Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Growth Mindset: Building Relationships appeared first on One with the Water.

Understanding Growth-Oriented Feedback: Person Praise versus Process Praise

When it comes to praise and feedback, many parents fall into the same fixed – mindset traps that can ultimately hamper children’s ability to develop growth mindsets. When we say well-meaning things like, “You’re so smart!” we overlook the fact that these words associated with personal attributes may ultimately be damaging. “You’re so smart!” might feel like appropriate praise at the moment, but later, when your child meets with inevitable failure, they may fall to pieces because the words they internalized about themselves — you’re so smart — don’t seem true, after all.

The above is known as person praise. Person praise focuses solely on the personal traits and qualities of the individual.

The problem with person praise is that it sends the message that a child succeeded because of some inherent, inborn quality they possess (in this case, intelligence) rather than the effort they put into the task.

PROCESS PRAISE:

When we use the word “praise,” we are talking about a specific kind of encouragement of effort known as “process praise.” On the other hand, process praise acknowledges effort, strategies, or actions that contributed to the success of a task. It sounds more like this: “You worked really hard at that,” and sends the message that the amount of effort put into the task led to success.

So how does this look at home or school?

Person Praise: “You are so smart at math!”

Process Praise: “Your effort in studying is really evident by your latest test score.”

When you as a parent tie success or failure to effort, strategy, or action, you don’t communicate to your child your vision of them as a whole being, but just on that one thing, right here and right now. In that moment, unrelated to intrinsic qualities and personal traits, your child can better understand the connection between effort and achievement. At that moment, it has nothing to do with being smart or stupid; it has everything to do with perseverance and the process of learning.

Understanding Growth-Oriented Feedback: Vague Praise versus Specific, Process-Oriented Praise

In vague praise, the person is given no specific indication of what was done that had value or meaning to the achievement. Never use the phrase “good job” or “nice work.” On the other hand, specific praise illustrates to your child precisely what was done that resulted in achievement.

Here are some sample feedback statement openers to ensure your feedback is specific and process-oriented:

• I noticed how …
• Look at how much progress you’ve made on …
• I see a difference in this work compared to …
• I admire how hard you have worked on …
• I can see you really enjoyed learning …
• Could it make a difference if you …?
• Have you considered trying a different strategy to …?
• You’re on the right track here but could benefit from …

At One with the Water, we focus on specific, process-oriented praise to ensure our clients understand exactly what we expect and how much they can truly accomplish.

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Growth Mindset: Growth Oriented Feedback Between Parent and Child appeared first on One with the Water.

How do you approach the following situations: Professional development you find difficult, boring, or unnecessary? Difficult relationships? How can self-talk assist in improving difficult relationships with others?

The way we talk to ourselves about obstacles and frame situations in our heads can make a difference in how we choose to handle those situations. Whether you tackle an obstacle with a growth mindset or avoid it or rationalize it away with a fixed mindset, has a great deal to do with how you’ve established the situation in your own head.

So, the question becomes, how can you shut down fixed-mindset self-talk and replace it with growth-mindset self-talk? Often, using your growth mindset just means changing your self-talk. Instead of writing others off, you seek to find ways to help them. Instead of giving up, you figure out another way to attack the problem. Instead of letting jealousy or feelings of inadequacy take center stage, you focus on how you can improve.

The first thing to do is to recognize your fixed mindset voice. Are you a blamer? An avoider? A rationalizer? Or all three? Once you do that, you can identify your triggers and start to deal with them, moving from the fixed mindset to the growth mindset.

The following are strategies for addressing triggers and maximizing self-talk to create positive relationships.

1. As mentioned above, know your triggers. If you identify triggers ahead of time, you can prepare ahead of time with strategies to head them off.
2. When your self-talk turns to the fixed mindset (I can’t do this!) add the word “yet” to the end of it. “I can’t do this, yet,” is a way to rephrase a fixed – mindset message into a growth – mindset message quickly and effectively, as the “yet” implies there exists a path to understanding and growth if you’re willing to put in the work.

As you approach relationships with others, engage the following self-talk strategies before interactions in order to facilitate growth.

• Intentionally Look for the Good
• Find Something You Have in Common
• Three Positives for Every Negative

Our self-talk can also be our harshest critic. Make efforts to make sure your self-talk is positive and kind. Instead of berating yourself for negative interactions with someone, speak to yourself as you would someone else who has failed in some way or made a mistake — with love and compassion.

Being critical of ourselves isn’t necessarily a bad thing. We should reflect on our interpersonal skills with a critical eye, but we should do it in a way that is helpful, not in a way that attacks our value and self-worth.

*Developed from In Other Words: Phrases for Growth Mindset: A Teacher’s Guide to Empowering Clients through Effective Praise and Feedback (Growth Mindset for Teachers) by Annie Brock, and Heather Hundley.

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Growth Mindset: How to approach Self-Talk appeared first on One with the Water.

Definition of a Growth Mindset

In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. – Carol Dweck

In any given situation, how we choose to operate, whether from the lens of the growth mindset or the fixed mindset, makes all the difference in our ability to grow and change as individuals.

Dweck identified five key situations in which a person’s mindset has a significant influence on the outcome.

1. Challenges: A difficult task one might encounter.
2. Obstacles: Something that prevents progress in pursuit of a goal or achievement.
3. Effort: The work put forth in the process of completion of a task, challenge, or goal.
4. Criticism: A critical judgment from another.
5. The success of others. Achievement or success achieved by another person; particularly coveted success.

Attributes of a Growth Mindset Oriented Person

Learning to utilize the growth mindset in these five situations will result in outcomes that focus on genuine learning and growth, regardless of the presence of obstacles or the possibility of failure. When you properly apply the growth mindset, you begin to manifest the following attributes of a growth-mindset-oriented, driven, and ultimately successful individual.

• Flexible: Understanding of others’ needs, able to adjust expectations when attending to those needs.
• High expectations: Has high expectations of everyone. Models those expectations through body language, verbal communication, positive reinforcement, and constructive feedback.
• Communicative: Offers lots of process-oriented feedback to peers and subordinates.
• Strong relationships: Demonstrates caring and concern for others.
• Process-oriented: Understands that learning is less about the outcome and more about the process. Praises and critiques the process, not the person.
• Values mistakes: Normalizes mistakes and values them as learning opportunities.
• Empathetic: Makes an effort to view challenges and struggles from others’ perspectives.

Over the coming months, we will dive deeper into this process as we learn what it truly means to be growth-oriented. Stay tuned!

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Growth Mindset: A Review appeared first on One with the Water.

Google “fitness coach near me” and prepare to be overwhelmed by the results. If the definition of a coach is to train or teach an individual in a particular skill, then anyone can slap a label on and call themselves a coach. But what makes a good coach? What are the qualities of a coach that make them exceptionally qualified to instruct?

What are the qualities of a good Coach?

First, and most important, it is imperative that a coach has a strong background in and comprehensive knowledge of the basic science behind the movements they are teaching. For a barbell or a swim coach, that background includes anatomy & physiology, physics, biology, chemistry, and nutrition fundamentals. 

Additionally, a good coach will have experience coaching a lot of people, whether it’s working under a mentor, or using knowledge and study to grow his or her base of clients. The goal of any dedicated coach is to accumulate thousands of hours. Hours spent not just actively coaching, but reading, studying, and developing the skills, knowledge, and expertise necessary to make people more proficient over time. 

Communication 

Strong communication skills are also essential to be an effective teacher. The ability to get your client to understand and correctly perform the necessary movements depends on your ability to communicate. Positive commands, application of the growth mindset, and proper encouragement techniques are all vital to good communication. Finally, after the movement pattern is taught, cues are employed to perfect the execution of the movement as it is performed. 

“The coach’s cue is some form of communication that the coach employs during a lift, or part of a lift, that is designed to produce a physical response from the lifter, usually in the form of an adjustment or correction to the lifter’s movement.” – Starting Strength

For barbell work, utilizing the Starting Strenth method (currently offered as a training program by One with the Water), these are primarily in the form of verbal communication but can be visual and tactile. Starting Strength offers a theoretical approach to developing the coach’s cue, from both the lifter and the coach’s perspective. Effective cues come from both the strength coach and the lifter’s shared understanding of the lift, knowledge that comes from training, experience, and trust. As a lifter, make sure you choose coaches (not trainers) that exercise an in-depth comprehension of appropriate cues, used in a manner that effectively supports the lifter.

In the end, knowledgeable, experienced coaches will always find ways to make the process simpler rather than more complex for the trainee. This approach, in particular, is a telltale mark of a great coach and his or her willingness to pursue professional development. 

Besides offering premium swim lessons to the greater LA community, Coach Rippetoe is also a strength training coach, utilizing the Starting Strength method to help clients become fitter, stronger, and faster. If you are interested in safe, professional one on one coaching, contact us today. 

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post What are the qualities of a good coach? appeared first on One with the Water.

Deep practice, a term coined by coach Daniel Coyle in his New York Times bestselling book The Talent Code, is an integral part of our coaching process. Deep practice involves specific, targeted creation of myelin in a way that optimizes each movement and memory we make. 

What is Deep Practice?

Inside the brain, neurons are responsible for transmitting information. Human skill is created by chains of nerve fibers carrying a tiny electrical impulse from the brain to the body through these neurons. Myelin is the insulation that wraps around the nerve fibers in our brains and increases signal strength, speed, and accuracy. When a person is thinking about and analyzing skill situations, the brain is producing myelin. According to the U.S. National Library of Medicine and the National Institutes of Health, “The purpose of the myelin sheath is to allow impulses to transmit quickly and efficiently along the nerve cells.” In simple terms, the more we practice a skill, the thicker the myelin layers will become, and the better and faster we become.

The rules of Deep Practice.

 Coyle divides deep practice into three rules building upon each other.

1. Chunk it up.

Chunk it up is simply the crawl stage of the crawl, walk, run model. The overall task (stroke) is broken up into subtasks learned individually and practiced slowly until the skill is mastered. When we introduce a new swimming skill, we use minimal space to focus on performing it correctly under the coach’s watchful eye. Once you or your swimmer is no longer able to do the movements correctly, your coach will stop and take a moment to correct the mistake, provide an opportunity to review the correct tstep and begin again training the skill.

 2. Repeat it. 

Just like it says. Repetition creates myelin. In the pool, as mentioned above, the coach will be watching to ensure the repetition is correctly performed. Perhaps the most important take-away is that myelin is created with every movement. If you are performing the movement incorrectly, you are reinforcing the memory of the inefficient stroke. 

3. Learn to feel it.

This step comes as you learn the skill correctly. With increased repetition comes accurate muscle memory and the body’s instinctive ability to recognize the correct movement due to the number of times it is repeated.

Deep practice has broad applications across all areas of personal and professional development and reinforces, yet again, how swimming can change your life across the board. (Ask me about how important it is in a helicopter during an emergency!) If you haven’t yet experienced the life changing power of swimming, register today for our premium swim lessons. 

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post The art of deep practice in the pool. appeared first on One with the Water.

Dr. Dweck, one of the world’s leading researchers in the fields of personality, social psychology, and developmental psychology, posits that we should be living life with a growth-centered mindset as opposed to a fixed mindset. In short:

 “The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts, your strategies and help from others. Although people may differ in every which way – in their initial talents and aptitudes, interests, or temperaments-everyone can change and grow through application and experience … People with the growth mindset admire effort, for no matter what your ability is, effort is what ignites that ability and turns it into accomplishment.”

Who do you want to be? Who do you want your children to be?

As parents, teachers, and coaches, how do we want our children to face challenges, trials, and failures?

It seems counter-intuitive, but the messages we send as adults to children about success can often cause them to fall into the fixed mindset as their success breeds a fear of failure. If success means they are smart/talented/brilliant/athletic etc., then failure means they are the opposite of all those things.

We don’t gift our children with confidence by praising their brains and talent indiscriminately. In fact, we increase their self-doubt when faced with challenges to both their intellect and abilities.

Nurturing a growth mindset

So what then? What language do we use to promote a growth-oriented mindset in our children, students, and athletes?

“If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, seek new strategies, and keep on learning. That way their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.”

It’s not that we shouldn’t praise our children. It’s that we should praise them based on the growth processes used to perform – practice, study, effort, consistency, and persistence. “I like how hard you worked to correct your stroke” versus “You are really good at freestyle!” Or, for my artist girl, “You’ve really improved your shading techniques with all the practice you’ve done” versus “You’re a natural artist!” (And I can’t lie, this one is hard for me. It’s a natural path to follow and one that we must train ourselves to resist.) These are obvious examples, and often our messages are far more subliminal. The bottom line is, praising intelligence and talent promotes a fixed mindset, increasing self-doubt and a fear of failure.

As coaches and parents, we praise the process and connect it to the outcomes – the successes and the failures, always helping to tweak the process to, well, grow. We help our children develop new strategies when old ones aren’t working, continuing with our focus on their effort, application, and experience.

We here at One with the Water want you and your children to live life rising to meet ever more difficult challenges. Swim with us and you’ll see how hard work, practice and persistence can help you become one with the water.

Do you want to help empower others to nurture a growth mindset? To overcome their fears and be confident, safe and successful in the water? Partner with us today to teach economically disadvantaged families, special needs children, and Service-Disabled Veterans to become One with the Water! You can be a hero to those that lack traditional access to swimming and swimming lessons.

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Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Fixed versus Growth Mindset: How Will You Live? appeared first on One with the Water.

What have we just done by asking this question? We have attempted to enter into our friend’s world. Because we care, we try to figure out what they are thinking about, to better understand what is consuming their thoughts. All of this, so we can engage with one another.

For those of you that have a child with Autism Spectrum Disorder (ASD) or frequently interact with an individual with ASD, let’s replay this scenario. Only this time, you are at your house. You are finishing breakfast and reviewing your schedule for the day. Individuals with ASD benefit from structured routines, so it is beneficial to communicate changes in their daily schedule. You are taking time to explain the schedule to the child to help make the day a success, except the child across from you is not listening. They are off in their own world.

Would you typically respond to the child the same way you responded to your friend, by asking what they were thinking about? The answer is probably no. We chalk it up to them not listening and tell them, “Focus!” With this approach, we are missing our opportunity to engage with them. We are trying to pull them out of their reality and into ours, instead of joining their reality as we did when we asked our friend what they were thinking about.

What is Floortime

One way to enter the world of a person with ASD is through the use of Floortime. Floortime is derived from the Developmental, Individual Difference, Relationship-based (DIR®/Floortime) Model. The DIR® model is tailored to assist clinicians, parents and educators to have a comprehensive assessment on foundational information of social, emotional, and intellectual capacities for children with ASD (Greenspan & Wieder, 2008).

D for Development

Development looks at the natural progress of developmental skills such as emotional regulation, social interaction, etc, and other foundational skills needed to engage with others to build relationships and for mastery of academic skills (Greenspan & Wieder, 2008).

I for Individual Differences

Individual differences concern the specific biological bases that are unique for each person. It refers to the way an individual comprehends, regulates, and responds to their environments and interaction, such as to sounds or sequencing of tasks and ideas (Greenspan & Wieder, 2008).

R for Relationship-based

This looks at the relationships a child has with caregivers, educators, therapists, peers and others. Personalizing how one interacts with the child allows opportunities for the child to progress in mastering the essential foundations for further development of relational skills (Greenspan & Wieder, 2008).

How to Integrate Floortime

Floortime technique uses the DIR model to guide how one interacts with a child with ASD. The child is the leader, and the adult follows along, engaging the child’s emotional interests. This allows the adult to enter the child’s world and then be able to gently direct the child toward mastery of emotional, cognitive, and physical developmental skills. Let’s take a look back at our breakfast scenario.

You ask your little one, “What are you thinking about?” He (or she) expresses how the room is hot lava and he is planning his escape route. Bingo! We have found an in to challenge the him developmentally by entering their world. You ask, “Oh, can I help you find a way out?” After jumping tile to tile and safely making it to the living room, you can now integrate the schedule. You suggest that the tiles are all the things we have to do today to make it through the lava. As you jump from tile to tile, you pause and say what activity that tile represents. Jump on tile number 1: “We have baseball this morning.”  Jump on tile number 2: “We drop your sister off at a birthday party.” Jump on tile number 3: “We have some free time with just you and me, what would be something we can do that would be fun?”

Through this exercise, you have not only been engaging physically, but also mentally. Outlining the day addresses attention as well as problem solving by asking the child to help figure out what activity could be done during free time. This technique is great for any environment, and I personally feel that the pool offers opportunities that others might not. Decreased gravity provides a safe environment to be able to effectively challenge a child safely without worrying about bumps and falls. It also is a wonderful setting to work on sequence processing and critical thinking as the child’s body will move differently and feel different than the typical setting outside of the water.

I understand that every child and situation is unique. Not all situations are going to play out like the example above, and the way to engage in Floortime may not be straight forward initially. This is where I want to challenge you. Are you asking the appropriate questions or using techniques to try and enter into the child’s world? Be creative! The many and varied opportunities to engage are beneficial for the child’s development, as well as the development of your relationships.

At One with the Water, we use every tool at our disposal to ensure we are communicating safely and honestly with your children. Help us help children with ASD.  Partner with us today to teach economically disadvantaged children, special needs children, and Service-Disabled Veterans to become One with the Water! When you donate now, you can help reduce the risk of drowning for children by up to 88%, and teach children with Autism to learn to swim. Be a hero and help us save the life of a child.

Want more details? Visit our foundation page to be a hero.

Reference

Greenspan, S. & Wieder, S. (2008). What is the DIR®/Floortime Model? Retrieved from http://www.infantva.org/documents/CoPa-June-DIR-FloortimeModel.pdf

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Engaging Children Using Floortime. appeared first on One with the Water.

In California, there are endless activities to do. Universal Studios Hollywood, Six Flags Magic Mountain, SeaWorld San Diego, the San Diego Zoo, Knott’s Berry Farm, LEGOLAND, and of course, Disneyland. You may be thinking, “Oh I love these places, all the wonderful smells of fried food, the excitement of the people around you, the flip my stomach makes when the ride drops.…”

But, there is another group of you who may be thinking, “Places like this make me anxious, the mixture of smells makes me nauseous, not to mention the rides and the crazy way it makes my body feel.” How can the same things elicit such opposite experiences for people? One of the main factors is sensory input, and how our body processes it.

Each person is unique in how their brain and body integrate sensory information around them. There is a sweet spot called a threshold. Like the analogy of looking at the glass half full or half empty, the threshold for sensory integration is the same. The sensory threshold can be seen as the spot that puts us over the edge. Crossing that threshold puts us into stimulus overload where we can’t process anything. The flip side is, the threshold can be seen as the amount of sensory that gets us going. Or,  the stimulus we need to be able to be engaged. Thus, we all have our sweet spot between the sensory input we need to function and the amount that shuts us down.

Sensory Integration in the Pool

The pool is no different. For some kids, the water in their ears may put them over the edge. They just can’t seem to get past it. While another kid, the water blocks the noises from the environment and does not allow for the stimulation they need to participate. It is important to find the balance for each. Some kids benefit from being pulled into the water in a straight line or circles to raise the vestibular input to meet their sweet spot so they can swim.

You may see the coaches giving tactile input by assisting or tapping the child’s legs or arms to help them use these parts of their body. For overstimulated kids, deep pressure such as a bear hug with gentle and slow pulses of pressure can help calm their system. We can give stimulus visually by demonstrating or doing it next to them. We may draw a picture, or talk it out with one word or many words, etc. As coaches, we need to find what works for each kid.

It is important to remember that kids with different health conditions, such as autism, may process sensory input in different ways. What may seem like a few people talking, or a basic sentence can be overload. We often try to overcome this by repeating ourselves or adding in motions. Remember we all have that threshold line.

Sometimes, that means adding more to help us participate. Other times, it means giving us a quick, one-word direction. These are things as coaches we work on during each session to know how best to teach each client. As parents, we know you have figured out ways that work best for your family to ensure positive outcomes. As coaches, we are working to do the same. So if you have any suggestions for things that work for your kids, please let us know!. As always if you have any questions feel free to contact me at mariahandersonot@gmail.com

Help us help the most vulnerable.

Partner with us today to teach economically disadvantaged children, special needs children and Service-Disabled Veterans to become One with the Water! Be a hero today, and when you donate now, you can help reduce the risk of drowning for children by up to 88%! Be a hero and help us save the life of a child.

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Swimming and Sensory Input appeared first on One with the Water.

This weekend I had the great pleasure of teaching an adult swimming lesson to a doctor with fear and anxiety of being in the water. This is by far my favorite type of client and lesson to teach, for several reasons. First, it’s a challenge that must be handled with loving care and I’m the perfect person for the job, and second, I know the end result is going to be miraculous!

We advertise on our adult lessons page that we can teach you how to swim in just under a handful of lessons by breaking it down to four aspects. The most important swimming skills are: Breathing, Balance, Kicking and Pulling.

For a person with a deathly fear of the water, the process of learning these skills is no different from any other person, and in fact, by teaching swimming in this manner, the path to success is shortened dramatically.

Adult Swimming Lessons – The Process

In this lesson, I spent the first 15 minutes teaching her how to blow bubbles with her nose, by humming her favorite song, breathing in through her mouth above water, and how to get into a meditative state by bobbing, which by slowing her heart-rate, decreases her anxiety. Sometimes, I have to use life-coaching techniques to help my clients to become present with me.

Anxiety Dissipated

Next, I had her continue breathing in this pattern while holding onto the steps and starting to move her legs and feet, just to get a feel for what it’s like to be in motion in the water, with support. We work on technique and ankle flexibility later. To move her legs, she must be in a prone position. Now we’re getting to the balancing part, and by giving her something to think about, moving and breathing at the same time, she’s now slightly distracted that she’s doing something she’s afraid of – letting go and letting the water support her.

We take short breaks between activities as necessary. It is not a quick and easy process to face fears. Sometimes I start with floating without kicking, it just really depends on the spirit of the lesson.

While kicking and holding on to the steps, or wall, I can now have her quickly let go for a blink-of-an-eye moment and quickly return to holding on. “Wait! What! Oh, wow, did you feel that?!” “How did that feel?” A smile comes across her face. We repeat that with increasing the number of blinks per moment. She still has not gone completely under water. So I had her physically force herself to try to submerge. For this lady, her response was, “I can’t, it is impossible.” And that’s when I had her. The more force you exert on the water, the more force the water is going to exert on you. This pushes you up and keeps you afloat. Ideally, it raises your hips to the surface. This works best when your muscles are relaxed.

Having eliminated the fear and the reason for the fear, we started with kicking, balanced on the water while breathing through the nose. I hold her hands the entire time until she’s ready to let go.

In only 45 minutes she proceeded to doing a competitive swimming drill taught by my University of Texas swim camp and former Stanford women’s head coach, the late Coach Richard Quick. In just one lesson, she went from having intense fear of being in the water, to breathing, balancing, and kicking 25 yards across the pool, with the biggest smile you’ve ever seen.

We did that multiple times, and started practicing side-breathing.

During this process, I incorporated many positive life-coaching high-fives with “I did it!”s. It doesn’t just work for kids! You can read more about that in our blog on effective praise.

Kenny

Kenny is a baby Bottlenose dolphin, of the genus Tursiops, one of the most common and well-known members of the family Delphinidae, the family of oceanic dolphin. He is very playful and friendly and loves to frequently leap above the water surface. Kenny plays with water toys, enjoys making bubble rings, and plays well with other dolphins or other animals.

The post Adult Swimming Lessons appeared first on One with the Water.