Return to Top
I breathed a long sigh of relief as I saw Audrey touch the bank at the shallow end of the pool. I felt a big lump rise in my throat. It had taken a long time but finally she had succeeded. I felt it was my victory as well as hers. Working with Audrey and sharing her success is just one of the opportunities which have come to me through my 4-H activities.
Audrey is a cute brown eyed, brown haired girl of eight. Several years ago she was stricken with polio which left her legs and hips weak and undersized. My first contact with Audrey was as her swimming teacher. Besides loving 4-H work, I love to swim, so I combined the two by organizing a handicapped children's class and devoting some of my time each week to the 4-H health project of helping children who can't keep up in normal classes. Instructing this class teaches me much about meeting and overcoming problems. Audrey was the first student I had in the class.
The first problem I had to meet was that of getting Audrey physically and mentally adjusted to the water. A child who cannot balance in the water without assistance, is at great disadvantage since at any time small hands may slip from the rail. This taught me to be very cautious with Audrey until she had learned to balance and support herself. The barrier the child faces is that usually an inability is sensed; therefore, the child is very fearful of going into water of shoulder depth to try anything new. By trial and error, I have learned a little about human nature. I continually find more and more ways of instilling in Audrey, confidence--in herself and in me. I have learned how to encourage without being 'bossy' or using force in any way, and how to build in Audrey a desire to learn. I discovered I could get better results from Aubrey by making her think it was her idea to try the new skill instead of mine. I feel this understanding of human nature is one value of the class that is priceless to me, since I'm sure I can apply these same principles to situations many times in the adult world. After all, adults are only grown-up children.
Other children I worked with besides Audrey have different types of personality; thus, each has a different problem. Younger children, in general, don't realize the importance of exercising leg muscles. Some will much rather play with rubber balls than practice kicks. I overcome this problem by promising the child a five minute play period when the ball is retreived. I then make it so hard for the child to get the ball that by the time the ball is within grasp, the child is ready to have a less vigorous play (rest) period. As well as practicing leg and arm movements separately, we play many water games to aid in the teaching of water buoyancy. I found "ring-around-the-rosy" a very successful way of getting the child used to having the head under water. We have contests to see who can hold the breath the longest, flutter kick the farthest, or duck the head the most. I have to be very careful, however, to choose enough types of games so each child will get a chance to excel. One may get discouraged if continually the poorest; and discouragement is the chief rival of achievement.
I discovered Audrey works harder for me when I make her feel as if I am really interested in her, and the only way I can do this is to actually take and interest in her. Also, whenever I start the class with enthusiasm, we seem to accomplish more.
Audrey is the first of my students to pass her beginner's test. She has truly been an example to me, for although she still use her braces and crutch, she has learned to face the world. She knows she has limitations, but that never seems to hinder her desire to try. She looks forward eagerly to the time when she will become a 4-H'er.
I am grateful for the opportunity I had of teaching Audrey to swim and to any 4-H'er anywhere I say, "Health is one of the most important phases of 4-H."