BACKGROUND: This study examined how to stop using goggles at the initial stage of learning to swim, in order to reduce negative emotions and to use learners` natural need for aquatic activity, thus building a lasting and effective potential for safe use of the aquatic environment; METHODS: A targeted narrative review of the literature was conducted to identify arguments supporting the discontinuation of goggles. These arguments were then mapped onto the domains of Aquatic Literacy (AL), organized as a concept map, and used to create a SWOT matrix.; RESULTS: The pedagogical implications of not using goggles at the initial stage of learning to swim were identified; CONCLUSIONS: Goggles are not necessary to start instruction, provided individual capabilities are taken into account and psychosocial support is ensured, as this plays a key role in the development of AL. Pedagogical consensus indicates when goggles support, and when they limit, the development of AL.
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