Swimming for stickers? Why it’s time to rethink rewards and certifications in learn-to-swim programmes.

Helen Hughes
Apr 21
4 min read

Updated: Apr 27

In swimming lessons across the world, a familiar scene plays out: a child completes a task—perhaps they’ve floated for five seconds, kicked a certain distance, or made it through a series of hoops—and they’re handed a shiny sticker, badge, or certificate. Smiles abound. But here's the question:

Is this helping or hindering their long-term relationship with swimming?

The problem with “if you do this… you get that”

Many swimming programmes are structured around task-driven levels, checklists, and visible rewards. But these extrinsic motivators—stickers, badges, certificates—may actually undermine the very thing we hope to build in young swimmers: a love for swimming, persistence, focus, and internal motivation.

Educational researcher Alfie Kohn is well known for his work challenging the use of rewards in learning. In his book Punished by Rewards, Kohn argues that extrinsic motivators can damage intrinsic interest in a task. He writes:

“The more we reward people for doing something, the more they tend to lose interest in whatever they had to do to get the reward.”

Swimming, a life skill rooted in connection with the water, body awareness, and confidence, should not be reduced to a series of hoops to jump through for a certificate. And yet—many swim schools still operate this way.

What does the research Say?

There’s a growing body of evidence that most children do not require external rewards to stay motivated, especially when they enjoy the process and feel connected to their learning environment.

Let’s look at some key findings:

Deci, Koestner & Ryan (1999) conducted a meta-analysis of 128 studies and found that external rewards significantly undermined intrinsic motivation—especially for tasks that were already interesting to participants.
Self-Determination Theory (SDT), developed by psychologists Edward Deci and Richard Ryan, states that people are most motivated when their needs for autonomy, competence, and relatedness are met. Rewards interfere with autonomy because they attempt to control behaviour rather than support it.
A study by Grolnick and Ryan (1987) found that when children were externally motivated (e.g., promised a reward), they retained less information and were less engaged with tasks than when they were intrinsically motivated.

So what does this mean in a swimming context? If we over-rely on badges or levels, we may be crowding out the deeper, lasting enjoyment of swimming and movement in water.

Are we planning lessons for children—or for the checklist?

This issue goes deeper than the sticker at the end of class.

Much of swim teaching is still designed around linear, tick-box curriculums, where the goal is to get children “ready” for the next level. But this outcome-focused model often comes at the expense of present-moment joy and exploration.

Many swim teachers feel pressure to “move kids up” and may unintentionally prioritise task completion over meaningful experiences. When we ask: "Have they achieved this skill?" instead of "How did they feel doing it?" we risk turning swimming into a performance, not a passion.

What happens when children enjoy learning?

When children enjoy swimming, feel safe, and are given the freedom to explore in a developmentally appropriate way, they will naturally seek progress. Enjoyment drives repetition. Repetition builds skill. Skill brings confidence. Confidence feeds self-determination. It’s a virtuous cycle.

In fact, Montessori and Reggio-inspired learning models emphasise intrinsic satisfaction and curiosity-led exploration. Children in these environments tend to retain knowledge longer and develop stronger self-concepts as learners—not because of rewards, but because they own their progress.

So should we scrap certifications altogether?

This isn’t to say that recognition is harmful—but the form it takes matters.

Instead of generic badges, could we:

Celebrate moments of self-reflection and bravery? (“You chose to put your face in today—how did that feel?”)
Share a child’s unique journey with parents through story-based observations rather than charts?
Offer genuine feedback rather than manufactured praise (“You worked really hard to float today, even though it felt tricky at first. That takes courage!”).

Let’s redefine progress

The ultimate goal of learn-to-swim programmes should be to help children become Water Wise—self-aware, safe, and capable in the water. Not every child needs a badge to tell them they’ve succeeded. For some, their proudest moment might be finally jumping in without clinging. For others, it's submerging their ears and feeling the magic of being underwater.

Let’s stop dangling carrots. Let’s start nurturing a deeper, more meaningful motivation to swim, to explore, and to grow.

Ready to rethink rewards?

If you’re a swimming teacher or programme leader, I invite you to pause and reflect: Are your swimmers motivated by joy, challenge, curiosity—or by ticking the next box?

What if we trusted that children already want to learn—and it’s our job to create the kind of environment that nurtures that desire?

Let’s move away from the badge-first mindset and towards experiences that are meaningful, memorable, and truly motivating.

Free Download: “Fuel the fire within: A swim teacher’s guide to intrinsic motivation”

To help you start (or continue) this journey, download my free guide packed with:

Practical tips to foster autonomy and joy in your lessons
Phrases to replace sticker-based praise with meaningful feedback
A summary of key research (Alfie Kohn, Deci & Ryan, Montessori-inspired practice)
Real-world lesson ideas that support curiosity and inner drive
A printable reflection sheet for teachers looking to redesign their reward system