.22 ± 3.97; p < 0.01) was observed, along with a significant increase in self-confidence (13.64 ± 5.17 vs. 18.28 ± 3.98; p < 0.01). CONCLUSIONS: The findings suggest that improvements in swimming competence, reduced anxiety, and increased self-confidence were observed following the structured learn-to-swim program. These results may support the use of progressive and psychologically sensitive swimming instruction in school-based or community learn-to-swim programs.
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