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To sign up for an upcoming session please text (270-268-9963) or email (angela.churchman@infantswim.com). A non refundable deposit is required to secure your time but it will be applied to your first week of lessons.

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FAQs
How do you teach them to hold their breath?
Breath holding skills are taught beginning with the first lesson. We shape breath control using highly effective positive reinforcement techniques. We continue to reinforce these breath-holding techniques throughout every lesson.
How do the kids react during the first few lessons?
Children often fuss during the first few lessons because they are in a new environment and around new people. As your child becomes more confident in his/her ability in the water, the fussing will decrease. It is not unlike the first time you tried a new exercise class or were asked to perform a task at work that you’d never done before: the first time you try a new task it is always challenging, until you get the hang of it. It is the same for your young child. Your child is learning to perform a skill that he/she’s never done before.
If more frequent but shorter lessons are better, then why don’t you teach 7 days/week?
Everyone needs a little break from learning to process the information and in this case to give muscles a chance to recover. In addition, you need to be able to spend time with your family, as does your instructor. Weekends are family time. Periodically, if weather or other issues have cause lessons to be canceled for numerous days, your instructor may choose to offer make-up lessons on a weekend. This is strictly up to the instructor and based on the availability of parents.
What other benefits does the ISR lesson experience provide students?
Every child is unique. However, many parents report that once their young children have mastered learning to swim, the resulting confidence in their abilities engenders a positive self-concept that is often demonstrated in other aspects of their personalities. There are also obvious health and other psychological gains.

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