Star Patrol Lesson Plan - sauvetage Patrol Lesson... · Time Lesson Plan Topics 10 minutes Welcome & Introductions 10 minutes The Lifesaving Society 4.5 hours Fitness 15 minutes Self-Rescue

LIFESAVING SOCIETY – BC & Yukon Branch 2 Star Patrol Lesson Plans

Star Patrol Lesson Plans Published by the Lifesaving Society, BC & Yukon Branch 112 – 3989 Henning Drive Burnaby, BC, Canada V5C 6N5 Phone 604.299.5450; Fax 604.299.5795 Email: [email protected]; Website: www.lifesaving.bc.ca First Printing: March 2014

___________________________________________________________________ Copyright 2014 by the Royal Life Saving Society Canada. Reproduction, by any means, of materials contained in this book is prohibited unless authorized by the publisher. Direct inquiries can be made to the Lifesaving Society office.

The Lifesaving Society is Canada’s lifeguarding expert. The Society works to prevent drowning and water-related injury through its training programs, Water Smart® public education initiatives and aquatic safety management services.

Annually, the Society certifies over one million Canadians in its lifesaving, lifeguarding, and first aid training programs − including Canada’s lifeguards.

The Society is an independent, charitable organization educating Canadian lifesavers since the first Lifesaving Society Bronze Medallion Award was earned in 1896.

The Society represents Canada internationally as an active member of the Royal Life Saving Society and the International Life Saving Federation, and is the governing body for lifesaving sport − a sport recognized by the International Olympic Committee.

___________________________________________________________________ Registered Charity No. 119129039 RR0001 Lifesaving Society®, Swim to Survive®, and WaterSmart® are registered trademarks of the Royal Life Saving Society Canada. Trademarks other than those owned by the Lifesaving Society used in this document belong to their registered owners.


Canada’s lifeguarding experts - saving lives for over 100 years.

Almost 500 Canadians die every year in water-related incidents. Most of these are preventable and occur in unsupervised settings, which is why more Canadians need lifesaving skills to save themselves or others in an aquatic emergency.

The Lifesaving Society has a long and proud history of teaching lifesaving to Canadians.

We trace our roots to the late 19th century in London, England where we began as The Swimmers’ Life Saving Society. In 1894, Arthur Lewis Cochrane brought the lifesaving skills he learned in his homeland to Canada and passed them along to students at Upper Canada College in Toronto, Ontario. In June 1896, 18 of his students were the first recipients of our distinguished Bronze Medallion award, the first award to be created by the Society. Under the patronage of King Edward VII in 1904, we became the Royal Life Saving Society.

In the 1950s, we were the first Canadian organization to adopt mouth-to-mouth as the method of choice over manual methods of artificial respiration. We started our first CPR training program in the 1960s. In the 1980s, we initiated a project to design an economical CPR training manikin now known as ACTAR 911TM, and we launched our Water Smart drowning campaign.

In the 1990s, the Society introduced innovative new programs including Boat Operator Accredited Training, the Junior Lifeguard Club and the Canadian Swim Patrol Program, and we launched our Aquatic Safety Management Service. We expanded our First Aid training programs and completely revamped the Bronze medal and the National Lifeguard training program to suit the needs of the new century.

In 2001, we defined the Canadian Swim to Survive Standard and subsequently launched our Swim to Survive program to teach Canadians the minimum essential skills they need to survive an unexpected fall into deep water.

Today, we are known to Canadians simply as the Lifesaving Society, a national volunteer organization and registered charity. And while we’ve expanded our strengths over the past century to include research and public education, we haven’t forgotten the ideals that formed the foundation of our organization.

The Lifesaving Society has always been − and will continue to be − Canada’s lifeguarding experts.


TABLE OF CONTENTS

A Note to Lifesaving Instructors……..…………………………………….…………..……..….…… 5 Introduction……………………………………………………………………..……....……... 5

Long-Range Lesson Plans……………………………………………………………………… 5 Short-Range Lesson Plans……………………………………………….……………..……… 5 Approved Resources………………………………………………………………..….……… 6

Safety…………………………………………………………….……………………….…….. 6 Lifesaving Program Policies……………………………………………………….…….……. 6

Long-Range Lesson Plans………………………………………………………………..……...…...… 7

Star Patrol Recommended Time Guidelines………………………..…………………..……. 7 Sample Star Patrol Course Outline……………..………………………….………………..... 8

Short-Range Lesson Plans…………………………………….......................................................... 9 Welcome & Introductions………………………………….................................................. 9

The Lifesaving Society…..……………………………………………………………..…….... 10

Fitness…………………………………………………….…………………………………….. 11 Self-Rescue & Drowning Prevention……………………………………………………….... 15 Victim Recognition…………………………………………………………………………….. 17

Defence Methods……………………………………………………………………………… 18 The Rescue Ladder - Introduction………………………………………………..….…..…... 20

The Rescuer’s Checklist – Introduction Skills………………………………………….…..... 21 Submerged Victim Recovery Introduction & Search………………………………...…….... 25 Assessment & Basic First Aid…………………………………………………………….….... 27

Perception – Introduction to Scanning……………………………………….…………….... 29 Closing Session…………………………………………………..……………....………..…..... 31

Acknowledgements

In developing the Canadian Swim Patrol Lesson Plans and Activity Sheets, the Lifesaving Society (BC & Yukon Branch) is indebted to the commitment and leadership shown by members of the Leadership Committee: Monica Sicotte (Leadership Chair), Veronica Grusnick, Brett Harper, Elaine Leong, Dan Minster, Ailsa Pella and Krista Sabatino.


A NOTE TO LIFESAVING INSTRUCTORS

INTRODUCTION

As a Lifesaving Instructor, you play an important role in providing high quality lifesaving training to the community and are viewed as an expert in the field.

These lesson plans are designed to prepare Lifesaving Instructors to teach the Canadian Swim Patrol programs. Lifesaving Society courses need to be consistent, of high quality and delivered in a manner that can be repeated successfully by any number of people.

LONG-RANGE LESSON PLANS

Successful teaching depends on effective planning. The long-range lesson plan or course outline provides the big picture. In the long-range lesson plan, the Instructor outlines the topics or items to be covered and the time guidelines. It must include time for the instruction, practice, and evaluation of each skill, and the appropriate sequencing of the skills and knowledge to be learned (e.g. you would not teach open water rescue prior to talk, throw or reach rescues).

There are ‘Recommended Time Guidelines’ in addition to a sample ‘Course Outline’ included within this document to assist in the development of course outlines. SHORT-RANGE LESSON PLANS

The short-range lesson plan or daily lesson plan includes the key content that must be taught for each topic on the course outline.

Instructors will need to adapt the Lesson Plans to fit into the course outline (to include the number of days and hours/day).

The plans are structured to follow the 3D teaching approach to include an Introduction, a Demo-Describe-Do section, and a section that provides activities to support learning.

Introduction:

• Highlights the key points that need to be taught in the lesson.

• The Canadian Lifesaving Manual needs to be referenced; the lessons are designed to bring your attention to what needs to be taught and where to find it in the CLM.

Demo-Describe-Do:

• Complex skills are broken down into manageable chunks in logical progression.

• Candidates must be allowed to practice the skills learned. This can be done through a more formal practice session, activities, or rescue scenarios.

Activities

• There are a variety of dry and wet activities provided to help reinforce learning.


WATER VERSUS CLASSROOM TIME

It is important to note that all of the CSP program content is designed to be taught on the pool deck and/or in the water. It is recommended that the resuscitation and first aid topics be taught at the beginning of the class while the candidates are still warm and dry.

APPROVED RESOURCES

Instructors should only be using resources that are approved by the Lifesaving Society.

The Swim Patrol Award Guide is a mandatory resource that has a variety of features to assist Lifesaving Instructors in being able to plan and evaluate the CSP programs.

• Lifesaving candidates are evaluated using only the nationally-defined evaluation criteria (standards) found in the Swim Patrol Award Guide.

• The ‘must sees’ should be used as a tool for providing specific, concrete, feedback to candidates.

The Canadian Lifesaving Manual (CLM) is the mandatory reference manual for the Lifesaving Instructor. It is the basis for all theoretical knowledge.

The Canadian Swim Patrol Lesson Plans, Activity Sheets, and Progress Cards have been developed to streamline what is being taught in the CSP programs and to provide additional support materials for LSIs. There are also a number of videos available to assist Instructors in the preparing for various sessions.

Lifesaving Instructor Group – Instructional Resources – select Canadian Swim Patrol

SAFETY

Candidate safety should be a key part of every lesson. The Instructor must ensure that the formations used for activities and the directions given to candidates are designed to create a safe environment and protect them from injury.

LIFESAVING PROGRAM POLICIES

The Lifesaving Program Policy guide highlights all program prerequisites, course lengths, candidate to Instructor ratios, required program equipment and literature, and classroom/water requirements.

The Lifesaving Program Policy guide should be referenced when preparing a long-range and short-range lesson plans.

Lifesaving Instructor Group – Policies – Lifesaving Program Policies


LONG-RANGE LESSON PLANS

STAR PATROL RECOMMENDED TIME GUIDELINES

• The time guideline is designed to assist Instructors with lesson planning and creating course outlines. Time guidelines do not account for breaks.

• When creating long-range lesson plans, information must be presented in a logical progression (e.g. you would not teach open water rescue prior to talk, throw or reach rescues).

• Instructors will need to evaluate the long-range lesson plan (course outline) after every class to ensure that all of the material has been covered.

• Adjustments to the course outline may have to be made if the Instructor is falling behind or other circumstances have interfered with the lesson (e.g. pool fouling).

The Rescuers Checklist topic includes time for the execution of rescue Item 8 and Item 15.

Time Lesson Plan Topics

10 minutes Welcome & Introductions

10 minutes The Lifesaving Society 4.5 hours Fitness 15 minutes Self-Rescue & Drowning Prevention

10 minutes Victim Recognition 30 minutes Defense Methods 15 minutes Rescue Ladder - Introduction 2 hours Rescuer’s Checklist –Introductory Skills

20 minutes Submerged Victim Recovery Introduction & Search 1 hour Assessment & Basic First Aid 30 minutes Perception – Introduction to Scanning 10 minutes Closing session

10 hours Total minimum time

• Recommend ability to swim 100 metres and able to tread water for 1 minutes.

• Minimum course length is 10 hours.

• Candidate to Instructor ratio is a max of 12:1

• Design and execute rescue scenarios where candidates are expected to integrate judgment, knowledge, and skill.

• Equipment

- Manikins (optional)

- Variety of rescue aids

- Timing device

- 4.5kg/10lb weight

• Materials - Activity sheets - Wall chart, badge and stickers

- Progress card - Test sheet

• Activities can be done in-class or be assigned as homework.

Time Guidelines

Notes


SAMPLE STAR PATROL COURSE OUTLINE

Sample Lesson Plan – 10 Days x 1 hours = 10 hours Day 1 Day 2 Day 3 Day 4 Day 5 5 min

Welcome & Intro Priority Action Approach

Recognition & Perception

Respiratory Emergencies S&S

& treatment

Bone or Joint Injury 5 min 5 min Lifesaving Society Head-up Swim Search

5 min Teach Eggbeater

Object Support Object Support Object Support Object Support

5 min Eggbeater Eggbeater Eggbeater Eggbeater

5 min Fitness: Strokes Fitness

Training Fitness

Endurance Swim & Stroke Dev.

Fitness Training

Fitness Endurance Swim

& Stroke Dev.

5 min 5 min Head-up Swim with

Reverse & Ready 5 min Removals

5 min Surface Dives Ladder Ladder

Defences 5 min Entries with Aids Search Rescues

Unconscious Victim intro 5 min

Day 6 Day 7 Day 8 Day 9 Day 10 5 min Lifesaving Society

First Aid Practice First Aid Review Defence methods Fitness Fun

& Eggbeater 5 min Drowning Report

5 min Unconscious Vic

5 min Object Support Object Support Object Support Object Support Water Smart Tips

5 min Eggbeater Eggbeater Eggbeater Eggbeater Recognition & Perception 5 min

Fitness Training


& Stroke Dev.

Fitness Training


& Stroke Dev.

5 min Ladder

5 min Rescues 5 min

5 min Rescuer’s checklist Recognition & Perception

Rescuer’s Checklist

Rescues 5 min Rescues Rescues Closing Session

5 min Defence Methods

• This is a sample lesson plan only. Times may vary depending on class size, pool space, and candidate skill and ability.

• Recommended course time guidelines do not account for refreshment, or other breaks.

• Adjustments to the course outline may have to be made if the Instructor is falling behind or other circumstances have interfered with the lesson (e.g. pool fouling).


WELCOME & INTRODUCTIONS

Learning Outcomes:

• Candidates will have an understanding of what is required of them throughout the course and how they will be evaluated.

Lesson Plan (total time): 10 minutes

INTRODUCTION (Knowledge Outcomes)

Key Points Welcome

• Write candidate information on the Star Patrol test sheet. • Welcome candidates on behalf of the Lifesaving Society and the sponsoring Affiliate. • Identify facility emergency exits, emergency procedures, rules, location of the washrooms. • Icebreaker.

Orientation • Provide Star Patrol Parent Letter. • Discuss expectations (attendance, participation, practice, facility rules). • Discuss how candidates are evaluated (Swim Patrol Award Guide).

Introduction • Star Patrol is a lifesaving course that teaches basic water rescue and first aid skills. To be

successful, candidates will need to be able to swim 300 metres in 9 minutes, complete a 600 metre workout and carry a 10lb object for 25 metres.

References

Swim Patrol Award Guide

Canadian Lifesaving Manual CLM 1-1

Other Approved Resources

DEMO-DESCRIBE-DO

Select from the Activities listed below.

ACTIVITES

Activity #1

Silent Interviews

Divide into pairs. Participants “introduce” themselves to their partner without speaking (no whispers or mouthing of words). They must tell their partner 2 things about themselves using charades. Once done, ask each pair to verbally introduce their partner to the group with the things they learned.

Activity #2

Scattergories

Participants stand in a line facing the instructor. The instructor calls out two choices to a question such as “would you choose to live in a tree house (point to right) or a cave (point to left)? Participants step to whichever side they would choose and introduce themselves to the group they are in. Repeat with other silly questions (e.g. would you rather be a dolphin or a shark? Would you rather fly or be able to turn invisible?


THE LIFESAVING SOCIETY

Learning Outcomes:

• Candidates will be acquainted with the Lifesaving Society Motto.



Key Points Lifesaving Society Motto

• Whomsoever you see in distress, recognize in them a fellow human being • See Activity #1

References


Canadian Lifesaving Manual CLM 1-5


DEMO-DESCRIBE-DO

Select from the Activities listed below.

ACTIVITES

Activity #1

Motto Cipher Activity

• Have candidates complete the Motto Cipher Activity • Decipher the code to reveal the Motto of the Lifesaving

Society. • Discuss what they think the Motto means. • Share the meaning of the Motto with others.


FITNESS

Learning Outcomes:

• Candidates understand that fitness is required to effectively perform a rescue.

Lesson Plan (total time): 4.5 hours (spread throughout the course)


Key Points Overview

• Fitness is required as rescues can involve swimming, carrying victims and performing CPR. • Candidates need to understand their physical strengths and limitations before undertaking a

water rescue. • Candidates should be able to count their own pulse and respiration rates before and after

physical activity. Results can indicate how hard a candidate is working and/or if their fitness levels are improving.

Fitness items should be introduced early to ensure that candidates can perform the items and/or have time to practice before the end of the course if they are unable to complete the items.

Object Carry with the 4.5kg/10lb brick should be taught on the first day. References


Item 4: Eggbeater Item 5: Object Carry Item 9: Stroke Development Item 10: Fitness Training Item 11: Endurance Challenge

Canadian Lifesaving Manual

CLM 9-2 to 9-9 and Appendix C (Strokes)

CLM 9-9 to top of 9-13 (Lifesaving Kicks)

CLM 10-1, 10-5 to 10-7 (Physical Fitness)

DEMO-DESCRIBE-DO

SAFETY: Make sure that the candidates can swim before taking them into deep water.

• Demo the eggbeater kick

o Explain its purpose and why it is the preferred lifesaving kick – teach the eggbeater kick.

o Demo the object carry and gradually introduce the weight.

• Stroke evaluation (front crawl, back crawl and breast stroke)

o Effective strokes ensure success in the fitness medley and endurance swim.

• Demo object carry (Item 5)

o Discuss key points/why used and have candidates practice (gradually introduce weight)

• Demonstrate how to take pulse and respiration rates, have candidates practice.


ACTIVITES

Activity #1 Eggbeater pass off

Swimmers perform eggbeater kick in a line spaced about 1-2m apart. Pass objects “hand to hand”, increase the weight as you go. If the object is dropped, the swimmer must retrieve it and then continue. Variations: • Throw a rubber chicken (or other soft object) to the first person.

Swimmers pass the rubber chicken down the line to the end. • Set up multiple lines and try in teams. • Establish a target time. Have teams try to beat the clock. • Increase the distance between each swimmer.

Activity #2 Monkey in the middle

Divide swimmers into groups of three. Two swimmers pass a ball back and forth between them. The third person does eggbeater kick in the middle and tries to intercept the ball. If the intercept is successful, the middle person switches places with the simmer who threw the ball. Variations: • Divide into groups of four. Put two people in the middle. • Play a game of keep-away. Divide swimmers into teams.

Differentiate teams with water polo hats or items of clothing. All swimmers start by doing eggbeater in deep water. Toss a ball into the middle. One team tries to keep the ball away from the other.

• Set a maximum time of 10 sec that one person can hold the ball.

Activity #3 Port traffic control

Swimmers perform eggbeater kick in vertical position in deep water. They move in the direction you point: forward, backward, sideways or up (kicking to lift themselves as high out of the water as they can). Use nautical directions and terms: • starboard – right • port – left • bow – front • stern – back

Activity #4 Weight circuit

Set up eight stations around the perimeter of the swimming area. Each station features an object of a different size and weight (up to and including 4.5kg). Space swimmers so that they start at a different station and rotate through each one. At odd stations (1st, 3rd, 5th, etc) swimmers perform a lifesaving kick across the swimming area and back with the object. Assign a different kick at each station: whip, eggbeater and inverted scissor. At even numbered stations swimmers perform object support at the surface for a specified time. Variations: • Provide several weights at each station to maximize participation. • Post a different duration of time at each object support station

ranging from 30 sec to 2 min depending on the weight. Use a pace clock or have swimmers take turns timing each other.

• Allow swimmers to work through the stations at their own speed. • Substitute other tasks that reflect the award requirements.

• land-ho – legs only, point to land • hurricane – circles • hit the deck – surface dive


Front Crawl Kicking Drills

• 6-Kick Switch focuses on bilateral breathing with roll and steady kick. Swimmers do 6 kicks on one side and with a stroke, roll to the other side and do 6 kicks. Repeat.

• Kickboarding: swimmers flutter kick 25 m using a kickboard in the customary fashion – board stretched out in front and resting horizontally on the surface. On the return journey, swimmers hold the board below the surface and in a vertical position to offer increased resistance. For variation, swimmers start kicking with the board in a horizontal position. On a whistle or another signal, the switch to a vertical position. Repeat several times.

• Intervals: kick a width of the pool and rest for 60 seconds. Repeat.

Front Crawl Arm Drills and Bilateral Breathing

• 10-beat front crawl: works stroke length, stroke control and a strong 6-beat kick. Swimmers do 10 kicks in a streamlined position on their side and change sides by stroking with the forward arm.

• Distance per stroke focuses on increasing arm propulsion. Swimmers count the number of strokes to complete a length and then work to decrease the number per length.

• Shark drill stresses high elbow recovery. On each stroke, swimmers freeze at the ¾ point of the recovery. The elbow forms a “shark fin”. Hold this for 3 sec.

• Chicken wings: Have fun and improve front crawl arm recovery. Swim 25 m drawing only the fingernails and back of fingers on each hand through the water with a high elbow recovery.

• Arms-only: use pull-buoys held between the legs; with ankles lightly crossed; use hand paddles to focus on the pulling action.

• Bilateral breathing: helps with breathing to both sides; developing a balanced body position and correcting stroke timing. Swimmers practice breathing every 3 strokes (they must breathe on both sides).

Back Crawl Kicking Drills

• Back Kicking: helps to develop a streamlined body position and strong flutter kick. On their backs, swimmers flutter kick 25 m with their right arm stretched beyond the head and their left pressed to the side. Repeat the drill reversing arms. Repeat with both arms stretched beyond the head, hands clasped together.

• Side Kicking: focuses on the kick and body roll. Swimmers kick on their sides, one arm extended beyond the head and the other at the side. Repeat other side.

• 6-Kick Switch: focuses on the kick and body roll. Swimmers do 6 kicks in a streamlined position on their sides. After 6 kicks, change sides by stroking with the forward arm. Head is steady at all times.

Back Crawl Arm Drills

• 10 beat back crawl: develops a steady kick and intros arm action. Swimmers do 10 kicks in a streamlined position on their sides and change sides by stroking with the forward arm. Head stays steady.

• Triple roll, body roll: with hands at the sides, swimmers perform 6 kicks on left, 6 on right, 1 stroke with left arm; 6 kicks on right, 6 kicks on left and 1 stroke with right arm. Repeat.


• 3-count: focus on increasing distance per stroke. Swimmers take 3 seconds to complete each arm stroke.

• Distance per stroke: focuses on increasing arm propulsion. Swimmers count the number of strokes to complete a length and then work to decrease the number per length.

• Arms only: use pull-buoys held between the legs; with ankles lightly crossed; use hand paddles to focus on the pulling action.

Breaststroke Kicking Drills

• Vertical kicking: focuses on developing leg power. In a vertical position, swimmers kick to full extension bringing the shoulders and/or chest out of the water. Swimmers then sink until the head goes underwater and read to set up the next kick.

• Triple kick: this progression is designed to help swimmers strengthen the kick and focus on streamlining. First swimmers perform a “3-kick” breaststroke. They pull, breathe, then, with arms outstretched and face in the water, they perform 3 whip kicks in succession with proper body undulation and streamlining. Repeat sequence. Once swimmers have mastered it, try two kicks in a row and finally one.

• Whip it: Help swimmers improve a two-phase whip kick and reduce scissoring. Swimmers perform breaststroke arms with dolphin kick using large leg-bends (like the motion of a mermaid or the fluke of a whale) repeat until they can do this with ease and emphasize slow light recovery phase with a hard fast drive phase. Finally add the turn-out of the feet for the drive phase.

• Breathe-kick-glide: swimmers place hands together in glide position, arms straight. Focus on breathe – kick – glide and repeat. Swimmers can push down at the time the pull would normally occur but must keep hands together and arms straight. This drill helps with timing.

Breaststroke Arm Drills

• Standing breaststroke: to practice proper arm, head and breathing movement. Standing in waist deep water bent over at the waist, swimmers go through the arm stroke.

• Pulling over lane: focuses on high elbows and keeping the arm stroke in front of the body. Lying on the lane rope or using a noodle, swimmers pull breaststroke without letting elbows touch lane or noodle.

• Arms only: use pull-buoys held between the legs; with ankles lightly crossed; use hand paddles to focus on the pulling action.

Item 10: Fitness Training

• Have candidates perform item as described. • Candidates should take their pulse after each fitness activity and

track the results. Have candidates locate a friend’s pulse. • Swimmers record their workouts in a time tracker or logbook.

Evaluate and set new goals as swimmers improve. Item 11: Endurance swim • Have candidates perform item as described.


SELF-RESCUE & DROWNING PREVENTION

Learning Outcomes:

• Candidates will have an understanding of the risks in, on and around the water.

• Candidates will understand the importance of making wise choices around the water.

• Candidates can demonstrate self-rescue.



Key Points Drowning Trends

• Review the latest drowning statistics - discuss what you can do to prevent becoming a statistic.

• Discuss why it is important for people to take lifesaving courses. Ice Safety

• Clear hard ice is best - be sure to measure clear hard ice in several places.

o Less than 7cm or 3 inches – STAY OFF!

o 10cm or 4 inches is good for walking, skating, cross country skiing or ice fishing.

o 12cm or 5 inches is good for one snowmobile or ATV

o 20-30cm or 8-12 inches is good for one car or small truck

o 30-38cm or 12-15 inches is good for one medium sized truck

• If you hear ‘cracking’ ice, get off and stay away.

References

Swim Patrol Award Guide AG page 35 - see note on left side of page

Canadian Lifesaving Manual CLM 2-1 to 2-7, 3-4 to 3-5, and 3-8 to 3-9

Other Approved Resources ‘8 Water Smart Tips’ handout from Rookie Patrol

DEMO-DESCRIBE-DO

MODEL: As an instructor ensure that you consistently model water safe behaviour.

Self-rescue from ice:

• If you fall through the ice, you will experience a ‘big gasp’ and start to hyperventilate (breathe too fast). Remain calm and breathe slowly. You have only 10 minutes to get out (cold water robs our ability to move our arms and legs).

• Self-rescue (CLM 3-9:

o Place wet gloves on the ice so that they can freeze to the ice.

o Kick your legs to the surface of the water. While kicking, pull your stomach and hips onto the edge (do not push down on ice edge as it will break again).

o Roll away from the hole to land – do not stand up to walk. Call EMS.


ACTIVITES

Homework #1 Design a poster with a water smart message based on one of the drowning statistics shared in class.

Homework #2

Show you know when it is safe to go…

Ice measurements matching activity

Activity #1

Drowning Report Research

Print copies of the current drowning report from the Lifesaving Society website. http://www.lifesaving.bc.ca/watersmart Give each student a copy. Ask specific questions about each page and have students look for the answers.

Activity #2

Ruler Smarts

Students ‘measure’ the various ice depths during the discussion using rulers.

Discuss if the ice thickness was thinner or thicker than they thought.

Activity #3

Tying Shoelaces

Student’s tie their shoelaces (or alternate activity like picking up a penny).

Have students place their hands in a bucket of ice water for a minimum of 1 minute.

Have students immediately tie their shoe laces again – compare the results.


VICTIM RECOGNITION

Learning Outcomes:

• Candidates will understand the importance of being able to recognize a person in trouble and can identify the difference between a weak swimmer, a non-swimmer and an unconscious victim.

• Demonstrate the ability to recognize a victim with a bone or joint injury. • Demonstrate the ability to recognize a victim with a respiratory emergency (asthma or severe

allergic reaction).



Key Points Overview

• Over half of all drownings occur in the company of others, but no help was given since the bystanders could not tell that the person was in trouble or did not know how to help.

• Victim recognition is the first step that must be performed in the rescue of others.

Identify the characteristics of the following victim types and demonstrate during rescues: • Weak swimmer • Drowning, or non-swimmer • Unconscious victim

Identify the signs and symptoms of the following victim types (demo during rescue simulations): • Bone or joint injury • Respiratory emergency (asthma or severe allergic reaction)

References

Swim Patrol Award Guide Item 12: Bone or joint injury

Item 13: Respiratory emergencies

Canadian Lifesaving Manual CLM 4-3 to 4-4, 8-3, 8-10


DEMO-DESCRIBE-DO

Demonstrate each victim type

ACTIVITES

Activity #1 Charades

Divide candidates into two groups. One group acts out a victim type - the other group identifies it. Reverse & repeat. Variations: • Incorporate victim simulation into fitness drills For example,

candidates sprint head-up, when they hear a whistle they perform a victim type. They resume the sprint when the whistle is blown again. They cannot simulate the same victim type twice.


DEFENCE METHODS

Learning Outcomes:

• Demonstrate defence methods from the front, side and rear.



Key Points Overview

• In their panic to get air, drowning victims may grasp or push a rescuer under the water. It is important for rescuers to keep distance between themselves and a victim even if it means letting the victim submerge

• If grasped rescuers must protect their own airway.

Identify situations in which students may need to use avoidance or defence strategies: • A boat tips and you find yourself close to victims in the water. • A friend you are swimming with panics after walking off a drop off or touching weeds. • A wave or current carries a victim close to you. • Performing a rescue in low visibility and unexpectedly find yourself too close to the victim.

References

Swim Patrol Award Guide Item 3: Defense methods

Canadian Lifesaving Manual CLM 4-3 to 4-4

DEMO-DESCRIBE-DO

SAFETY: These are defence skills, not release skills – candidates should not be grabbing each other.

: Ensure candidates remove jewellery.

: Begin teaching and practice in chest deep water before moving to deep water.

The best defence is for the rescuer to submerge and swim away under water (surface and immediately do the reverse, ready and reassess).

• Demonstrate defence methods from the front – highlight key point – have candidates practice.

• Demonstrate defence methods from the side – highlight key point – have candidates practice.

• Demonstrate defence methods from the rear – highlight key point – have candidates practice.

ACTIVITES

Activity #1 Quick dash underwater

Partners face each other 8-10m apart. Assign one partner the role of “over” and other “under.” Ensure each partner knows his or her role before starting. On a signal, partners swim head-up towards each other as fast as they can. To prevent a “head-on” collision, one partner does a quick submerge, while the other swims overtop. Switch roles and repeat.


Variations • Repeat with the person assigned the “under” role doing

eggbeater in deep water. Emphasize that partners do not make contact or grasp each other

• Try them front, back and side

Activity #2 Knights of the round pool

Pair candidates. Give each pair a lifejacket. One partner stands in chest deep water holding a lifejacket in front like a “shield.” Partners take turns performing defences from a ready position, placing their foot against the lifejacket and pushing away. They follow up the action by swimming back crawl and assuming ready position.

Activity #3 Dodge ball

Form two teams. Wear water polo hats or items of clothing to distinguish teams. Toss a ball into the swimming area. Team members try to retrieve they ball and throw it to hit opposing team members. Candidates avoid being hit by performing quick submerges. Ensure the ball is soft and will not cause injuries. The ball must be thrown from the water. Variations: • Award teams a point for each “hit”. • Candidates use eggbeater kick to get high out of the water to

throw the ball. • Set a time limit for the game equal to or greater than the 9

minutes (target for the endurance swim). Start the clock at the beginning of the game.

Activity #4 Reverse & Ready frozen tag

Select one candidate to be “it”. If “it” tags another candidate on the shoulder they are frozen. Candidates may use reverse and ready to fend off “it”. Frozen candidates can be unfrozen if another does a surface dive with underwater swim underneath them.


THE RESCUE LADDER - INTRODUCTION

Learning Outcomes:

• Candidates will be introduced to the Talk, Throw, Reach, Wade, Row, Swim and Tow rungs of the Rescue Ladder.

• Candidates will understand that the risk to their personal safety increases the further up the ladder they go.

• Candidates will be able to choose and utilize appropriate rescue aids.



Key Points

Overview • Discuss each rung of the ladder and how to decide what kind of rescue to perform. • Discuss buoyant and non-buoyant rescue aids that would likely be available at uncontrolled

waterfront settings. Discuss how to choose and use a rescue aid (CLM page 4-12 to 4-14). References


Canadian Lifesaving Manual CLM 4-4 to 4-9 and 4-12 to 4-14

Other Approved Resources Lifesaving Society Ladder Handout

DEMO-DESCRIBE-DO

The wade rescue (Item 8) and tow rescue (Item 15) are included in the Rescuers Checklist lesson plan as the rescuers are entering the water.

• Vary your rescues so that students practice applying judgement and can choose a talk, throw or reach rescue rather than only wading and towing rescues.

ACTIVITES

Activity #1

Ladder Cards

Write each rung of the ladder on a cue car. Have candidates re-arrange them into the correct order.


THE RESCUER’S CHECKLIST - INTRODUCTION SKILLS

Learning Outcomes:

• Candidates understand that risk to their personal safety increases when they enter the water.

• Candidates understand that entries with aids, head-up swim and removals are all skill items from the Rescuer’s Checklist.

• Demonstrate in shallow water, the ability to turn a victim face-up and support the face above the surface.

Lesson Plan (total time): 2 hours


Key Points Overview

• The risk to the rescuer greatly increases when they have to enter the water to perform a rescue. The Rescuer’s Checklist helps to reduce some of the risk.

• Candidates should never enter the water without a buoyant rescue aid and calling for help.

• Introduce all of the steps of the Rescuers Checklist. References


Item 1: Entries with aids Item 2: Head-up swim Item 6: Removal Item 8: Unconscious victim recovery Item 15: Rescue with towing aid

Canadian Lifesaving Manual CLM 4-4 to top of 4-24, 9-13 to 9-14, 7-11

Other Approved Resources Lifesaving Society Rescuer’s Checklist Handout

DEMO-DESCRIBE-DO

Rescuer Checklist Skills

• Entries with aids o Teach a variety of entries including wading or running, slip in, stride jump, head-up

dive, shallow dive and compact jump.

• Head-up approach o Demo head-up front crawl - key points/why is it used – have candidates practice. o Demo head-up breaststroke - key points/why is it used – have candidates practice.

• Demo reverse and ready position (introduce sculling) - key points/why is it used – have candidates practice

• Demo various removals– key points/why is it used – have candidates practice.

Rescues • Demonstrate Item 8 as described and have candidates practice. • Demonstrate Item 15 as described and have candidates practice.


ACTIVITES

Activity #1 Make your own…

Candidates to make their own rescue aids. Brainstorm ideas. Suggest putting a ball in a net bag and tying a rope to it to make a throwing or towing aid. Attach a loop and line to a lifejacket or boat bumper. Have candidates try different entries with the home-made aids they bring to class. Experiment! Variations: • Attach a rope to a clean plastic jug containing a bit of water

to provide stability for throwing accuracy. • Incorporate home-made aids into rescues. • Put the aids on display to the public • Pin ribbons on the aids such as “best stability”, “safest”,

“most buoyant”, “easiest to do entries with”, “best for rough weather conditions”, and “most original”. Have candidates decide upon categories and winners after testing each aid.

Activity #2 Quick pick-up

Review entries and safe water depths. Place aids alongside the edge of the deck and/or shoreline and have candidate’s line-up behind an aid. On signal, they quickly pick up the aid and perform an appropriate entry and head-up swim (5 metres). They exit the water, return the aid to its original position, and quickly take up a position behind a different aid. Repeat. Exercise caution on slippery surfaces Variations: • Start from different heights and locations. Station candidates

at the diving board, ladder, starting block, in shallow water, on the beach, on the raft, at the pool edge, etc.

• Incorporate other skills and lifesaving items into the sequence. For example, swimmers perform an entry with aid and swim head-up front crawl for 25m. They exit, pick up a different aid, do a different entry, and swim head-up breaststroke to the starting point.

• Play follow-the-leader. Lead the candidates through various entries with aids. Model safe behavior. Include entries appropriate for shallow and chest deep water such as slip in, wading, and running entries.

Activity #3 Water slalom

Anchor a series of buoys in a straight line stretching 25m. Candidates swim the distance weaving a path through the buoys. Try head-up strokes with and without aids Variations: • Set up “lines” of buoys with races between pairs or teams. • Have pairs start at different ends at the same time. Partners

pass each other along the way • Try lifesaving kick. Try again using a 4.5kg object


Activity #4 Sculling challenge…part 1

Pair candidates. They scull a distance “toe-to-toe” on their backs so that one partner moves head first and the other feet first. Then, keeping a ball between the soles of their feet, partners attempt to scull in tandem 10m without losing contact with the ball. Variations: • Increase the distance. • Pairs return to starting point by reversing type of scull. • Once partners can perform the skill, set up as a race.

Activity #5 Sculling challenge…part 2

Pair candidates. Give each pair a hula-hoop. Candidates scull on their backs, across from each other, toes hooked under the hula-hoop. They take turns “towing” their partner 10m while performing headfirst scull. Variations: • In pairs, candidates scull in a “tug of war” fashion to see

who can pull the other. Ensure strong hula-hoops! • Add more people to make a sculling chain. Extra people

“hook-up” by resting toes on the shoulders of the person ahead of them in line. Squeeze toes inward to stay linked.

Activity #6 Sprints

Candidates perform an entry with an aid and sprint head-up. On a whistle signal, they reverse direction and swim back crawl towards the starting position. On another whistle signal, they resume the head-up sprint. Repeat until the distance is completed. Variations: • Instead of back crawl, candidates assume ready position. • Use hand signals to encourage eyes up and forward and to

practice change of direction while sculling in ready position. Point arms forward or motion backward to indicate head-first or foot-first sculling. Move your hand in a circular motion for sculling in a circle. Whistle signal to continue the head-up stroke.

Activity #7 Talk

Assign candidates activities to help them learn to communicate instructions to an untrained bystander. For example, pair candidates. Give one partner a task to get the other partner to accomplish. He or she can use only words to communicate how to do the task. Relate to getting help from an untrained bystander during a rescue. Variations: • Try strokes such as double overarm backstroke, inverted

breaststroke or waltzing crawl. • Partners giving instructions sit on their hands so that they

rely solely on words to communicate. • Instead of a stroke, candidates get their partners to perform a

skill, like tying a bowline knot.


• Model the requirement for candidates by “talking” them through the removal step by step. Use clear simple commands.

• In groups of four, have one candidate “talk” them through the removal process without physically participating in the action. Peers do only what they are told, but can ask questions for clarification. One person is the victim, one is a rescuer, and one is an untrained bystander. The fourth person gives the instructions.

Activity #8 Recover and secure

In shallow water, have half the candidates simulate an unconscious victim on your signal. Remaining candidates run or swim across the swimming area to turn a victim face-up and return with the victim to the starting position. Secure the victim and repeat (reversing roles). Variations • Except for the first leg of the relay, include removal of the

victim. After completing turn, the rescuer takes the role of bystander for the rest of the activity. With each completion of the sequence, another “bystander” is available so that the removal becomes a group effort.

• Set up teams and do so as a race. • Time the activity. Add a 10 second penalty each time the

victim’s face is not supported clear of the surface.

Activity #9 Rescue with a towing aid – Junior Lifeguard Competition

Set up a mini lifesaving competition. Use the must see requirements to design an evaluation and scoring sheet (award 1 point for each must see completed). Variations • Do as a team event. Add up the individual scores for each

team member to arrive at a team score. • Let the candidate try the event twice. Provide feedback in

between rescues to encourage a better performance. Use the highest score.

• Add a relay race or another event based upon the water proficiency award items.

• Add a first aid event based upon the first aid award items. • Provide candidates with information on the Lifesaving

Society’s Junior Lifeguard Club and Junior Lifeguard games.

Activity #10 Rescue with a towing aid – constructing a rescue

Set up four stations along the length of the swimming area. At each station leave buoyant aids. Pair candidates. At the first station, candidates choose a buoyant aid, and take turns performing an entry and 20m approach. They return the aid, and move down to the next station. Here they perform the same task but add a ready position and 20m tow. At the third station, they repeat the sequence, but add the removal. At the fourth station, they add follow-up.


SUBMERGED VICTIM RECOVERY INTRODUCTION & SEARCH

Learning Outcomes:

• Head-up approach into head-first surface dive to a maximum depth of 2 metres. Swim underwater for 5-10m and surface. Foot-first surface dive (max. depth 2 metres) to recover an object and return it to the starting point.



Key Points Overview

• Instructors are not teaching submerged victim recovery, however, this item should be taught as a progression towards this skill. Explain why a surface dive is used in a rescue.

References

Swim Patrol Award Guide Item 7: Search

Canadian Lifesaving Manual CLM 9-14 to 9-16 (surface dives)

DEMO-DESCRIBE-DO

• Demo a foot-first surface dive – highlight key points – have candidates practice.

• Demo a head-first surface dive – highlight key points – have candidates practice.

• Demo item as described – have candidates practice

ACTIVITES

Activity #1 Draw your own…

Show swimmers the area they will search. Keep the area small. Give them pieces of paper and pencils and have them draw a search pattern. Have them try their pattern using surface dives. Variations: • Sink a hockey puck or other small object in the area. Have

swimmers retrieve it while using their search pattern. • Choose the most logical search pattern for the area. Have

swimmers try it and then evaluate it.

Activity #2 – Buoys will be buoys

Stretch a buoy line across the deep end of the swimming area. Half the swimmers swim head-up to the buoy line and perform a head-first surface dive to surface on the other side after a 5-10m underwater swim. Swimmers return doing a foot-first surface dive under the buoy line and swimming a head-up stroke to the start position. Variations: • Sink hockey pucks. Swimmers retrieve the hockey puck, and

surface with one arm outstretched. They do eggbeater for 10 sec. before dropping the puck and continuing the sequence.

• Perform as a race with all (or as many as) participating at once.


Activity #3 Ditch and retrieve

Sink objects about 10m from the side and in deep water. Half the class slips in, does a head-up approach into a surface dive to retrieve the objects and return to the starting point. Second half of class slips in to take the object from a returning swimmer and using a lifesaving kick, carries the object to the 10m mark to submerge and place the object on bottom. They surface and swim to the starting point. Variations: • Choose a target on the bottom of the swimming area where

the object must be returned, such as a lane marker. • Specify the type of surface dive and lifesaving kick. • Specify that swimmers must do eggbeater kick to “pass” the

object to the next person in line.

Activity #4 Catch and sink

Swimmers tread side by side in deep water. One individual treads facing the line and holding a ball. This person tosses the ball to the first candidate who catches it, throws it back, and then does a foot first surface dive to touch bottom and swim underwater 5m to pool edge. Meanwhile the ball is tossed to the second person, and so on, until everyone has had a turn. Keep the ball going continuously-don’t pause between throws! Variations: • The ball is thrown to swimmers in random order. • Encourage accurate throws. Assign penalties, such as a 25m

head-up sprint for “wild” throws. • Set up as a team activity. The winning team is the one that

makes it through the order without dropping or missing the catch.

• Rather than surfacing at the wall, candidates swim underwater and come up to form a line on the other side of the person throwing the ball.


ASSESSMENT & BASIC FIRST AID

Learning Outcomes:

• Candidates can demonstrate the recognition and care of a bone or join injury.

• Candidate can demonstrate the recognition and care of a victim suffering respiratory distress from asthma or severe allergic reaction.

Lesson Plan (total time): 1 hour


Key Points Priority Action Approach (CLM 6-3 to top of 6-4) – 15 minutes

• The Scene Assessment o Check the area to make sure that the scene is safe. o Discuss the importance of not touching blood with bare hands.

o The rescuer should look around carefully as often the scene can tell them what may have happened.

• The Primary Assessment o Check for responsiveness. If the vicitm is able to talk they have ABCs present. o Check for obvious signs of bleeding. o Activate EMS.

Bone or Join Injury (CLM 8-24 to 8-27) – 20 minutes • Recognition of open fractures, closed fractures and dislocations. • Treatment does not require splinting. Immobilize in the position found and call EMS - any

method that supports and minimizes movement is acceptable.

Respiratory Emergencies (CLM 8-3 to 8-4)– 20 minutes • Recognition and care of a victim suffering from asthma or severe allergic reaction. • Rescuer assists victim to find his or her own prescribed medication and prepare it for

administration. The victim administers the medication. References

Swim Patrol Award Guide Item 12: Bone or joint injury Item 13: Respiratory emergencies

Canadian Lifesaving Manual See above

Other Approved Resources Anaphylaxis Handout (LSI Reference only)

DEMO-DESCRIBE-DO

Demo a complete scene and primary assessment of a conscious breathing victim. • Demo a scene assessment (put on gloves) – highlight key points - have candidates practice.

• Demo calling 911 – highlight key points - have candidates practice.

• Demo an ABC check (to include checking for bleeding and covering with a blanket) – highlight key points - have candidates practice.

• Have candidates perform the full sequence and practice.


Demo a primary assessment on a conscious victim and treatment of bone or joint injury – highlight key points - have candidates practice.

Demo a primary assessment on a conscious victim suffering from asthma – highlight key points - have candidates practice.

Demo a primary assessment on a conscious victim suffering from a severe allergic reaction – highlight key points - have candidates practice.

ACTIVITES

Activity #1 Breaking news!

Candidates choose a partner with a broken leg or arm (simple closed injury of lower arms or legs). Instruct victims to assume varying postures (e.g. lying down or simulating falling off a chair or skateboard).

Take candidates through the Must See requirements as a guide. Candidates watch and then imitate each step. Give verbal instructions as cues for the candidates during their demonstration.

After one partner has completed simulation of the complete sequence, switch roles

Activity #2 I needed that!

Ask candidates if they know of anyone who is asthmatic or severely allergic and ask what type of medication they carry and what it looks like.

Candidates choose a partner. One person starts as the rescuer; the other simulates a conscious victim (asthmatic or severe allergic reaction). Using props ( auto-injectors or inhalers) have candidates practice retrieving and preparing a victims medication for self-administration.

Note: only use demos or props, not real auto-injectors or inhalers for learning activity. If candidate is unsure if the victim is asthmatic or suffering a severe allergic reaction, instruct rescuers to use the auto-injector first.


PERCEPTION – INTRODUCTION TO SCANNING

Learning Outcomes:

• From 3 different heights or positions, locate and describe an object located on the bottom or below the surface.



Key Points Scanning

• Introduce the concept of scanning the entire environment when in any aquatic setting, especially when looking for a submerged victim from the edge.

Look & See • Discuss factors that can interfere with bottom visibility both at a pool and waterfront (e.g.

surface glare, surface chop, waves, water clarity, debris, crowds, etc.) • Discuss how these factors can affect the rescuer’s ability to spot a victim.

References

Bronze Medals Award Guide Item 14: Recognition & perception

Canadian Lifesaving Manual Chapter 2 – checking for hazards and creating a safe aquatic setting.

Other Approved Resources AG page 35 for a list of settings to be included.

DEMO-DESCRIBE-DO

Place a variety of objects in and around the water.

• Have candidates view them from a variety of heights, distances and circumstances.

ACTIVITES

Activity # I Spy

In pairs, candidates survey the swimming area from various positions. One chooses an object that he or she sports on the bottom, in the water, or along the side of a wall or a dock. Examples include a pool light, ladder rung, a lane marker, a rock, or a rubber brick. Candidates offer clues, finishing the statement “I spy with my little eye something that is....” Other candidates try to identify the object. Variations: • Sink and “float” objects at various depths.

Activity #2 Where’s the Puck?

Sink three pucks in the swimming area before candidates arrive. At some point in the lesson, have candidates tread water. Ask them to spot the pucks from their position in the deep water. Then have them repeat the activity from other vantage points, such as lying flat on the deck or dock, standing on deck or sitting in the lifeguard tower. What are some factors affecting visibility? How might these factors affect a rescue?


Variations • Use other objects (e.g. colored bricks). • Put objects in places where visibility is poor or limited. For

example, areas where sun produces surface glare, a “blind” spot invisible from where the group is standing, or a place where wave action affects visibility.

• Include some objects with colors that don’t stand out sharply against the back ground.

• Include objects of different sizes and shapes. • Talk about how time of day or other factors might affect

visibility. Activity #3 Story Time

Share the Real Life Story of 11 year old Robin Pugh. Katie was saved because Robin knew how and where to look.

On a cold Saturday, July 28, 2001, 11-year-old Robin Pugh was sitting on the yacht club dock with her friend, 13-year-old Matthew Loffree, watching the Ontario Mirror Dingy Association Regatta on Frenchman's Bay. They were waiting for one of the races to finish when they heard someone yelling. At first they thought that some kids were playing, but Robin soon recognized it as a cry for help.

Robin, a member of the Pickering Junior Lifeguard Club, looked through a small crack in the docks and was just barely able to spot the face and hands of 7-year-old Katie Steele - fully-clothed, partially submerged - hanging onto the docks by her fingertips and quickly slipping into the cold, murky water of Frenchman's Bay. Robin and Matthew acted quickly, trying to pull the girl to safety, but Katie's soaking wet clothing made her too heavy for them to lift.

Katie was ever so slowly losing her grip. About to run for help, Robin realized some loose boards on the bottom of the docks could be used to prop Katie up and she quickly moved them into place. Katie was then lifted to safety and, cold and scared, taken to her parents.

The Lifesaving Society presented its Rescue Award of Merit to Robin Pugh in March 2002


CLOSING SESSION

Learning Outcomes:

• Candidates will be made aware of their final outcome in the course.

• Candidates will understand the next steps in the training stream.



Key Points Outcome

• Candidates should already be aware of their results if feedback has been continuous. • Provide final feedback as needed. • Give the completed Star Patrol Progress Card and/or CSP Wall Chart to all candidates. • Let the candidates know what their next steps or opportunities are. Direct them to your

program guide or to the Lifesaving Society website to find course times and locations.

Administration • Complete the Star Patrol test sheet and submit it to the appropriate person at your facility

(keep a copy for your records).


Documents

Star Patrol Lesson Plan - sauvetage Patrol Lesson... · Time Lesson Plan Topics 10 minutes Welcome & Introductions 10 minutes The Lifesaving Society 4.5 hours Fitness 15 minutes Self-Rescue