The purpose of this research was to discuss with beginning swimmers, who were studying in the fourth grade, with ten weeks of swimming training, each time 60 min. , twice a week and to compare beginning swimmers ability under various swimming teaching. There were 36 participants in this research that could be classified as following via random sampling: Team 1 (the general swimming teaching), Team 2 (the steady rhythm breathing of swimming teaching), and Team 3 (the mobile rhythm breathing of swimming teaching). Each team had 12 members. The index of swimming ability was to test the times of breathing while swimming distance as examination effectiveness. Data was collected in the prior and after test. one-way ANOVA was used to prove whether three were differences as a result of the three teaching methods, and Scheffé to compare the after-task result significant level α=.05. The result of the research was as followings: The mobile rhythm breathing of swimming teaching bore the most significant effectiveness for beginning swimmer's number of times of breathing and swimming distance, the second is the steady rhythm breathing of swimming teaching, and the least is the general swimming teaching. Therefore, it's better to use mobile rhythm breathing of swimming teaching so as to help beginning learners learn how to swim faster.