When less became more!

Purposeful Play, low dopamine and a quiet lesson that changed everything

Today’s lesson reminded me of something many swimming teachers experience at some point but struggle to put into words.

Sometimes, despite planning carefully, choosing engaging themes and bringing beautiful resources into the pool, a child still seems… unmoved.

Not upset.

Not disruptive.

Not anxious.

Just flat.

And when that happens, it can leave even experienced teachers questioning everything.

A little context

I’ve been working with this family for almost a year.

The four-year-old is bright, confident and capable outside the water, yet during lessons she often appeared disengaged. She wasn’t refusing or distressed. She simply didn’t seem particularly interested in anything I offered.

I tried what many of us would:

• themed lessons

• carefully structured activities

• varied equipment

• clear learning intentions

Yet the response rarely changed.

Lessons were also complicated by divided attention. Her two-year-old brother swims at the same time, and I often found myself pulled between supporting the older child and helping mum with the toddler.

The sessions felt busy. Fragmented. Overstimulating.

So this week, I chose to try something different.

I stripped the lesson back — but not the play

I still brought a box of my own materials.

A simple transport-themed box containing things I already knew she liked:

• a foam train puzzle with people

• small sinking counters

• a few familiar loose-part resources

What I didn’t bring was a plan for how they must be used.

There was no environment set up in advance.

No stations.

No “this is for skill X and this is for skill Y”.

Instead, I placed the box beside us and said:

“You can choose what you’d like to use today, and we’ll decide together what swimming skill we can practise with it.”

And then I stepped back.

What happened next surprised me

She began to lead the learning.

She selected the materials herself.

She decided what they represented.

She chose how they would be used.

Then naturally, without prompting, she began pairing them with skills.

A toy became something to float beside her body.

Another became a target to push towards.

Another became something to kick past.

My role shifted from director to guide.

I didn’t remove play.

I removed control.

And in doing so, her engagement increased instantly.

The lesson was calm.

Focused.

Purposeful.

And she absolutely thrived.

Why I didn’t take photos that day

Normally I take photos simply to show other teachers the themes and materials I use in lessons.

But this time, there wasn't much to photograph.

There was no set-up.

Because the environment wasn’t created by me.

She created it herself.

And that was far more powerful than any picture.

What about the parent dynamic?

On this occasion, mum didn’t get into the water, which meant the two-year-old didn’t either.

That wouldn’t normally be ideal — but for this lesson, it was exactly what the four-year-old needed.

There was:

• one adult

• one voice

• one learning relationship

No stepping in.

No rescuing.

No divided attention.

The difference in her confidence and willingness to try was immediate.

Understanding “low dopamine” in simple terms

This experience led me to reflect on something we don’t talk about enough in swimming teaching.

Some children are not under-stimulated.

They are over-stimulated.

Children who are exposed to constant novelty, choice and high-value experiences often adapt neurologically. Their reward system becomes less sensitive.

In simple terms:

• new things don’t feel new

• excitement doesn’t register strongly

• novelty doesn’t motivate effort

This is sometimes referred to as low dopamine response.

It does not mean the child lacks imagination. It does not mean they are ungrateful.

It does not mean they are difficult.

It means their nervous system no longer responds to “more”.

So adding:

• bigger themes

• more toys

• louder energy

• constant change

can actually make engagement worse.

Where purposeful play fits beautifully

This is where purposeful play becomes essential.

Purposeful play is not about entertaining children.

It is about offering:

• intention

• meaning

• exploration

• ownership

• repetition

• autonomy within structure

In this lesson, play was still central — but the purpose shifted.

Instead of me assigning meaning to the materials, she did.

Instead of me telling her what each resource was for, she decided.

The materials didn’t disappear.

Their role changed.

They became tools for thinking, not instructions to follow.

And this is Water Wisdom in action

Water Wisdom is not about ticking off skills.

It’s about developing swimmers who are:

• self-aware

• confident in movement

• able to problem-solve

• adaptable

• trusting of their own bodies

By allowing her to choose materials and assign skills herself, she wasn’t just practising floats and glides.

She was developing:

• body awareness

• decision-making

• anticipation

• independence

• trust

That is Water Wisdom.

But what about group lessons?

This level of flexibility is one of the true gifts of 1:1 teaching.

In group lessons, we don’t always have the time or capacity to follow a child’s thinking so closely.

However, the principle still transfers.

For children showing similar behaviours in group settings, a visual skill board can be incredibly powerful.

It provides:

• predictability

• reduced verbal instruction

• clarity of expectations

• a visible beginning and end

Even when individualisation isn’t possible, structure can still regulate.

A quiet reminder for teachers

If you’re feeling stuck with a swimmer who seems unmotivated…

If you’re planning more but seeing less…

If you’re starting to question your creativity…

Try removing before adding.

Less setup.

Less talking.

Less direction.

More observing.

More waiting.

More trust.

This lesson reminded me that purposeful play isn’t about how much we bring into the pool.

It’s about how intentionally we use what’s already there.

And sometimes, when we step back just enough, children show us exactly what they’re ready to learn.

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