When Young Swimmers Appear Stalled

Parent Guide Series - February 2026 A Parent Guide for Ages 9–14 This guide reflects long-term athlete development principles also outlined by Swim England in their guidance for swimmers and parents.

Swimming develops in a demanding environment

Competitive swimming does not progress in neat steps. Skills are revisited, adjusted and rebuilt as swimmers grow, mature and change physically.

Swimming takes place in an environment where breathing is restricted, balance is unstable and propulsion, timing and body position must all be controlled together. Small changes in technique or coordination can therefore have a disproportionate effect on performance.

For this reason, readiness to lead a lane, change lanes or move squads cannot be judged by age or time served alone.

Key takeaway: Swimming development is complex and cannot be reduced to age, time served or simple checklists.

Progress is phased, not continuous

Most swimmers do not improve in a straight line. Periods of visible progress are often followed by quieter phases where change is less obvious.

These quieter phases usually reflect skill consolidation, coordination changes or growth. During these periods, swimmers may train well while times appear static. Development is still taking place, even if it is not immediately visible on the clock.

Development is patient, not passive

Long-term progress depends on consistent attendance, purposeful effort, technical focus and engagement with feedback. When these behaviours are present, plateaus are often part of normal development. When they are missing, stalled progress is not developmental. It is a signal that habits, focus or readiness need addressing.

Swimmers who apply themselves consistently through awkward or frustrating phases are the ones who move forward when coordination and confidence return.

Key takeaway: Patience supports development, but effort and engagement remain non-negotiable.

Growth changes how swimming feels and looks

Growth is one of the most disruptive phases in a swimmer’s journey.

As height, limb length and body proportions change, balance and stroke rhythm can temporarily feel unfamiliar. The brain’s internal map of the body needs time to adjust to new dimensions. Movements that once felt automatic may require more concentration and skills can briefly look less tidy.

This phase is normal and temporary. With consistent and purposeful effort, coordination catches up and skills often return stronger than before.

Key takeaway: Awkward phases during growth are normal and often precede technical breakthroughs.

Why age alone is a poor guide

Swimmers of the same age can be at very different stages of physical and neurological development.

During puberty, Biological Maturation Variance can differ by two to three years within the same birth year. A 13-year-old who has not yet hit their growth spurt may be training alongside a peer whose body already resembles a young adult.

At this stage, differences in muscle mass, strength and power can be significant. Early and late developers can show markedly different physical outputs even when training volume and effort are similar.

Early physical maturity can create short-term advantages, while later developers often progress more gradually. In a sport where efficiency and coordination matter as much as strength, long-term progress frequently follows periods of technical consolidation rather than constant speed improvement.

Key takeaway: Chronological age tells you very little about readiness or long-term potential.

More training does not always mean better progress

When progress appears to stall, it is natural to think that more sessions, extra volume or additional one-to-one work will unlock improvement.

However, increasing training during periods of growth or technical instability can reinforce inefficient movement patterns and delay progress. Extra one-to-ones can help when targeted at specific technical needs, but they are rarely the first or only solution during periods of instability.

When progress stalls, the priority is rarely more sessions. It is better sessions, clearer focus, stronger habits and more deliberate engagement with the work already being done. That might mean holding stroke quality under fatigue, finishing sets properly rather than drifting, or staying fully engaged when sessions feel repetitive or uncomfortable.

Key takeaway: Quality, focus and habits drive progress more reliably than added volume.

Development or disengagement, knowing the difference

Not all stalled progress is developmental. Sometimes performance slows because engagement with training has dipped.

This does not mean a swimmer is failing, but behaviour still matters. Patterns of disengagement affect lane placement, progression decisions and readiness for selection, even when raw ability or talent is high.

Development often looks like

• Consistent attendance, even when results lag

• Genuine effort maintained through awkward phases

• Attempts to apply feedback, even when imperfect

• Frustration paired with continued engagement

Disengagement more often shows up as

• Repeated missed sessions without clear reason

• Persistent socialising or switching off during sets

• Ignoring instructions or opting out of effort

• Treating training as optional rather than a commitment

When these patterns appear consistently, the issue is no longer developmental. It is a sign that expectations, ownership or readiness need to be addressed with the swimmer and coach together.

If you are unsure which pattern you are seeing, speak to your child’s coach and ask for specific examples from training rather than trying to diagnose it alone.

Key takeaway: Behaviour patterns matter and they influence progression decisions.

What results show, and what they do not

Times and rankings show where a swimmer is at a particular moment. They reflect who raced, when they raced and which events were entered.

They do not predict long-term outcomes on their own. For this reason, development-focused programmes place greater value on skill quality, training behaviours and retention than on short-term results alone.

Key takeaway: Results are snapshots, not forecasts.

Supporting development without removing responsibility

Parents play a vital role in supporting swimmers through challenging phases. The aim is not to remove expectations, but to keep conversations constructive and proportionate.

Supportive conversations focus on effort, focus and habits rather than outcomes alone. When swimmers feel supported but still accountable for how they train and behave, development is far more likely to stay positive and sustainable.

Key takeaway:  Parents support development best by reinforcing standards without turning every session into a review.

How to Support Your Swimmer Day to Day (Optional)

Supporting development does not mean analysing every session. These prompts are optional tools parents can use occasionally to keep conversations constructive and focused on process rather than outcomes.

Helpful questions to ask sometimes

• What was one thing you were focusing on today?

• What did your coach ask you to pay attention to this week?

• What felt more controlled by the end of the session?

• What stayed consistent when you started to feel tired?

• What did you manage better than last time?

What progress often looks like in training Understanding instructions, using the pace clock independently, strong streamlining, effective underwater work, consistent skills off the wall, stable stroke count and holding technique when tired are all signs of development, even when times do not change.

A gentle note for parents

Progress in swimming is rarely a straight line. It is shaped by growth, coordination and consistency over time. Periods of recalibration are not setbacks but part of learning how to train through change. Calm, steady encouragement during these phases helps build resilience and trust in the process. When consistency is valued and effort stays strong, swimmers are far more likely to emerge confident, capable and still enjoying the sport.

Parents seeking further national guidance can also explore Swim England's guidance for swimmers and parents.

Curated by Spencer Turner - Head of Swimming, Basingstoke Bluefins Swimming Club