SENIOR INSTRUCTOR WORKBOOKRoyal Yachting Association > SENIOR INSTRUCTOR WORKBOOK > 05 Definitions • The Senior Instructor is the highest dinghy training award in terms of personal

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SENIOR INSTRUCTOR

WORKBOOK

The Senior Instructor’s role at RYA Training Centres

• This booklet contains explanations and exercises.

• The material should be read and the exercises completed as part of the assessment process.

• To complete the Senior Instructor award candidates will attend a minimum four-day practical course which will involve course management afloat. Please refer to G14/2003 for more information. Very experienced candidates may choose a two-day assessment arranged by the Regional Coach.

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Note to Senior Instructor Candidates Welcome to the Senior Instructor workbook. I hope that you will find it a useful introduction as you start on the path to becoming an RYA Senior Instructor. The workbook has in part been introduced to allow the course itself to be completed in a shorter period of time, making the award more accessible to a wider range of Instructors. It will also prepare you for the practical course, introducing you to the roles and responsibilities of the Senior Instructor at an RYA Training Centre.

The RYA relies on Senior Instructors for the safe and enjoyable delivery of the RYA Sailing Schemes through RYA Training Centres across the UK and overseas.

Please work through the exercises in the workbook, as although they will not be formally marked, they will form the basis of discussions and presentations throughout the course and will provide the best possible foundation to your goal of attaining Senior Instructor status.

I wish you all the best with the course.

David Ritchie, RYA National Sailing Coach

Note to Coach/Assessors In recent years the Senior Instructor training course has concentrated on fleet management afloat, without much formal requirements in matters traditionally dealt with by the Principal of an RYA Training Centre.

The new 4 day course is designed to minimize the time and expense involved in Senior Instructor training whilst including sufficient material to enable successful Senior Instructor candidates to take full responsibility for the running of an RYA Training Centre.

This shorebased pack is designed to be completed during the month before the course and should take about 8 hours for candidates to complete. The workbook includes information about RYA recognition and the organisation of a centre, how to carry out a risk assessment and how to manage a centre on a day-to-day basis.

You are encouraged to use the material as the basis for discussion, presentations and as a resource for candidates to take away. Whilst you may choose to examine candidates work and discuss it with them, it not suggested that the workbook be formally marked as part of the assessment process.

Ideally candidates should receive the workbook about 1 month before the training course starts. As always Senior Instructor training must only be organized with the explicit permission of the Regional Coach or the National Coach if the course it to take place overseas.

Very experienced Instructors or Club Racing Coaches may elect to try a two-day version of the SI training, and this process is only available through the Regional Coach.

I am particularly grateful to Phil Twining, who has put an enormous amount of time and effort into developing this pack. Phil and I are aware that the pack will benefit from your feedback and thoughts and particularly feedback from the candidates who have used it. Please do send in suggestions and comments to help us make this the best possible resource for Senior Instructor candidates.

David Ritchie, RYA National Sailing Coach

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Unlike the Principal, and to some extent the Chief Instructor, a Senior Instructor should always be at the

centre supervising activities afloat.

The Exercises (Highlighted on the index) should be completed before the course starts. Please tick off the record below as exercises are completed. The pre-course work must be completed before the course starts. Page Completed Page Completed Page Completed Page Completed

6 16 23 33 9 17 26 34

11 18 27 35 12 19 28 36 13 21 29 37 14 22 32

Name of candidate:

I confirm that the pre-course work has been completed.

Signed (Candidate): Date:

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SENIOR INSTRUCTOR

WORKBOOK Table of Contents

01 Cover Page

02 Notes 03 Illustration

04 Index

05 Definitions

06 Teaching the Scheme & EXERCISE

09 EXERCISE Roles and responsibilities

10 Using a powerboat & SI Responsibilities

11 EXERCISE Selecting sailing craft

12 EXERCISE Example 1



15 SI Planning Scenarios

16 EXERCISE Lesson Plan 1



19 EXERCISE Course Planning

20 Presentations

21 EXERCISE Presentations

22 Briefing / Debriefing & EXERCISE

23 EXERCISE Debriefing Students

24 Briefing and debriefing students & instructors

25 EXERCISE Briefing & Debriefing

27 EXERCISE Dealing with complaints

28 Catastrophe clinic & EXERCISE

29 EXERCISE Catastrophe clinic

30 Centre operating procedures

32 EXERCISE Risk assessment exercise

33 EXERCISE Operating Procedures

36 EXERCISE Event Specific Risks

37 EXERCISE Risks – ongoing, dynamic

38 5 Steps to Risk Assessment

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Royal Yachting Association > SENIOR INSTRUCTOR WORKBOOK > 05

Definitions

• The Senior Instructor is the highest dinghy training award in terms of personal competence and responsibility.

• The competence is a measure of ability to sail

well in a variety of dinghies, and to demonstrate the correct techniques relevant to each dinghy type.

• The dinghies should include single and two

handed craft, centre and aft mainsheet. • The dinghy instructor works alongside or under

the supervision of a Senior Instructor and although responsible for the people under instruction the ultimate responsibility lies with the SI.

• The SI delegates responsibility to the instructors

in the team but is always ready to step in, when and if the need arises, to establish control.

• The management of groups of clients, the

resources available, the conditions which effect safety in the sailing environment and the good practice of the instructors themselves are the responsibility of the sailing manager or SI.

• Since the authority to manage comes not only

from the SI's employer but also from the governing body, the RYA, then the SI has a responsibility to maintain the good name of both by observing the good practice guidelines of both organisations.

Dinghy / Multihull Sailing

Keelboat Sailing

Powerboating

A Senior Instructor should have a good general knowledge of dinghy sailing.

Instructors in charge of other disciplines may have greater expertise in that field. Windsurfing

Instructors-in-charge

Qualification at entry to the course

To be an S.I. at a Dinghy Training Centre

Dinghy Instructor + 1 years full-time teaching or two years part time teaching and training course

To be an S.I. at a Keelboat Training Centre

• A Senior Instructor with a day skipper practical certificate

• A Yachtmaster Instructor. • A dinghy/multihull instructor

with a two-day keelboat instructor conversion plus senior instructor training.

To be in charge of Power-boating at a Powerboat Training Centre

Powerboat Instructor

To be in charge of Windsurfing at a Windsurfing Training Centre

Windsurfing Instructor (Level 2)

A centre that provides teaching in all the disciplines will have the appropriately qualified Senior Instructor/Lead Instructor to oversee each of the specialist training areas

Roles of the Senior Instructor, Chief Instructor and Principal

Senior Instructor or Instructor in charge

Management of group teaching afloat. Type of group depends on qualifications.

Chief Instructor Oversees all training in one or more disciplines but delegates the on-water management of groups afloat to the appropriately qualified S.I.

Principal Overall in charge of the centre. Responsible to the R.Y.A. in ensuring that all groups afloat are lead by appropriately qualified staff. Activities afloat are delegated to the Chief Instructor who in turn writes and staffs the teaching programmes.

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Teaching the schemes

The RYA teaching methods have stood the test of time and are widely used throughout the world.

The Schemes and Teaching Methods are regularly updated to take account of developments in the sport and teaching methods.

The Senior Instructor has a responsibility to ensure that all instructors work to the same

scheme

The S.I. has a responsibility to ensure that the basic method of delivery

• Is clearly understood by all instructors • Is delivered accurately • Conforms to the technical definitions described

in G14/03 and other RYA Teaching Manuals. An Instructor may add… • Simple adaptations to suit a particular boat or

student physique • Creative exercises that add interest and

excitement to training practice. • Communication skills that help with the

delivery of technical information in an interesting and memorable way.

An Assistant Instructor may : • Work under the direct supervision of a Senior

Instructor in teaching sailing. • Be counted in the tuition ratios as a qualified

person* An unqualified helper may : • Work under the direct supervision of a SI • Not be counted as a qualified person in the

tuition ratios

As a Senior Instructor how will you ensure that everyone on your team knows THE METHOD and the order in which the various skills are taught?

When your centre is inspected for recognition the Inspector will expect to see instructors teaching to

the RYA Syllabi and guidelines

*See RYA Guidance Notes for Inspection of RYA Training Centres

EXERCISE

What issues would you like to see covered on your Senior Instructor course? Issues to be covered

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In a professional centre, there may be a Chief Instructor working with the Principal, who delegates to the

instructors in charge of each discipline. The Principal

In a large centre will manage: • Administration • Finance • Staff Recruitment • Building Maintenance • Purchasing • Domestic and Teaching Staff • Equipment repairs and replacement

At a Sailing Club these tasks will often be carried out by an elected committee

The Chief Instructor

In a large centre will manage: • Staffing of all disciplines • Co-ordination of all activities • Co-ordinate the work of the Senior Staff • Work, in consultation, on all programmes • Carry out risk assessments • Report to Principal on the work of the Centre • Monitor standards

Principal

Instructors Windsurfing

Instructors Sailing

Senior Instructor in charge

Sailing Instructor in charge Power Craft

Instructors Power Craft

Instructor in charge Windsurfing

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The Senior Instructor Lead Windsurf Instructor Lead Powercraft Instructor

At any centre will manage: • All activities afloat • Instructors’ programmes • Instructor Training and development • Assignment of Instructors to their daily tasks • Training Assistant Instructors

A Sailing Club may well appoint a Senior Instructor to fulfil all the roles (Principal, Chief Instructor, Senior Instructor) although the elected committee members will manage the running of the Club.

Instructor Skills

As an Instructor takes on the responsibilities of a Senior Instructor they may take responsibility for the following:

• Arranging safety cover. • Teaching the programme. • Evaluating student performance. • Coaching • Debriefing students • Theory talks ashore and afloat • Experience in the work place

• Meeting and briefing students • Preparing boats for sessions afloat • Recommending/issuing appropriate clothing

to students for session • Planning the teaching session to take into

account age, ability and fitness of students • Selecting the appropriate sailing area.

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EXERCISE Roles and Responsibilities

In each case record four of the areas for which each person is responsible. (The first is done for you).

1. Supervision of groups afloat

2.

3.

4.

Senior Instructor

5.

1. Briefing and supervising the Senior Instructors

2.

3.

4.

Chief Instructor

5.

1. Issuing RYA Certificates

2.

3.

4.

Principal

5.

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Using a Powerboat in a Teaching Environment

Qualifications Can I…? Yes/No

Provide safety cover for dinghies? Yes

Provide safety cover for windsurfers? No

Dinghy Instructor with Level 2 Powerboat Award

Provide safety cover for powerboats? No

Provide safety cover for dinghies? No

Provide safety cover for windsurfers? Yes

Windsurfing Instructor with Level 2 Powerboat Award

Provide safety cover for powerboats? No

Provide safety cover for dinghies? No

Provide safety cover for windsurfers? No

Powerboat Instructor with Level 2 Powerboat Award

Provide safety cover for powerboats? Yes

To provide cover for all situations at a multi activity sailing centre the Instructor must hold a Safety Boat

award.

All Senior Instructors hold this award. (Pre entry requirement)

BUT

Senior Instructors/Principals can “in house” train instructors to use a safety boat in all the disciplines

offered at that centre

The training should be by a qualified Instructor. The instruction should be logged and the recipient

should sign the log to confirm that the training has taken place.

Ideally all instructors should work towards gaining their Safety Boat award although it is recognised that all centres may not have the range of equipment required to deliver such training

Senior Instructor Responsibilities As a Senior Instructor/Lead Instructor it is your responsibility, when setting up a course, to:-

• Check the number of students in each teaching group.

• Ascertain the age and experience of the students

• Decide on the programme that they are to follow

• Consider the group and the planned session and choose the appropriately qualified/experienced instructor to lead that group.

• Make sure that the Instructor assigned to the group has all the necessary information (names, age, medical problems)

• Discuss (briefly) the aims of the session with the instructor and review his lesson plan..

• Offer suggestions where they are appropriate but allow the instructor as much freedom in planning and carrying out the lesson as good practice will allow.

• Check with your instructor his equipment list – dinghies, powerboat. Buoys etc.

• Consider assigning an assistant instructor if you think this necessary.

• Discuss the sailing area to be used bearing in mind the needs of other groups afloat.

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EXERCISE Sailing Craft

Your centre seeks to instruct a wide variety of clients from beginners to advanced. You may also have to accommodate young people and children. List the types of craft that you would prefer to use. The idea will be to equip your centre to teach as broad a range of people and courses as possible.

Sailing Craft Particular use

1

2

3

4

5

6

7

8

Exercise in Session Planning

In the following exercises, assume you are the SI at a centre. The centre owns; Optimists (12) RS 200 (4) Laser 2000 (6)

Toppers (12) RS Feva (4) Safety Boats various

Laser Picos (12) Laser Stratos (6), (Asymmetric) RS 400 (6)

Wayfarers (3), (conventional spinnakers)

Lasers (12), Radial and 4.5 rigs available)

29’ers (3)

They could go into the smallest boats, the Optimists, but with no wind what would you have them do?

Is it possible to devise an activity that is part of the Young Sailor’s scheme?

There may not be a single way of providing an activity for this group of children so simply think up the best activity that can be realistically delivered.

In a real situation you would just have to do the best that you can. In the boxes only write sufficient information to make the aims of the session and the important issues involved clear.

Over the page are three planning exercises for you to complete.

Example 1 is quite difficult because the children are young and will, no doubt, be full of energy so they will be looking to you to provide an exciting day. Unfortunately there is no wind!

Before you choose the boats you will have to consider what activity is possible and worthwhile.

The children could, of course, drift around in big boats but there would be little for them to do and the instructor would have to keep them entertained. How would he or she do that?

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EXERCISE Example 1

The instructor has to consider the following criteria: Imagine that he is not sure what to do. Complete the table in a way that you feel is appropriate.

6 children, Day 1 of a Start Sailing – Stage 1 course. Staff: 1 Instructor plus an Assistant Instructor.

It is summer, sunny and calm.

6 children Age range: 9 to 11 years old.

You have a range of boats – which will you choose and why?

Dinghies chosen because….

Stage 1 of a young sailor’s course is very much a ‘first time’ sail. Your aim will be to get them all sailing.

How will you organize their first session afloat?

You have an Assistant Instructor

How will he help you?

The weather is hot and sunny with very little wind.

How will the conditions affect your session? How can you use the conditions to your advantage?

Safety on and off the water.

What are the safety issues? How will you keep everyone safe?

General points that may need to be mentioned by the SI

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Example 2

6 children, Day 1 of a Start Sailing – Stage 1 course. Staff: 1 Instructor plus an Assistant Instructor.

It is autumn, wet and squally, SW4 to 5

6 children Age range: 14 to 16 years old.



Stage 1 of a young sailor’s course is very much a ‘first time’ sail. Your aim will be to get them all sailing.

How will you organize their first session afloat?

You have an Assistant Instructor

How will he help you?

The weather is wet and squally. Wind blowing 4 to 5. It is early autumn and the water temperature is around 12°C.





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Example 3

2 families, 3 Instructors. They want to sail together if possible. They are thinking about buying a Wayfarer to go cruising. Easter, SW4.

Family 1: Parents 32-34 years, children 6 and 8. Family 2: Parents 48-49, children 14 and 15.

This is quite a difficult grouping. How can the difficulties be resolved?



There are many alternatives which may call for negotiation with the families…

How will you organize their sessions afloat?

The lead instructor has two other instructors in the team.

How will they help you?

Easter (may be quite cold). Wind SW 4.





Senior Instructor Session Planning Exercises

In the following scenarios the groups are too large to be handled by Instructors and will need to be led by a Senior Instructor (you!). Using a similar format sketch out the way each session will be run. Choose 3 only.

In some of these scenarios, you might encounter problems, for example, with safety cover. You know that the centre is busy and operating to its limit. There may be situations you haven't met before, try for the best plan. Remember, if there is a situation you haven't met then your Instructors probably haven't met it either.

Unless specified you may choose single or double-handed dinghies to suit the clients and the conditions.

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Scenarios No of students Session required No of

instructors Weather

30 children Day 3 of Stage 1 including day sail and picnic

6 instructors plus you

Summer, fair, E 2 to 3

27 children Day 2 of Stage 3 5 instructors plus you

Summer, fine and calm

17 children School group on second afternoon session during summer term


Rain, WSW 7

21 children Various abilities from stages1 to 3 - don't know how many of each. Day 1 of a 5 day residential course


Summer, fine, SW 2

15 children 5 beginners, 2 hold Stage 1, 7 hold Stage 2, 1 holds Stage 3


Spring, fair, NNW 3 to 4

12 Teenagers (16-18 years)

Preparation for Instructor Course pre-entry assessment


Summer, cloudy, showers, WSW 2 to 6

6 12 to 14 year olds. Very competent sailors

Racing in asymmetric dinghies You plus and assistant instructor

Spring, dry but cloudy 3-4

18 Public School children (14 to 15 years)

At Level 3 standard 2 instructors plus you

W inter, sunny, W 5 to 6

14 children

Day 1 of Stage 1 2 instructors plus you

Autumn, wet and squally, SW 4 to 5

12 Secondary School children (mixed) 14 -16

School visit. Children to be encouraged to work together.

You plus 3 instructors

Spring warm and sunny but wind increasing to strong by early evening.

30 adults Day 3 of Stage 1 including day sail and picnic


Summer, fair, E 2 to 3. High water at 1300 (Springs)

12 adults Day 2 of Seamanship 5 instructors plus you

Summer, fine and calm. Sea breeze expected at 1400

9 adults Day 3 of Level 2. 3 clients do not want to do any exercises afloat as they don't want Level 2 - they want to sail to a nice pub for lunch. 4 clients want Level 2 so they can hire a boat. 3 are indifferent so long as they sail


Summer, SW 3

6 physically challenged but mobile teenagers with 4 helpers

Any activity afloat that can be safely arranged. Helpers will remain if required but have no sailing skills.


Summer, rain expected, E 4

8 club Laser sailors. Wish coaching to improve racing. Some have brought own boats ‘to be tuned’.

Racing Instructor and two instructors

Summer, dull wind gusting 4 to 5

6 dinghy instructor candidates.

Wish to be prepared for instructor pre-entry test. (weekend course)

You plus 1 instructor.

Light airs, early mist but clearing. South. 1-2

3 Coach Assessor candidates need skills and knowledge of asymmetric.

Racing instructor. You but only part-time (Weekend course)

Summer, rain expected, E 4

14 Dinghy Instructors (various centres). Spinnaker training.

Need sufficient skills to be able to deliver spinnaker module of the scheme.

3 instructors Sunny. Steady wind 3 to 4.

6 in-house instructors

Training instructors to run high level Optimist courses for local squad.

You (1 day) Mild, blowing 4 - 5

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EXERCISE Lesson Plan 1 Teaching Group

Weather Conditions

Aims of the session

Equipment List

Ideal Sailing Area

How will you deploy your instructors?

Special circumstances that have to be considered

Describe briefly how the session will be run

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Lesson Plan 2 Teaching Group

Weather Conditions

Aims of the session

Equipment List

Ideal Sailing Area




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Lesson Plan 3 Teaching Group

Weather Conditions

Aims of the session

Equipment List

Ideal Sailing Area




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EXERCISE Course Planning and Content The syllabus for all dinghy courses is outlined in G4. Write out a programme for a Start Sailing Level 1 course. Day am am Lunch pm pm 1

2

Write out a programme for a Basic Skills Level 2 course. Day am am Lunch pm pm 1

2

Write out a programme for a Seamanship course Day am am Lunch pm pm 1

2

Write out a programme for an Asymmetric Introductory course Day am am Lunch pm pm 1

2

Write out a programme for a Racing course Day am am Lunch pm pm 1

2

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Presentations

During instructor training you will have been required to give a talk, presentation or whatever as part of your assessment. As an SI you will have to monitor talks given to clients by your instructors and give advice and help to those who may be having difficulty. For this course you will not normally have to give a lecture as such but you will be required to offer a framework of use to your staff when putting a presentation together. As an exercise explain how you would put together a talk, what points you would select and the kind of visual presentation that might be possible.

Here is an example:

Introduction

(tell them what you are going to tell them)

Core

(Tell them)

Summary

(Tell them what you have told them)

2. Main points to be covered

(paragraph headings)

3. Detailed points to cover

4. Visual aids 5. Main points covered

(summary)

Cause Gravitational effects

Moon, sun, earth diagram

Springs and neaps

Phases of the moon

Moon, sun, earth diagram

High and low water

12ths rule Harbour wall and sea bed with twelth markings

Tide Tables Explanation of tide tables

Handouts from almanac

1. Topic

TIDES

Effects (launching and recovery)

Choosing the time and place

As column 2

Choose a topic from the below list to use for your training example, and summarize the points in the table. Launching from a windward shore. Lee shore landings. Launching from a lee shore. Wind and tide together Mooring alongside. Anchoring. Reefing a single-hander Towing Sail setting Centreboard. Spinnaker handling. Spinnaker gybing. Weather information. Tide Buoyage Charts Sailing without a rudder. Transits

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EXERCISE Presentations

Introduction

(tell them what you are going to tell them)

Core

(Tell them)

Summary

(Tell them what you have told them)

2. Main points to be covered

(paragraph headings)

3. Detailed points to cover

4. Visual aids 5. Main points covered

(summary)

1. Topic

As column 2

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Briefing and Debriefing

Briefing Students Before any exercise is carried out students should be clearly briefed. To avoid students having to remember a great deal of detailed information briefings can be divided into two parts.

General Procedures apply to all activities. For example “Everyone on the waterfront or afloat must wear a buoyancy aid.” This briefing may need to be ‘topped up’ with reminders no and again. Specific Procedures: These procedures or ‘rules’ will apply to the particular activity about to be carried out. (Add to the list if you think it useful.)

General Procedures

A general briefing would include things to be done that are common to all activities afloat. Included could be:

• Clothing and buoyancy aid checks. • Launching and recovering trailers – where

they are safely left. • When to go on the water. • Signals. • Check – do they understand? • Etc

Procedures specific to an exercise

• Aims of the session • How these aims are to be achieved (exercise) • Skills (demonstrated) to be practiced • Sailing area • Dinghy rigged for exercise (e.g. anchors if not

standard, MOB etc) • Signals specific to exercise • Check – do they understand?

Should things go wrong (changes in the weather, mishap, or the students, for some reason, are not making progress) the session should be stopped and the students set a new task with more achievable aims. This would require carefully re-briefing the student.

EXERCISE The people we teach Write paragraph headings for the first client briefing. What should be covered?

Debriefing Students

Much of student debriefing will go hand in hand with continuous coaching but it is also important to debrief all the students after the exercise has been completed. Debriefs should always be positive.

Confirm success no matter how slight then offer advice on how to build on that success. Avoid “BUT” e.g. “You are sailing well but if you sat further forward when going to windward you would sail faster”. “You are sailing well. Try sitting further forward when going to windward. This may help you to sail faster when going upwind”.

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Look at the alternatives below:

Difficulty experienced by student

Problem Possible instructor input

Alternative

Difficulties when tacking

Sitting too far aft “You won’t get it right unless you sit where I told you!”

“You are almost there, good. Try sitting further forward; that should make it easier to change hands.”

Slow boat speed Over sheeting “Your sail is in too tight, let it out.”

“Fine, you are going well. Try easing and sheeting in the sail to see the effect on boat speed.”

Difficulties when gybing

Gybing reach to reach and losing control.

“Don’t let go of the tiller and straighten up as soon as the sail starts to come across.”

“ Reach to reach is quite difficult. Start on a training run so that you have time to settle down. Give it another try and take your time.”

Final Debrief (group ashore)

“You all did well, good. Now get the boats put away and get changed.”

“Well done everyone!

Tom, your tacking is really coming on, try changing hands sooner to see if that helps.

Mary, you really are sailing well to windward. If you are over powered pull up the daggerboard a little way to see if that makes it easier to balance your Topper.

Alex, your gybes are really coming on, great. Try sheeting in a little more before the turn and see if that makes your gybes even smoother.”

EXERCISE Debriefing Students

Try some of these – reason for problem, and positive ways of bringing the problems to the students’ attention.

Not sailing close enough to the wind

Not using the jib as an indicator.

Mainsail jammed in the track during sail drop for lee-shore landing.

Halliards not stowed carefully and not checked before drop.

Over steering when tacking

Pushing hard away and not using boat balance.

Child in Optimist continually head-to-wind

Individual feedback is important.

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Briefing and Debriefing Students

The Senior Instructor is the technical expert at any centre and he/she has a responsibility to ensure that all the teaching sessions are delivered to the highest possible standard. It has to be remembered that a Dinghy Instructor is only qualified to teach "...under the supervision of an RYA Senior Instructor".

The duties of the S.I. will be: • to monitor the performance of instructors • to train and retrain instructors as necessary • to support and assist the instructor to maintain

and develop his/her skills • to lead large groups afloat where more than one

instructor is needed. (e.g. several groups on a day-sail.)

Briefing and debriefing your Instructors

In some ways this is more difficult. A student accepts that when he comes on a course he will need to be taught (told) what to do by his instructor. He will expect some difficulties when learning something new.

The Instructor can properly regard himself as competent and may find criticism a bit hard to take!

However the same general principal remains – when debriefing anyone start by establishing the acceptable level of skill and then help the Instructor take on board ways of improving his or her performance.

This is best done by having the instructor review his own performance

Part of your responsibility is to assign tasks to the appropriate instructor (he or she who is qualified and experienced enough to run the session).

How you do this is quite important

“Right Sally. Today you have three beginners. Meet them in reception at nine o’clock and talk through the day and invite them to ask questions. You have their names, ages and other relevant details. Start with rigging the Wayfarer (No.3) and make sure that you put in a single reef. You can then proceed to Launching. Don’t spend too much time…”

OR

“Sally you have a beginners’ group later this morning. Here are their details. When you have had a chat with your students and decided on your programme let me know which dinghies you are using. I’ll arrange safety cover if you are in double-handers. Give me a quick outline of your programme before you go afloat. Any problems? O.K. I’ll leave you to it.”

Even if you were the lead instructor afloat, directly involved in the teaching you would encourage input at the planning stage from the instructors who you would be working with. You may not always accept their ideas on how the session should run but you would want to listen to what they had

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EXERCISE Briefing and Debriefing The following exercise describes a teaching session, ashore and afloat, that was observed by the Senior Instructor. Please read through the exercise and assess from the evidence the performance of the instructor. Please do this in the following way:

1. Use a highlighter pen and score through all the points described in the session you are reviewing that you consider good practice

2. Use a highlighter of a different colour to score through situations that you feel are not good or that you are uncertain about.

3. Compile a few statements that summarise the best of the session so that the best is positively acknowledged.

4. For each of the elements that you are unhappy about devise short questions that help your instructor review his or her own performance. For example imagine that an instructor gave a poor briefing which lead to confusion on the water.

You might ask:

• Did your students have any problems when they first went afloat? • Why do you thing that they were confused? • Is there anything that you could have done to make sure that they really did understand the set task? • Is there anything that you could have done to make sure that they really did understand the set task? • If you were running that session again is there anything that you would do differently?

The skill in debriefing is to avoid any kind of confrontation where the instructor feels that he is being attacked and needs to defend himself. You realise how difficult it can be to get everything right and we all make mistakes.

• The aim of the debrief should be to get your instructor to question his own performance and make a mental note not to make the same mistakes again.

• The aim is also to improve his or her performance whilst maintaining his confidence and self esteem • An instructor should see the occasional debriefs as a valuable help in becoming a better instructor.

Session Plan Guests 9 Adults (mixed) Water temp. 12°C

Activity Seamanship Skills Conditions Dull, drizzle. Fresh, cold Northerly wind.

Craft selected

4 Wayfarers Aims 1. To teach Seamanship Skills as defined in G4 syllabus 2. To practice the skills on a short day-trip

Two experienced instructors were given this particular task with a 5 metre RIB as support boat. The instructors were pleased to have a group of students who could sail independently and who they could teach more advanced skills and manoeuvres.

Everyone was enthusiastic and after the briefest of introductions they were kitted out for the day, assigned a dinghy and instructed to rig-up and be ready to launch. In the meantime the instructors would get changed and launch the RIB.

When the instructors returned three of the Wayfarers were waiting in the shallow water but the fourth had misunderstood the instruction and had sailed away from the beach. One instructor went off in the RIB to keep an eye on the dinghy while the second instructor briefed the remaining students.

The task was a bit complicated involving reefing afloat, picking up man overboard, coming alongside, and anchoring.

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List the comments that you would make that acknowledge good practice.

List questions that you would ask as a result of the errors that you may have witnessed.

The instructor explained to each crew in turn the order of the exercises and the various parts of the sailing area, which were to be used. There was quite a lot of noise from the flapping sails but everyone nodded enthusiastically to indicate that they understood what would be happening and were obviously very keen to get going. The RIB picked up the instructor on the beach and the students were told to start the exercises.

As the dinghies sailed away the lead instructor began to have doubts about the groups abilities. With a fairly fresh breeze and cold conditions one or two of the students seemed less than happy. Dinghies were not being sailed flat and the first exercise, picking up a mooring, was to windward of the launch site and it was obvious that some of the crews were not going to be able to get there.

The instructors decided to cancel that part of the exercise and get all the boats to put in a reef so that the dinghies would be easier to manage. They were beginning to wonder whether their students had ever sailed before!

As they watched from the coaching boat the group drifted further and further down wind and it occurred to the team that some would have to be

towed back to the sailing area.

It seemed strange to the instructors that students who were ready for a level 3 course should be such poor sailors.

Finally a decision was made to place one instructor in the Wayfarer nearest the sailing area to sail the boat upwind. In the meantime the second instructor set off downwind to take the furthest Wayfarer in tow. This still left a couple of dinghies in trouble so you (the Senior Instructor) dispatched a second safety boat with a crew of two to help bring everyone back.

The session was exciting and presented the students with quite a steep learning curve. They were a little dampened by their experience but still enthusiastic to continue. Your instructors then helped everyone reef ashore; they also had them change their Genoas for small jibs. It was decided that everyone would go for an early lunch and then start the exercises again. The instructors would look again at the day trip idea later in the week. As Senior Instructor you decided to debrief the instructors and look at the session plan intended for the afternoon.

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EXERCISE Dealing with complaints

What will you do, and how? (just headings of the issues that need discussing and what you would hope to achieve)

What outcome would you hope for?

Here are a couple of situations that have occurred at a Training Centre.

How would you deal with the problems that have arisen?

The Instructor

You are a young instructor who sails brilliantly! You have an excellent knowledge of all sailing matters both practical and theoretical. You feel instinctively that you are admired by all your students, particularly those of the opposite sex. And you are also aware that some of your fellow instructors are jealous of your wide and considerable skills. You put up with your Senior instructor although you think that he’s past it. You have amused students with your clever jokes that often have been at the expense of your S.I. He wants to see you, probably to confirm your importance and superiority and you are quite looking forward to the interview. You have even prepared a few ideas and intend pointing out some of your Sl's more obvious errors.

The Senior Instructor You are a senior instructor who has working for you the most conceited young instructor that you have ever met! The trouble is that he really is an excellent sailor and sails flawlessly. He also has the knack of gaining great popularity among the students who you suspect think that he should take charge. A few of the more mature clients are less impressed and the other instructors are suffering a great loss of confidence in their own abilities. Talk to the young person and sort things out.

Outline, in note form, how the above problem can best be solved.

You could: • confirm your instructor’s high opinion of

himself • Explain that his attitude makes it necessary

for him to leave the centre • Find a compromise that encourages the best

of his talents but kerbs the less desirable

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Catastrophe Clinic

Because we work in a very uncertain environment there is always the possibility that something will go wrong. We try our best at the planning stage to take into account

• What is happening (tide, wind, water and air temperature, other users etc?)

• What could happen (changes in the conditions, fatigue, etc?)

But often the best laid plans…e.g.

Session Instructor and 6 adult students (Club sailors)

Aims To improve their sailing in Laser Dinghies

Sea state Wind against tide – wind constant but tide rising

Weather Cold. Wind 4-5 gusting, cross shore, but sunny

Rigging options Laser Full Rig, Radial or 4.7 Briefing:

• Conditions explained. Need to sail across tide to sheltered bay where the tide would be less strong and the water less lumpy.

• Offered the choice “Sail across or be towed?” • Offered choice of rigs; all claimed to be

sufficiently experienced to manage the full rigs. • When setting off turn onto a run close to shore

and run against tide. Gather up tide before attempting to cross.

What happened:

• Everyone set off on a beam reach but by the time that they had settled down they had gone well into the tide.

• Several capsized in the waves trying to bear away.

• Capsized dinghies taken down-tide and up wind.

• The students in the boats that were still upright could not bear away and continued to sail on a beam reach, effectively sailing down tide and up wind.

• Dead running through the waves proved far too difficult for the group to manage.

• Numerous capsizes – performance deteriorated because of frustration, tiredness and lack of confidence in the conditions.

• Dinghies spread over a wide area. • Complete loss of group control by the instructor

who was unable to right all the boats. Students could not remain upright even after righting.

• Two boats drifting towards drilling platform; if they became entangled there would be serious risk of a fatality.

Instructor response:

• Considered towing each boat ashore but decided that this option would take too long and also restrict the safety boat responding to further emergencies.

• Direct the students who remained upright to reach ashore and wait in the shallow water to be towed back to the centre. Some managed but most found reaching across the waves too difficult (end of boom catching and causing capsizes).

• Release mainsheets and allow boom to swing forward of the mast. (Flagging).

• Work slowly down wind and against the tide by steering at a shallow angle towards the shore.

• Once close in shore working against the tide, no waves, became easier.

• All returned to the centre safely. • Instructor close to nervous breakdown after all

the anxiety.

BUT mistakes were made on shore after which there

was a cascade effect Errors that seem small at the start can be the beginning of much worse to follow. What errors were made that caused this session to go so seriously wrong?

Errors

1

2

3

4

5

6

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EXERCISE Catastrophe Clinic Write a short description of a catastrophe that you have witnessed or have been involved with. What happened? (describe briefly)

How was the situation resolved?

What was the outcome?

What mistakes were made?

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Centre Operating Procedures

The working practices of your teaching centre (How things are done)

The Operating Procedures set out, in some detail, the agreed policy for carrying out the work of the centre.

These procedures will cover:

• Administration – keeping records – insurance – bookings – certificate management – purchase of coaching books and certificates – finance etc.

• Policy statement regarding the training and awards to be offered. RYA, BCU, etc.

• The safe layout and maintenance of the working areas.

• Safe storage of petrol, oil and other chemicals (paint, resins etc) used at the centre.

• Maintenance of all the equipment used. This will include keeping a maintenance log for all the equipment.

• Safe use of Dinghies, powerboats, boards and other teaching equipment.

• Supply and maintenance of suitable clothing for all activities including buoyancy aids and life-jackets where appropriate.

• Course delivery. • Safety issues ashore and afloat. • Site management – avoiding the hazards. • Movement by students and staff around the

centre – restricted areas. • Activity areas ashore and afloat. It may be that some of the issues are easily addressed e.g. Windsurfing courses will be run to the syllabi of the Royal Yachting Association. Much of the administration systems will be set up by the Centre Manager, Principal or, in the case of a sailing club, the general committee. The practical delivery of courses will be set up in consultation with the ‘Technical Expert’ from each of the coaching departments:

Dinghies Senior Instructor

Windsurfing Level 2 (or above) Windsurfing Instructor

Powerboats Powerboat Instructor/ Advanced Instructor

Carrying out a Risk Assessment There are three levels of risk assessment:

Generic Event specific Ongoing or dynamic

Generic

These are already established assessments for common good practice, which are likely to be applied to the activity wherever and when ever it takes place. These may take the form of NGB guidance or an establishment’s own operating procedures.

If procedures are to be effective and SAFE then any risks involved will have to be assessed.

Activity Possible risks involved

Launching and recover

Accidents as a result of: • Lifting (the way in which

boats are stored) • Use of launching trolleys • Beach obstructions • Condition of slipways • Other users

The list could be extended depending on the local circumstances.

When a risk has been identified an assessment has to be made on

• How likely is it that an accident will occur? • Should an accident happen how severe is it

likely to be? Risk Significant

Risk Control

Tripping over launching trolleys left on the slipway

From painful knocks to more serious injuries by tripping and falling

All trolleys will be returned to the dinghy park after launching. Trolleys must not be left on the slipway or surrounding area.

The method of controlling the risk then becomes part of the centre’s operating procedures.

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Here is an aerial view of a large centre (The National Watersports Centre, Plas Menai).

The areas to which students and instructors have access are numbered. The site is ‘controlled’ which means that should any part of the structure and layout prove hazardous then the owners/managers can make changes to alleviate the risks.

Plas Menai, Welsh National Watersports Centre. Diagram by kind permission of the Manager Key to Areas numbered on the map. 1 Grassed area used for lunch break,

windsurfing simulator, single-handed dinghy shore drills etc.

13 Stratos dinghies parked nose to wall and tied down

2 Winch house. Only used to draw yachts and keelboats up the slipway

14 Longboards (various) stored on metal racks 4 boards high.

3 Steel locker for petrol storage

15 Windsurf sails rigging area

4 Wide slipway (concrete) with steps down to beach

16 Storage for personal watercraft

5 Beach made up from fine particles, sand and stones

17 Windsurfing sail store inside building through double doors.

6 Steps down to the beach 18 Canoe storage and picnic area 7 Lasers stored in racks 3 boats high 19 Two-man dinghies – nose to wall and tied down. 8 Optimist dinghies stood on their transoms

and secured by straps 20 Pico dinghies stored nose to wall and tied down.

Storage area slopes towards the slipway 9 Asymmetric dinghies. Access to the water

front is down sloping pathway. 21 Toppers on racks

10 Large, immoveable rocks on beach

22 Multihulls stored nose to wall and tied down

11 Beach covered as tide rises. Small stones, rocks and seaweed. Running mooring lines.

23 Powerboats (RIBS) on road trailers with winches.

12 Car Park

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EXERCISE Risk Assessment

Look at the layout of the centre on the previous page and risk assess four of the areas. (The first is an example)

Area No.

Description (i.e. Slipway etc)

Possible hazards

Risk Factor HIGH MEDIUM LOW

Control Measures. These measures will become part of the Centre’s Operating Procedures

Cuts to bare feet (windsurfers)

Medium

Advise of danger and recommend WS shoes. Instructor to check launch area for obvious sharp debris. Beginners must wear footwear

5

Carrying boards and rigs, tripping

Medium Advise caution. Boards to be carried in pairs, or singly, by two people. (Tolerable risk)

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From a risk assessment the Centre’s Operating Procedures Document is written. Everyone working at the centre should have read the document. The Senior Instructor may need to familiarise Instructors with the procedures and clarify anything that is not understood.

The Senior Instructor will monitor the working procedures and may recommend changes that are necessary as they come to light.

From your own experience complete the following Risk Assessment Document

Local Operating Procedures

It will be the responsibility of the Owner/Principal or Chief Instructor to produce a procedures manual. The Senior Instructor will, however, be expected to write or give advice about the section that covers the area of his expertise. (Sailing, Windsurfing and Power-boating). The first is an example. Areas of Operation to consider

Procedures to be followed Clothing

Ensure that students are wearing clothes that are suitable for the activity. Double Handed Dinghies and Powerboats (Not likely to capsize or warm conditions) Warm clothing and Waterproofs. Single- handers and Windsurfers Wetsuits, Steamers, Drysuits depending on conditions.

Shoes

All participants afloat will wear light shoes (trainers) or appropriate sailing shoes.

Keeping students safe while on centre premises

Buoyancy

Everyone will wear a buoyancy aid or Lifejacket when afloat. For advanced windsurfing an appropriate harness will suffice. Self-inflating life jackets may only be used by powerboat crews.

Supervision when sailing and when not sailing

Special factors governing the care of children

Helmets

Dinghies

1

Moving objects (lifting, shoving, rolling) Refer to G14/2003 Page 42

Sailboards

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Areas of Operation to consider

Procedures to be followed Powerboats

Buoys

1 Moving objects (cont.)

Launching and Recovery Procedures

Ratios

On water supervision

Sailing areas

Other water users

Instructor Qualifications

Limitation of Assistant Instructor responsibilities

Preparation of Lesson Plans

2 Teaching

Issuing Logbooks and Certificates

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Areas of Operation to consider

Procedures to be followed Qualifications, including first aid.

Police Checks

3 Staff Checks

Changing room procedures

4 Briefings Knowledge of the centre and its safety equipment

Procedures for dealing with a serious accident.

Location of First Aid Kits

5 Accidents

Client details including medical information

On-going training in centre procedures

6. Staff Training

Further qualifications

Storage of petrol, oil, paint and other chemicals

7. No-go areas

Access to machinery. (Power and hand tools, mowers etc.)

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For example: Conditions Special Instructions (example)

High winds Single handers must reef

Risk of lightning and thunder Fleet too exposed, defer day-trip to later in the week.

Strong Tide Tow to suitable teaching area

Cold northerly wind Children’s groups to have regular breaks ashore

Cold conditions Instructors to carry flasks in safety/coaching boats

Think of four other situations that would cause the Senior Instructor to give special instructions to his instructors, probably at the morning briefing.

Conditions Special Instructions

Event specific Risk Assessments could cover items such as:

Group Behaviour, medical, management when off water etc Site Any current or unusual factors i.e. very low/high tide, very slippery access. Power lines,

workman on site. Water temperature and quality Weather Wind, temperature, lightening, sun. Others Public, other site users or water users.

The key aspect of these is that these are specific to that time and set of circumstances and are communicated to all who need to know. Hence they form the basis of staff and participates briefings.

Event Specific Once a group goes afloat they move into an area that is not controlled by the centre and an assessment has to be made according to the conditions: • Time of year. • State of the tide – rising/falling. • Wind speed and direction.

• Air and water temperature. • Variables such as shipping and other traffic. • Competence of the students. These will be unique to each occasion. The Chief or Senior Instructor will give out specific instructions at the time. These should form the basis of the morning briefing.

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Examples:

Normal activity Changes in conditions SI Intervention

Group sailing across a tidal river in high-performance dinghies

Senior Instructor spots large ship entering the channel and judges that if any of the dinghies are delayed (e.g. capsize) there could be a collision.

Senior Instructor radios instructor to turn dinghies back before they are in the channel. The S.I. will advise when it is safe to cross.

Topper session – novices sailing down wind.

S.I. notices that several dinghies are sailing by the lee in gusty conditions.

Advises instructor to set leeward mark to ensure downwind sailing is on a training run.

Exercise

Please complete the following:

Normal activity Changes in conditions SI Intervention

Children in Toppers, early October

Children failing to respond to instructor – seem disinterested.

Small children sailing Optimists (Stage One)

Many collisions

Ongoing or dynamic

These involve the professional judgement to respond to changing circumstances. These could be due to changes in weather, individuals getting tired or cold etc. These ongoing decisions will ultimately determine the safety of the group. Here the Senior Instructor’s role is particularly important since it is his or her responsibility to

supervise all instruction afloat. A newly qualified or inexperienced instructor may be unaware of the changing conditions that may affect his session, his ability to cope or, in extreme conditions, the safety of the group. The Senior Instructor must be ready to respond to the changing conditions that may have gone unobserved by an instructor.

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5 Steps to Risk Assessment

The following is based on HSE guidelines adapted for RYA Training Centres

4. This leaflet is intended to help Principals of RYA Recognised Teaching Establishments to assess risks in their schools.

5. An assessment of risk is nothing more than a careful examination of what, in your school, could cause harm to people, so that you can weigh up whether you have taken enough precautions or should do more to prevent harm. The aim is to make sure that no one gets hurt or becomes ill. Accidents and ill health can ruin lives, and affect your business too if output is lost, equipment is damaged, insurance costs increase, or you have to go to court.

6. Don’t be put off by some of the words used in this guide. • Hazard means anything that can cause harm

(e.g. weather conditions, safety boat propellers etc)

• Risk is the chance, great or small, that someone will be harmed by the hazard

7. The important things you need to decide are whether a hazard is significant, and whether you have it covered by satisfactory precautions so that the risk is small. You need to check this when you assess the risks. For instance, electricity can kill but the risk of it doing so in an office environment is remote, provided that live components are insulated and metal casings properly earthed.

How to assess the risks in the school

8. Don’t be overcomplicated. In most schools the hazards will be obvious to an experienced sailor. Checking them is common sense, but necessary. You will already have assessed some of them - for example, you know that the most obvious hazard to students is drowning, so you will have worked outs policy on the use of safety harnesses, lifejackets or buoyancy aids and safety host cover. If so, you can consider them ‘checked’, and write that down if you are making a written assessment. For other hazards, you probably already know whether you have equipment that could cause harm, or if there is an awkward slipway or pontoon where someone could be hurt. If so, check that you have taken what reasonable precautions you can to avoid injury.

9. If you are a small school and you are confident you understand all aspects of it, you can do the assessment yourself.

If you are a larger school, you could ask a responsible employee, safety representative or safety officer to help you. If you are not confident, get help from a competent source (see paragraph 19). But remember - you are responsible far seeing it is adequately done.

Step 1: Look at the hazards 1. If you are doing the assessment yourself, walk

around the school, sail around your sailing area and look afresh at what could reasonably be expected to cause harm. Ignore the trivial and concentrate only on significant hazards which could result in serious harm or affect several people. Ask your Instructors and staff what they think. They may have noticed things which are not immediately obvious. Manufacturers’ instructions or datasheets can also help you spot hazards and put risks in their true perspective. So can accident and ill-health records.

Step 2: Decide who might be harmed, and how

2. Those most obviously at risk are your students but do not forget Instructors and staff. Include members of the public, or people who share your sailing area, if there is a chance they could be hurt by your activities.

Step 3: Evaluate the risks arising from the hazards and decide whether existing precautions are adequate or more should be done

3. Even after all precautions have been taken, usually some risk remains. What you have to decide for each significant hazard Is whether this remaining risk is high, medium or low. First, ask yourself whether you have done all the things that the law says you have got to do. For example, there are legal requirements on prevention of access to dangerous parts of machinery. Then ask yourself whether generally accepted sailing and windsurfing standards are in place. But don’t stop there -think for yourself, because the law also says that you must do what is reasonably practicable to keep your working environment safe. Your real aim is to make all risks small by adding to your precautions if necessary. More information about legal requirements and standards can be found in the HSE publications Management of Health and Safety at Work: Approved Code of Practice and Essentials of Health and Safety.

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14. Improving health and safety need not cost a lot. For instance, placing a mirror on a dangerous blind corner to help prevent vehicle accidents, or putting some non-slip material on slippery steps, are inexpensive precautions considering the risks.

15. If you find that something needs to be done, ask yourself. a) Can I get rid of the hazard altogether? b) If not, how can I control the risks so that

harm is unlikely?

Do not attempt artificially to remove hazards that are inherent in sailing. To do so would be pointless because your students would then finish their course totally unprepared for the hazards they will encounter in the real world.

16. lf the work you do tends to vary a lot, or if you or your employees move from one site to another, select those hazards which you can reasonably foresee and assess the risks from them. After that, if you spot any unusual hazard when you get to a site, get information from others on site, and take what action seems necessary.

17. If you share a workplace, tell the other employers and self-employed people there about any risks your work could cause them, and what precautions you are taking. Also, think about the risks to your students, instructors and staff from those who share your site.

Step 4: Record your findings

If you are a small school and you are confident you understand all aspects of it, you can do the assessment yourself.

10. There is no need to show how you did your assessment, provided you can show that: • a proper check was made, • you asked who might be affected, • you dealt with all the obvious significant

hazards, taking into account the number of people who could be involved,

• the precautions are reasonable, and the remaining risk is low.

Assessments need to be suitable and sufficient, not perfect. The real points are:

• Are the precautions reasonable, and • Is there something to show that a proper

check was made?

11. Keep the written document for future reference or use: It can help you if an inspector questions your precautions, or if you become involved in any action for civil liability. It can also remind you to keep an eye on particular matters. And It helps to show that you have done what the law requires. There Is a form with this guide which you may find helpful but, by all means produce your own form if it suits you better.

12. To make things simpler, you can refer to other documents, such as manuals, RYA publications, the arrangements in your health and safety policy statement, company rules, manufacturers' instructions, and your health and safety procedures. These may already list hazards and precautions. You don't need to repeat all that, and it is up to you whether you combine all the documents, or keep them separately.

Step 5: Review your assessment from time to time and revise it if necessary

13. Sooner or later you will bring in new equipment, boats and procedures which could lead to new hazards. If there is any significant change, youshould add to the assessment to take account of the new hazard. In any case, it is good practice to review your assessment from time to time. Don't amend your assessment for every trivial change, or still more, for each new job, but if a new Job introduces significant new hazards of its own, you will want to consider them in their own right and do whatever you need to keepthe risks down

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Assessment of Risk for

HAZARD Look only for hazards that you could reasonably expect to result in significant harm under the conditions in your school.

Use the following examples as a guide:

• Drowning from capsize or falling overboard. • Cold – from immersion or exposure • Injuries from booms, winches, ropes • Slipping/tripping on slipways and pontoons • Work at height (masts) • Overhead cables • Chemicals used in workshops and for cleaning • Dispersal of dinghy or windsurfing fleets • Stranding • Fire, afloat and ashore • Winches and winch wires on slipways • Vehicles • Contaminated water (Blue/green algae and Weils

disease) • Underwater obstructions • Operation of safety craft • Use of tools • Lifting manoeuvring heavy objects

List hazards here

School name

School Address

Postcode

WHO MIGHT BE HARMED?

There is no need to list individuals by name – just think about groups of people doing similar work or who may be affected, for example:

• Students • Instructors • Workshop staff • Cleaners • The public Pay particular attention to: • People with disabilities • Visitors • Absolute beginners • Inexperienced staff • Lone workers

They may be more vunerable.

List groups of people who are especially at risk from the significant hazards which you have identified

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Assessment of Risk for

IS THE RISK ADEQUATELY CONTROLLED?

Have you already taken precautions against the risk from the hazards you have listed?

For example, have you provided:

• Adequate information, instruction or training? • Adequate systems or procedure?

Do the precautions: • Meet the standards set by a legal requirement? • Comply with a recognised industry standard? • Represent good practice? • Reduce risk as far as is reasonably practical?

If so then the risks are adequately controlled but you need to indicate the precautions you have in place.

You may refer to procedures, manuals, company rules, etc giving this information.

List the existing controls here or note where the information may be found

Assessment undertaken (date)

Signed

Date

Assessment Review date

WHAT FURTHER ACTION IS NECESSARY TO CONTROL THE

RISK?

What more could you reasonably do for those risks which you found were not adequately controlled?

You will need to give priority to those risks that affect large numbers of people and/or could result in serious harm. Apply the principles below when taking further action, if possible in the following order • Remove the risk completely (but not the hazards

inherent in sailing) • Try a less risky option • Prevent access to the hazard (e.g. by guarding) • Organise work to reduce exposure to the hazard • Issue personal protective equipment • Provide welfare facilities (e.g. washing facilities and

first aid)

List the risks that are not adequately controlled and the action you will take where it is reasonably practical to

do more. You are entitled to take cost into account unless the risk is high

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Royal Yachting Association, RYA House, Ensign Way, Hamble, Southampton SO31 4YA. Telephone: 0845 345 0400 Fax: 0845 345 0400 Email: [email protected] Web: www.rya.org.uk

Documents

SENIOR INSTRUCTOR WORKBOOKRoyal Yachting Association > SENIOR INSTRUCTOR WORKBOOK > 05 Definitions • The Senior Instructor is the highest dinghy training award in terms of personal