“Even the strongest swimmers feel like sinking sometimes—what matters is learning how to float through the tough days.”
“Maybe I’m just not cut out for this.”
Theory: Attribution Theory (Weiner, 1986)
After a tough loss, a swimmer blames themselves completely. The coach helps them reframe the situation: “This isn’t about talent—maybe it was just pacing or nerves.” By changing how they explain their failures, swimmers learn to bounce back rather than give up.
Takeaway: How swimmers think about failure can either build resilience or destroy it.
“Why am I even doing this?”
Theory Applied: Self-Determination Theory (Deci & Ryan, 1985)
A swimmer questions their reason for swimming, feeling like they only do it for others. The coach and parents give the swimmer more autonomy—letting them help plan their training or choose their races. Feeling in control and connected with the team helps the swimmer reconnect with their intrinsic motivation.
Takeaway: Motivation lasts longer when swimmers feel ownership and purpose in what they do.
“I’m tired of always being second.”
Theory Applied: Goal Setting Theory (Locke & Latham, 1990)
A swimmer feels discouraged after consistently finishing behind a rival. Instead of focusing on outcomes they can’t control, the coach introduces process goals: improving stroke technique, turns, and pacing. By shifting focus to small, achievable improvements, the swimmer feels progress again—boosting confidence and motivation.
Takeaway: When motivation fades, break big goals into small, clear, and personal targets.
Feeling unmotivated doesn’t mean the journey is over—it just means it’s time to pause, reflect, and adjust. With the right mindset, guidance, and support, swimmers can learn to see setbacks as part of progress. After all, even the strongest athletes need to catch their breath before pushing forward.
Keep swimming even on the hard days. That’s when growth happens.
Philippine Killerwhale Swimming Association 