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Canadian Red Cross Water Safety Services Water Safety Instructor Manual

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Page 1: Canadian Red Cross Water Safety Services Water Safety ... · PDF fileCanadian Red Cross Water Safety Services Water Safety Instructor Manual ... Summary of Evaluation ... Butterfly

Canadian Red Cross Water Safety Services

Water SafetyInstructor Manual

WSI_ENG_FM_2008 11/3/08 1:45 PM Page i

Page 2: Canadian Red Cross Water Safety Services Water Safety ... · PDF fileCanadian Red Cross Water Safety Services Water Safety Instructor Manual ... Summary of Evaluation ... Butterfly

Copyright © 2008 The Canadian Red Cross Society

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording,or otherwise, without prior written permission from The Canadian Red Cross Society.

The emergency care procedures outlined in this guide reflect the standard of knowledge andaccepted emergency practices in Canada at the time of publication. It is the reader’s respon-sibility to stay informed of changes in the emergency care procedures.

Cette publication est également disponible en français.

Design and composition by JansomIllustrations by Jackie Wald and Christine TrippRed Cross Swim Preschool mascots by Pete EmsliePrinting/Binding by Printcrafters

Printed and bound in Canada by:The StayWell Health Company Ltd.2 Quebec Street, Suite 107, Guelph, ON N1H 2T3A division ofStayWell780 Township Line Road, Yardley, PA 19067-4200 USA

ISBN: 978-1-58480-263-108 09 10 11 12 / 5 4 3 2 1

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WSI.iv Acknowledgements

Pilot Course Conductors & Pilot Site SponsorsGail BottenBarney ChandaStacy CoyTiffany EllinGena FowlerMary Ann GauvinGlen HainesBarb HurlbutRachelle KoppJohane LafleurBrent McSweenAileen NaussCarrie RamsayDebbie SchlickMark SkinnerElsa StanleyCity of BurlingtonCity Of Prince GeorgePortage la PrairieSaint John’s Canada Games Aquatic CentreTown of VaughanVision Plein Air - Aquadôme

We would also like to recognize the contributorsto the Red Cross Swim Programs, a program devel-oped through a cooperative effort of committee mem-bers and Authorized Providers who ran pilot pro-grams and provided feedback:

Red Cross Swim Kids Committee MembersLeslee Taylor (Co-chair)Wayne Young (Co-chair) Louise-Julie BrassardIsabelle GariépyChris GauthierBarb HurlbutBert LennoxAileen NaussKevin PaesLois Walkling

Red Cross Swim Preschool Committee MembersMarie-Eve Bousquet (Co-chair)Lesley Elaschuk (Co-chair)Karine Bell

Gena FowlerMary Ann GauvinShelley KwongSarah LewisCathy MarinelliMarie-Claude VaudrinRachel Webber

Pilot Site SponsorsAquaLengthsBlack Gold Aquatics, City of LeducCity of Edmonton O’Leary PoolCollège LavalFort Saskatchewan Harbour PoolGrand Bank Swimming PoolHanover Regional Aquatic CenterRec TecSackville Sports StadiumTown of Estavan, Souris Valley Aquatic CentreTown of GeorginaTown of LadysmithUniversite Sainte-AnneVille de Cowansville

We would also like to extend a very special thankyou to the following indviduals who were instrumen-tal in providing leadership and vision to the creativeprocess: Karen Shank, Eric Ritterrath, Carolyn Tees,Shelley Dalke, Colleen Lavender, Monique Edwards,Michèle Mercier and Yvan Chalifour. And finally, wewould like to acknowledge the efforts of SynchroCanada and our publisher, StayWell.

In 2007-2008, the Red Cross updated its adultswimming program and created a swimming programfor teens. We’d like to thank the Committee Membersinvolved in developing the Red Cross Swim Basics,Red Cross Swim Sports and Red Cross Swim Strokesprograms. They include: Chris Barfoot, Lisa Brandie,Marie Duhamel, Terri Edwards, MaryAnn Gauvin,Bev Glass, Greg Kobernick, Shelley Kwong, BrendaLance, and Christina Smirl.

We would also like to extend a special thanks tothe following individuals who provided leadershipand vision to this project: Gail Botten, Yvan Chali-four, Shelley Dalke, Cathy Forner, Michèle Mercier,Aileen Nauss, Kevin Paes, Eric Ritterrath, Sylvie San-terre, and Carolyn Tees.

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Chapter 1: IntroductionYou and the Red Cross Swimming and

Water Safety Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1About the Water Safety Instructor Course . . . . . . . . . . . . . . . 1.1

Key Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1Certification Requirements . . . . . . . . . . . . . . . . . . . . . . 1.1Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1

What the Course Will Teach You . . . . . . . . . . . . . . . . . . . . . . 1.1Required Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2Course Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2Summary of Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2

Chapter 2: Canadian Red CrossUse of the Red Cross Name and Emblem . . . . . . . . . . . . . . . 2.1Canadian Red Cross. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1

Our Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1How We Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1Social Justice and Diversity in Red Cross . . . . . . . . . . . 2.2

Red Cross Water Safety Services . . . . . . . . . . . . . . . . . . . . . 2.3The Seven Fundamental Principles in Relation

to Water Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.3Responsibilities of Water Safety Instructors. . . . . . . . . . . . . 2.3Representing The Canadian Red Cross Society. . . . . . . . . . . 2.4

Chapter 3: PlanningLong-Term Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1

Gather Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1Prioritize Your Material. . . . . . . . . . . . . . . . . . . . . . . . . 3.1Write Down Your Plan . . . . . . . . . . . . . . . . . . . . . . . . . 3.1

Daily Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3Creating a Daily Lesson Plan . . . . . . . . . . . . . . . . . . . . 3.3Review and Adjust Your Plan . . . . . . . . . . . . . . . . . . . . 3.5

Planning Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . 3.6Using Your Daily Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . 3.6

Before the Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.6During the Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.6After the Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.7

Considerations When Planning for Preschool Lessons . . . . . 3.7Lesson Planning with Themes . . . . . . . . . . . . . . . . . . . 3.8

Considerations When Planning for Adult and Teen Lessons . 3.8Considerations When Planning for Multi-Level Classes . . . . 3.10Self-Perception Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.10

Chapter 4: Red Cross Swim PreschoolProgram Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.1The Role of the Caregiver . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2Medical Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3

Temperature Control . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3Ear Infections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3Eye Irritation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3Respiratory Limitations . . . . . . . . . . . . . . . . . . . . . . . . 4.3Water Intoxication . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.4

Safety Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.4Responsibilities of the Instructor . . . . . . . . . . . . . . . . . 4.4Safety Features of the Facility . . . . . . . . . . . . . . . . . . . 4.5

Teaching the Red Cross Swim Preschool Program . . . . . . . . 4.6Communication and Feedback . . . . . . . . . . . . . . . . . . . . . . 4.6Age Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.7

Teaching the Infant—0 to 12 Months . . . . . . . . . . . . . . 4.7Teaching the Toddler—12 to 24 Months . . . . . . . . . . . . 4.8 Teaching the Toddler/Preschooler—2 to 5 Years . . . . . . 4.9

Reinforcement and Encouragement . . . . . . . . . . . . . . . . . . 4.10Body Positions and Holds . . . . . . . . . . . . . . . . . . . . . . . . . 4.10

Basic Caregiver Support Position . . . . . . . . . . . . . . . . . 4.11Front Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.11Back Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.12Submersion Techniques . . . . . . . . . . . . . . . . . . . . . . . 4.13

Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.14Learning Through Play and Imitation . . . . . . . . . . . . . 4.14Skill Development . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.15Learning Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.16

Level-by-Level Summary. . . . . . . . . . . . . . . . . . . . . . . . . . 4.16Starfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.16Duck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.19Sea Turtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.22Salamander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.25Sunfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.29Crocodile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.32Whale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.36

Contents

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WSI.vi Contents

Chapter 5: Red Cross Swim KidsProgram Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.1

Key Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.1Age Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.1

Teaching Swimmers Ages 6 to 8 Years . . . . . . . . . . . . . 5.1Teaching Swimmers Ages 8 to 10 Years . . . . . . . . . . . . 5.2Teaching Swimmers Ages 10 to 12 Years . . . . . . . . . . . . 5.2

Teaching Tips About Learning . . . . . . . . . . . . . . . . . . . . . . 5.3 Correct Gently . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3

Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3Communication Teaching Tips. . . . . . . . . . . . . . . . . . . 5.3Class Management Teaching Tips . . . . . . . . . . . . . . . . 5.4

Holding Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.4Level-by-Level Summary . . . . . . . . . . . . . . . . . . . . . . . . . . 5.4

Level 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.5Level 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.8Level 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.11Level 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.14Level 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.16Level 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.19Level 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.21Level 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.24Level 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.27Level 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.31

Chapter 6: Red Cross Swim Program for Adults and Teens

Program Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.1Red Cross Swim Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2Red Cross Swim Strokes . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2Red Cross Swim Sports . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2

Program Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3Red Cross Swim Journal. . . . . . . . . . . . . . . . . . . . . . . . . . 6.3Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3

Adult Learning Characteristics . . . . . . . . . . . . . . . . . . . . . . 6.4Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4Previous Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4Self-Concept. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4Physical State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4Learning Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.5

Planning for the Adult Learner . . . . . . . . . . . . . . . . . . . . . . 6.5Communicating with the Adult Learner. . . . . . . . . . . . . . . . 6.5Teen Learning Characteristics . . . . . . . . . . . . . . . . . . . . . . . 6.6

Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6Self-Concept. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6Physical State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6

Planning for the Teen Learner. . . . . . . . . . . . . . . . . . . . . . . 6.7How to Teach Red Cross Swim Basics . . . . . . . . . . . . . . . . . . 6.7

How to Teach Red Cross Swim Strokes . . . . . . . . . . . . . . . . . 6.7How to Teach Red Cross Swim Sports . . . . . . . . . . . . . . . . . 6.7Red Cross Swim Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8

Swim Workout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8Triathlon Swim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8Lifesaving Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8Boating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8Diving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8Water Polo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8Underwater Hockey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8Synchronized Swimming. . . . . . . . . . . . . . . . . . . . . . . . . 6.8Surfing & Boogie Boarding . . . . . . . . . . . . . . . . . . . . . . . 6.9

How to Evaluate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.9Red Cross Swim Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . 6.9Red Cross Swim Strokes. . . . . . . . . . . . . . . . . . . . . . . . . . 6.9Red Cross Swim Sports . . . . . . . . . . . . . . . . . . . . . . . . . . 6.9

Red Cross Swim Basics Worksheet . . . . . . . . . . . . . . . . . . . 6.10

Chapter 7: Evaluation Made SimpleAfter You Instruct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1A Note About Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1Why Evaluate?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1

To Screen Swimmers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1To Help Swimmers Improve . . . . . . . . . . . . . . . . . . . . . . . 7.1To Decide Whether Swimmers Complete the Level . . . . . . 7.3

Completing a Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.3Evaluation Made Simple . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.3Continuous Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.4

3X Rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.4Evaluating the Red Cross Swim Preschool Program . . . . . . . 7.5

Identiying Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.5Evaluating the Red Cross Swim Kids Program . . . . . . . . . . . 7.5Recognition Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.5

Red Cross Swim Preschool . . . . . . . . . . . . . . . . . . . . . . 7.5Red Cross Swim Kids . . . . . . . . . . . . . . . . . . . . . . . . . . 7.6Red Cross Swim Program for adults and teens . . . . . . . 7.6

Writing Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.6Paperwork!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.6

Chapter 8: Strategy ResourceDeveloping Swimmer . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.2

Shallow Water Orientation . . . . . . . . . . . . . . . . . . . . . . 8.2Submersion and Breathing . . . . . . . . . . . . . . . . . . . . . 8.5Front Floats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.8Back Floats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.8Front Glides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.10Front Glides with Kick . . . . . . . . . . . . . . . . . . . . . . . . . 8.12Back Glides with Kick . . . . . . . . . . . . . . . . . . . . . . . . . 8.13Head-First Sculling on Back . . . . . . . . . . . . . . . . . . . . 8.14Deep Water Orientation . . . . . . . . . . . . . . . . . . . . . . . 8.16

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Contents WSI.vii

Strokes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.16Front Crawl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.16Back Crawl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.19Elementary Back Stroke . . . . . . . . . . . . . . . . . . . . . . . 8.21Breast Stroke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.22

Skills and Water Safety . . . . . . . . . . . . . . . . . . . . . . . . . 8.24Site Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.24Entries and Exits . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.27Dives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.28Forward Roll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.29Stride Entry (The Jump) . . . . . . . . . . . . . . . . . . . . . . . 8.30Standing Shallow Dive . . . . . . . . . . . . . . . . . . . . . . . . 8.31PFDs and Lifejackets. . . . . . . . . . . . . . . . . . . . . . . . . . 8.32Boat Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.32Stay Warm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.33Rescue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.34Rescue of Others—Wet . . . . . . . . . . . . . . . . . . . . . . . . 8.39Rescue of Others—Dry. . . . . . . . . . . . . . . . . . . . . . . . . 8.41Making Wise Choices . . . . . . . . . . . . . . . . . . . . . . . . . 8.41

Fitness Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.42Fitness for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.42Kicking Drills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.44Arm Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.45Eggbeater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.45Travelling Legs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.46Sidestroke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.46Butterfly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.48

Songs and Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.51Games with Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.56

What Are Games? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.56Why Games? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.56What Rules? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.57What Games? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.57What Type of Games? . . . . . . . . . . . . . . . . . . . . . . . . . . 8.59

AppendicesAppendix A2Evaluation Criteria: WSI Course and

Teaching Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.1

Appendix B2Code of Conduct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.3

Appendix C2WSI Candidate Instructional Emergency Response (IER)Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.4

Appendix D2WSI Candidate Instructional Emergency Response Performance Criteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.5

Appendix E2WSI Candidate Teaching Experience Assignment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.7

Appendix F2WSI Teaching Experience Roles and Responsibilities . . . . . A2.9

Appendix G2WSI Teaching Experience Assignments . . . . . . . . . . . . . . . A2.11

Appendix H2WSI Candidate Teaching Experience Evaluation Form . . . . A2.21

Appendix I2Use of the Red Cross Emblem . . . . . . . . . . . . . . . . . . . . . A2.23

Appendix J2Risk Management Checklist for Water Safety. . . . . . . . . . A2.24

Appendix K2You and the Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.25

Appendix L2Adult Learning Inventory Form . . . . . . . . . . . . . . . . . . . . A2.26

Appendix M2Water Safety Instructor Course Feedback. . . . . . . . . . . . . A2.27

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WSI.1

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YOU AND THE RED CROSS SWIMMINGAND WATER SAFETY PROGRAMCongratulations on deciding to become a Red CrossWater Safety Instructor (WSI)! When you become aWSI, you’ll become part of the Red Cross team, help-ing to deliver our injury prevention message and keepCanadians safe across the country. Research provesthat developing water-safe attitudes and teachingswimming and water safety skills can reduce drown-ings and water-related injuries and make Canadianssafer in, on, and around the water. Being an Instructoris being a leader. And being a Red Cross Water SafetyInstructor is being a leader in the best swimming andwater safety program in the world!

You are the key to the success of our program, tothe success of your swimmers, and to the creation ofan environment in which all Canadians have healthy,positive attitudes toward swimming and water safety.You are our “aquatic link.”

Your commitment begins now.

ABOUT THE WATER SAFETYINSTRUCTOR COURSEThe Water Safety Instructor course prepares you toinstruct the Red Cross Swim programs. You’ll focuson strategies to teach and develop swimming andwater safety skills in the Red Cross Swim Preschool,Red Cross Swim Kids, and Red Cross Swim Pro-gram for adults and teens curricula.

Key BenefitsBy taking this course, you will have the opportunity to:

• develop excellent instructional skills; • continue the development of your injury preven-

tion approach to instruction; • be part of a nationwide program that is available

to all communities across Canada; and• continue your professional development with

national organizations that are partnered with theRed Cross (see www.redcross.ca for a complete list)

Certification RequirementsPrerequisites: To take the Water Safety Instructorcourse, you must be 16 years old by the last day of thecourse and you must be certified as an Assistant WaterSafety Instructor (AWSI).

Evaluation: You must successfully complete theWSI core course and WSI Teaching Experience.

CertificationAfter you have successfully completed the certifica-tion requirements, you’ll be issued a Red CrossWater Safety Instructor certification card. This certi-fication allows you to teach all levels of the RedCross Swim Program for the duration identified onthe card. To maintain a current certification, youwill need to attend a WSI Recertification Workshopprior to the expiry date on your certification card.Experienced WSIs may also supervise AWSIs whoare helping with a class or fulfilling their TeachingExperience requirement.

WHAT THE COURSE WILL TEACH YOUThe Red Cross Water Safety Instructor course is the sec-ond step toward becoming a leader in, on, and aroundthe water. This is your chance to develop skills and gainconfidence to become the best WSI possible.

Many of the rewards will be personal. SomeInstructors find their niche here and pursue aquaticcareers. Others have built from the basic concepts weteach in the AWSI and WSI course and applied themto their work in other fields. Many continue to beinvolved in some of the other programs provided byRed Cross (i.e., First Aid Services, Volunteer Services,Disaster Services, International Services, or Respect-ED: Violence and Abuse Prevention). For more infor-mation on the programs and services within the RedCross, go to www.redcross.ca, or contact your localRed Cross office.

1.1

Introduction

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1.2 WSI Manual • Introduction

In this manual, you’ll find all kinds of usefulinformation in the chapters that follow, includinginformation about the following:

1. Red Cross in Canada.2. How to create effective long-term lesson plans as

well as daily lesson plans using the previouslyacquired information on communication, safetysupervision, teaching methods, and learning styles.

3. How to adapt your teaching methods for the dif-ferent age groups as well as the skills and perfor-mance criteria for:

• Red Cross Swim Preschool• Red Cross Swim Kids• Red Cross Swim Basics• Red Cross Swim Strokes• Red Cross Swim Sports

4. How to evaluate your swimmers performance inthe Red Cross Swim Program

5. Teaching strategies to assist you in teaching andcorrecting skills

REQUIRED MATERIALSFor the Water Safety Instructor course, the WaterSafety Instructor Manual is required because it helpsyou and Red Cross in many ways:

1. support the quality and integrity of the program;

2. help you to provide quality instruction;3. ensure national consistency within the Red Cross

Swim program; and,4. ensure the program is recognized as a Red Cross

program.

COURSE EXPECTATIONSBeing a WSI is a lot of fun, but it’s also a lot of respon-sibility. You need to take the Water Safety Instructorcourse seriously so that you’ll be fully prepared todeal with those responsibilities. That means:

• making sure you have the most current materialsthroughout the duration of your course;

• attending 100% of the course;• participating in 100% of the course;• providing proof of all the prerequisites (16 years

of age, the Assistant Water Safety Instructor Certification);

• completing post-course requirements; and• completing the Teaching Experience requirements.

SUMMARY OF EVALUATIONThroughout this manual and throughout our Instruc-tor Development Program, you will learn and devel-op the essential tools to be an effective WSI.

The detailed evaluation criteria are found inAppendix A2. Throughout this course you shouldrefer to these criteria to stay on track.

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CONSIDERATIONS WHEN PLANNINGFOR ADULT AND TEEN LESSONSThe Red Cross Swim Program for adults and teenswas created to give both adults and teens the oppor-tunity to gain knowledge and skills in swimming andwater safety in a safe and enjoyable environment.

Each person comes into your class with a varyingrange of experiences, interests, needs, and abilities.Accommodating this diversity will not always be easy.When developing your lesson plans, you will need toconsider the following:

• Have you reviewed the registration forms for anyimportant health-related information?

• Did each swimmer complete the Adult LearningInventory Form?

• Have you discussed the individual goals witheach swimmer?

• Do you have a water safety message to be dis-cussed throughout your lesson today?

• Do you have a fun, interactive strategy that willappeal to the social needs of your group?

• Have you reviewed your progressions to makesure that each swimmer will experience smallsuccesses?

• Did you plan a warm-up activity? Remember thatfor some of them, this may be their only form ofthis type of physical activity.

shape the program activities. Since many of the skillsthat you teach will be repeated often, it is importantfor you to make them fun. What better way to do thatthan to present them in different creative packages?And choosing a theme makes your lesson planningeasier by giving it a focus.

3.8 WSI Manual • Planning

ONE MORE TIME…

Repetition is an important method to reinforce anyskill, but it is especially important at the preschoollevel for two reasons. First, younger children havelimited motor skills, so they can only progress to acertain point until they reach their next develop-mental stage. That means you will have to repeatskills until their bodies are ready for the next stepin the progression. Second, younger children tendto require more repetition to master a skill.

OTHER THEME IDEAS

• Bubble day

• Ball day

• A visit to the zoo, aquarium, or park

• Mini-Olympics

• Any special day or holiday

• Happy Birthday

• It floats!

• Boat cruise

• Happy faces

• Locomotion

• Music

Lesson Planning with ThemesHow do you plan a lesson using themes? It’s simple.Just follow these steps (Figure 3.4):

1. Choose your theme. Start by reviewing the observation/performance criteria for the RedCross Swim Preschool program level that you areinstructing. Themes like “Welcome to PFDs”, and“Safety” can all provide focus for a lesson. Orchoose themes such as “The Wet Head Club” or“A Day at the Circus.” Your imagination is theonly limiting factor!

2. Choose your skills for that lesson. Check yourlong-term plan and any evaluation notes youhave on class progress.

3. Now choose songs, games, and activities thatreview your skills and tie in with your theme.

When you are planning your lessons for theRed Cross Swim Preschool program, keep thesekey principles in mind:

• Screen your class, especially caregivers, forexperience and comfort level in the water.

• Focus on both the caregiver and the child.Remember you are instructing both, and yourlesson plan content should reflect this.

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4.4 WSI Manual • Red Cross Swim Preschool

exertion. After a relatively short rest period however,they can easily resume physical exercise.

Never try to “teach” children to hold their breath orgo underwater for a long time—it can create an unsafesituation. These activities should be strictly avoided.

Water IntoxicationRapidly swallowing large quantities of water cancause problems in very young children. Infants canswallow large amounts of water easily, especially ifthey are involuntarily submerged.

Water intoxication (hyponatremia) can result inlethargy (tiredness), vomiting, increased urine out-put, seizures, and brain swelling. These changes arecaused by fresh water rapidly diluting the blood,which means that water passes into the brain cells.The faster this happens, the more severe the effects.

A child probably needs to swallow about 100mlof water per kilogram of body weight before there’s arisk of serious water intoxication. In other words, a10-kilogram baby would have to swallow one litre ofwater. This volume is a theoretical estimate, howev-er—the real range is not yet known.

Remember: Water intoxication does not happenfrequently. However, you should be aware of thesymptoms. These include:

• bloated stomach,• increased irritability, and• vomiting.

You should also make caregivers aware of thesymptoms of water intoxication since symptoms tendto appear after the swim, rather than during it.

SAFETY SUPERVISIONSafety supervision is extremely important inpreschool aquatics. Anytime young children are nearwater, they must be supervised by a responsible adult.

Make caregivers aware of their responsibilities insupervising their children in an aquatic environment.Caregivers and Instructors must continually be awareof where young children are, and what they aredoing. Personal flotation devices (PFDs) and buoyantaids are not substitutes for supervision. If caregiversparticipate in preschool classes, they must take theprime responsibility for the safety of their young chil-

dren and supervise them on a one-to-one basis. Youshould teach caregivers basic water safety knowledgeand make sure that reaching assists and first aidequipment are available for use.

Responsibilities of the InstructorAs an Instructor, you are responsible for the follow-ing (Figure 4.3):

• Supervising the preschool children (e.g., watch forsigns of hypothermia, unplanned submersions).

• Supervising the caregivers while they are teachingtheir young children. (Caregivers may be non-swimmers and timid of the water themselves.)

Safety first:

• Keep a constant watch on your classes. Arrangeto meet children and their caregivers at the sameplace before each lesson, somewhere safely awayfrom the water. Help caregivers to redirect theirchild’s attention from the water by letting themknow what children can safely do while they’rewaiting for class to start.

• Establish the same sort of routines and cues thatyou would use for any class you instruct. Remem-ber, you’re communicating to the caregiver now,and they’ll want to know why you’re asking themto do things a particular way.

• Make sure you teach the class how to enter andexit the water safely. Caregivers may need to pairup. Supervise entries and exits carefully everylesson (Figure 4.4).

Figure 4.3 Use formations that allow you to see allswimmers in your class.

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Red Cross Swim Preschool • WSI Manual 4.17

Corrective Strategy: Remind caregivers to watchchild for signs of discomfort. If the child is uncom-fortable, have the caregiver stop the current activityand repeat a previous step or activity with which thechild was comfortable.

Item: Supports and Hold Techniques forthe Caregiver

• Caregiver can demonstrate appropriate supportsfor child in the water, including:

1. Basic caregiver and child positions: caregiver (withshoulders in the water where possible) supportschild under the arms while maintaining eye contact

2. Side by side positions3. Back float positions4. Submersion positions5. Entry and exit positions

Common Error: Caregiver does not lower shoul-ders underwater.

Corrective Strategy: Provide support for caregiverduring the holding positions to increase caregiver’scomfort and ability.

Item: Submersion (Optional)NOTE: This is an optional, voluntary activity andshould occur only if and when caregiver and child areinterested, relaxed, and ready.

• Caregiver gently submerges child. Child’s ear isplaced on caregiver’s chest so child can hear heartbeat, just like when in the womb. Caregivercounts “1, 2, 3, Go.” Caregiver and child com-pletely submerge underwater slowly. Caregiverre-establishes face to face contact with child assoon as they surface.

• Child performs submersion and moves underwa-ter toward caregiver.

• Child performs submersion and assisted underwa-ter movement toward caregiver.

Common Error: Caregiver loses balance duringsubmersion and causes child to panic.

Corrective Strategy: Teach the caregiver a stablebody and foot position for submersion techniquesbefore working on submersion.

Item: When and How to Get Help

• Caregiver describes 2 situations in which peoplemight need help.

• Caregiver knows when to get help.• Caregiver knows how to contact EMS/9-1-1 in an

emergency and what information is needed.(EMS is the emergency medical services systemand may be 9-1-1 or a community alternative.)

Common Error: Caregiver hangs up the phonebefore the EMS/9-1-1 operator.

Corrective Strategy: Give the caregiver playing therole of the EMS/9-1-1 operator a “safety tip” closingremark to end the call. Have the caregivers callingEMS/9-1-1 stay on the phone until they receive thesafety tip of the day.

Item: Choking Prevention

• Caregiver knows the objects that may causechoking.

• Caregiver is given a demonstration of how toidentify an airway obstruction and is shown howto respond to a conscious airway obstruction.

• Caregiver receives information on where to learnthis technique.

Common Error: Caregiver underestimates thesize of objects that will block an airway.

Corrective Strategy: Cut a small hole in the bot-tom of a plastic or paper cup approximately the size ofa popcorn kernel for infants and a raisin for toddlers.Give caregivers objects of varying sizes to drop intothe cup, so they can identify which objects are poten-tial choking hazards. Identify how pieces of plasticbag, balloons, etc., can block the airway as well.

Starfish Observation Guidelines

Swimming

Item: Getting Wet (Assisted)

• With help, child experiences water on the face,head, and body.

• Child becomes accustomed to the water and itstemperature, smell, and colour.

Common Error: Child begins to cry during activ-ity and caregiver continues activity.

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5.22 WSI Manual • Red Cross Swim Kids

Level 7

Skills and Water Safety

Item: Mild and Severe Airway Obstruction

• Identifies 3 items that can cause people to choke,e.g., gum, food, toys

• States why it’s important not to eat or chew gumwhile playing in the water

• Identifies 3 reasons why people might stopbreathing, e.g., choking, drowning, injury

Common Error: Swimmer identifies items forblockage that are too large to fit into mouth to causeblockage.

Corrective Strategy: Give swimmers an emptypaper towel/ toilet paper tube and a variety of objectsthat may or may not cause choking. Have the swim-mers use the tube to identify which objects couldpotentially cause choking.

Item: Choking Rescue, Mild and Severe AirwayObstruction, Conscious Person

• Shows universal sign for choking: clasping bothhands at throat

• Determines whether blockage is mild or severe byasking if person can cough or speak

• Encourages person to stay calm and continuecoughing

• Describes why it is important to stay with the per-son and call for help

• If severe blockage, calls for help and:

1. Surveys the scene;2. Stands behind person and wraps arms around

waist;3. Makes fist with one hand and places thumb

side of fist on middle of abdomen, slightlyabove navel;

4. Grasps fist with other hand and gives quick,inward and upward thrusts; and

5. Continues giving abdominal thrusts until theobject is forced out, the person starts tobreathe or cough forcefully, and/or the personbecomes unconscious

Common Error: Swimmer does not determine ifblockage is mild or severe by asking if person cancough or speak.

Corrective Strategy:

• Stop the scenario. Ask swimmers to recite thesteps again and practise while you call out thesteps for everyone to follow.

• Prepare a flip chart with the steps listed inorder. Have the swimmers work on one stepat a time, and make sure they understandeach step (especially proper landmarking)before moving to the next one.

• Consider preparing a handout that swimmerscan take home and use to practise and reviewwith their caregivers and siblings.

Item: Throwing Assist with a Line

• Demonstrates throwing a line to a distressed con-scious swimmer at least 3m away:

1. Calls for help and speaks clearly to the dis-tressed swimmer while maintaining eye contact

2. Places feet shoulder width apart, with the linesecured under the front foot

3. Faces person, throws assist4. Gets into stable position (lying down) before

person grabs assist5. Smoothly pulls person to point of safety

NOTE: Assist must land within 1 arm lengthbehind or to the side of the distressed person

• Explains reasons for not going into the water dur-ing a rescue and avoiding direct contact

Common Error: Swimmer stands while pulling indistressed swimmer.

Corrective Strategy: Stop the activity for thatteam and have them identify what needs to changeand why.

Item: Reaching Assist with an Aid

• Identifies characteristics of good reaching assists,e.g., buoyant, light, easy to hold

• Gives 4 examples of a good reaching assist, e.g.,kickboard, paddle, ring-buoy, inner tube

• Demonstrates safe reaching assists to distressedswimmer:

1. Gets into stable position (lying down on angle)2. Speaks clearly and continually, maintaining

eye contact

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5.26 WSI Manual • Red Cross Swim Kids

Item: Rescue Breathing, Adult and ChildNOTE: Use dolls, mannequins, or Actars™, or simu-late with partners, without mouth-to-mouth contact.Recommend the use of a barrier device when demon-strating.

• Demonstrates rescue breathing sequence for anadult and child:

1. Ensures no further danger and checks thescene

2. Checks for responsiveness (tap and shout)3. If person is unresponsive, shouts for help and

tells bystander to call EMS/9-1-14. Rolls person onto back (if necessary) and

opens airway (head tilt/chin lift)5. Checks for breathing (look, listen, feel for

5–10 seconds)6. If doesn’t hear normal breathing, simulates 2

rescue breaths (tight seal, nose pinched);each breath should last one second

7. Adult: Performs rescue breathing at a rate of1 breath for every 5–6 seconds

8. Child: Performs rescue breathing as for adult,demonstrating modifications—(1) opens air-way gently, breathes at a rate of 1 breath every3–5 seconds or 12–20/minute; (2) expels lessair; each breath should last one second

Common Error: Swimmer only uses pulse checkwhen checking for signs of circulation.

Corrective Strategy: Review all signs of circula-tion and have swimmers identify to a partner eachsign as they check for signs of circulation.

Item: Feet-First Surface Dive

• Demonstrates Self-Safety• Presses down with arms, performing any power

kick (scissor, whip, eggbeater) to provide upwardbody lift, then uses upward arm press to assistvertical descent, keeping legs together

• Once head submerges, presses palms upwardwith arms outstretched to assist descent

• Where site permits, descends 2m

Common Error: Swimmer doesn’t press armsdown or kick up to gain vertical lift before diving.

Corrective Strategy: Hold an object (your hand ora noodle) a foot or so above the swimmers’ head, and

tell them to try and hit it with their head before theygo under the water.

Item: Stride Entry

• Demonstrates Self-Safety• Enters water with legs in stride or whip kick posi-

tion• Leans forward slightly during entry to increase

surface resistance and presses down with out-stretched arms

• Keeps head above water at all times

Common Error: Body is vertical on entry andhead submerges.

Corrective Strategy: Have swimmers “throwthemselves” toward a pole you are holding about 1maway. Swimmers are to try and reach it with theirhands (this drill will pull the torso forward, out ofvertical line).

Level 8Swimming

Item: Front Crawl 75m

• Maintains near-horizontal body position, face inthe water, keeping head straight

• Rolls body on long axis, no hip sway• Flutter kick from hips with relaxed feet• Extends hand entry forward of head and in line

with shoulders• Recovers arms above water in a controlled, alter-

nating manner• Keeps elbows high during recovery• Hand catches water at full extension point with

shoulder rotation to initiate pull• Executes bent arm pull• Extends pull past hips• Breathes to the side as needed (no pause), exhal-

ing underwater• Co-ordinates relaxed breathing with alternating

relaxed arms recovery above water

Common Error: Swimmer is using a straight-armpull rather than a bent-arm pull.

Corrective Strategy: In the water, stand behindthe swimmers and extend your arm. Have themextend their same arm and line up their elbow withyours. Leaning forward in the water, have them keep

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6.1

Red Cross Swim Programfor Adults and Teens

There are many reasons to encourage adults and teensto participate in the Red Cross Swim Program. You canhelp participants of any age improve fitness, relievestress, acquire prerequisite skills for an aquatic career,recover from a health problem or injury, and have a lotof fun while doing so!

For adults and teens who don’t have much expe-rience in the water, Red Cross Swim Basics givesthem the skills to enjoy aquatic activities safely, pro-mote water-safe behaviours, and prevent drownings.

Red Cross Swim Strokes takes aquatic skills tothe next level, helping swimmers to continue devel-oping and improving their strokes. Swimmers whowant to work in aquatic recreation can refine theirstrokes and meet the performance criteria for swim-ming technique and distance.

For adults and teens who have some basic swim-ming skills, Red Cross Swim Sports offers lots ofopportunity for fun, variety, friendship, and fitness.It’s also a great program for teens who have finishedthe Red Cross Swim Kids program but are too youngto take the Assistant Water Safety Instructor course,helping to keep them involved in lifelong aquaticactivities they can enjoy.

With Red Cross Swim Basics, Red Cross SwimStrokes, and Red Cross Swim Sports, you have anopportunity to share your knowledge, skills, andexperience with your swimmers—and you can alsolearn a great deal from them.

Each person comes into your class with anincredible range of experiences, interests, needs, andabilities. Accommodating this diversity will notalways be easy, but learning who your swimmers areand what they want will help you apply an individu-alized approach to instructing. That’s what the RedCross Swim Programs are all about.

PROGRAM OVERVIEW Red Cross Swim Basics, Red Cross Swim Strokes, andRed Cross Swim Sports provide teens and adults withthe opportunity to gain knowledge and skills in

swimming and water safety in a safe and enjoyableenvironment. Red Cross Swim Basics, Red CrossSwim Strokes, and Red Cross Swim Sports have fourobjectives:

• To develop swimming skills by introducingaquatic activities and sports according to eachswimmer’s interests;

• To provide water safety skills and knowledgeaccording to each swimmer’s interests and ability;

• To create a positive learning environment byhelping swimmers set and achieve personal goals;and

• To provide encouragement and flexible opportu-nities for swimmers to continue enjoying aquaticactivities.

Our program is unique. Although we use tradi-tional Red Cross teaching methods, the structure isdifferent from other Red Cross programs. Someaspects of the program will be familiar:

• The teaching knowledge and skills that you arelearning as a Red Cross Water Safety Instructorapply to these programs.

• The content in the Red Cross Swim Basics andRed Cross Swim Strokes comes from the RedCross Swim Kids and Red Cross Swim Preschoolprograms.

However, in Red Cross Swim Strokes, swimmersdon’t need to meet specific performance criteria tocomplete the level. This is strictly a stroke improve-ment level, and can be offered as part of the Red CrossSwim Kids program as well as to adults and teens.

Red Cross Swim Sports consists of nine sportmodules that may be offered independently as singletwo-day sessions or combined together to create sportcamps. Some of the skills in these modules are notpart of the Red Cross Swim Kids and Red Cross SwimPreschool continuum. Instead, this program offersyou the opportunity to have fun and use aquatic skillsand knowledge that you may have gained throughyour own aquatic interests.

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6.2 WSI Manual • Red Cross Swim Program for Adults and Teens

Red Cross Swim Basics Red Cross Swim Basics is a single-level program thatcovers basic swimming skills. It is aimed at teens andadults with little or no swimming experience.

Purpose:

• To develop or increase swimmers’ comfort in thewater through basic flotation, movement, andbreathing skills.

• To foster the basic knowledge, skills, and atti-tudes they need to prepare, stay safe, and survivein, on, and around water.

Prerequisites:

• Completion of a fitness screening form, ifrequired by the program site.

• A keen interest in developing skills and knowl-edge that promote safe enjoyment of aquaticenvironments.

Red Cross Swim StrokesThis program is aimed at swimmers who have mas-tered the basics of learning to swim and are ready tofocus on developing and improving their strokes andincreasing the distance they can swim.

Purpose:

• To build swimmers’ confidence and improve theirperformance in any of the strokes taught in theRed Cross Swim Kids program.

Prerequisites:

• Completion of a fitness screening form, ifrequired by the program site.

• Ability to swim at least 3 × 5m front crawl at aRed Cross Swim Kids 3 level.

Red Cross Swim Sports For teens and adults with basic swimming skills, thenine Red Cross Swim Sports modules offer lots ofways to have fun, stay fit, and be active in the water.

Purpose:

• To introduce a variety of aquatic recreationalsports in a fun-filled, non-competitive environ-

ment that can help swimmers achieve their per-sonal fitness goals.

General Prerequisites:

• Completion of a fitness screening form, ifrequired by the program site.

• Unless otherwise stated, ability to swim 10m(wearing a PFD/lifejacket if necessary).

• Ability to stay comfortably at the surface of deepwater, wearing a PFD/lifejacket if necessary (use offlotation devices is permitted in all sport modulesexcept diving, since the goal of the program is topromote safe participation in aquatic activities).

Additional Prerequisites for Specific Modules:Swim Workout:

• Ability to swim 50m continuously.

Triathlon Swim:

• Ability to swim 100m continuously.

Lifesaving Sport:

• Ability to swim 25m.

Boating:

• Comfort with swimming while wearing a PFD/lifejacket.

Diving:

• Comfort with swimming in deep water (withouta PFD/lifejacket).

• Ability to perform disoriented entries.• Ability to change direction in deep water.

Water Polo:

• Comfort with swimming in deep water or whilewearing a PFD/lifejacket.

Underwater Hockey:

• Ability to swim 15m. • Ability to swim comfortably underwater.

Synchronized Swimming:

• Ability to tread water for 2 minutes. • Ability to perform disoriented entries.• Ability to swim 15m.

Surfing & Boogie Boarding:

• Comfort with swimming in deep water or whilewearing a PFD/lifejacket.

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Appendix L2). Don’t forget to make notes on yourworksheets/attendance forms about each swim-mer’s goals and areas of interest!

Worksheet Red Cross Swim BasicsThe worksheet for the Red Cross Swim Basics is sim-ilar to the Red Cross Swim Kids worksheets. Use thisworksheet to record attendance and to track wheneach swimmer achieves the performance criteria. Theskills and performance criteria in this level comefrom the Red Cross Swim Kids program (swimmingskills from Red Cross Swim Kids 1–5 and water safe-ty skills from Red Cross Swim Kids 6–7).

Red Cross Swim Strokes and Red Cross Swim Sports Red Cross Swim Strokes and Red Cross Swim Sportsdo not have worksheets. Instead, track each swim-mer’s progress/participation in the Red Cross SwimJournal. Because the Red Cross Swim Sports modulesare designed as participation programs, you don’tneed to track completion of items—just participa-tion. For safety reasons, you also need to recordattendance at each lesson.

Lesson PlansRed Cross Swim BasicsThe set of 10 lesson plans for Red Cross Swim Basicshas been developed based upon a 60-minute lesson.The lesson plan is an outline with daily fitness tips, afew suggested activities, and space for you to identifydrills that will meet the needs of your swimmers.

Red Cross Swim StrokesYou’ll find the performance criteria for each level onthe Red Cross Swim Strokes Chart. Because the swim-mers will be working on a variety of strokes, tech-

Red Cross Swim Program for Adults and Teens • WSI Manual 6.3

WORKING TOGETHERTry having your swimmers fill out the Adult Learn-ing Inventory Form together on the first day oflessons so that they can learn a little about eachother. Once they’ve done that, take a few minutesto review the form with the swimmers.

PROGRAM MATERIALS Red Cross Swim JournalWhen swimmers register for Red Cross Swim Basics,Red Cross Swim Strokes or Red Cross Swim Sports(or when they arrive on the first day of lessons), theywill receive a Red Cross Swim Journal (Figure 6.1).This journal contains tips on swimming and fitness,as well as charts where swimmers can record theirgoals, track their progress, and make notes aboutyour feedback.

The Red Cross Swim Journal is a learning toolfor your swimmers and you. Discuss individualgoals with each swimmer and have swimmersrecord these goals in their journal. The AdultLearning Inventory Form is another useful tool tohelp your swimmers set realistic goals (see

Figure 6.1 Red Cross Swim JournalFigure 6.1 Red Cross Swim Journal

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6.4 WSI Manual • Red Cross Swim Program for Adults and Teens

niques, and distances, you will need to create cus-tomized lesson plans for this level.

Red Cross Swim SportsEach module has two 60-minute lesson plans. Thelesson plans identify the skills to teach for each mod-ule and provide instructions for teaching new skills.In the case of the water polo and underwater hockeymodules, the lesson plans also include a brief intro-duction to game rules.

ADULT LEARNING CHARACTERISTICSTeaching adults is not the same as teaching youngerlearners. Adults have certain characteristics thatinfluence their learning experience. These character-istics vary a lot from person to person, so be flexibleand consider them when planning your lessons.

There are five main categories of adult learningcharacteristics:

1. Motivation 2. Previous experience 3. Self-concept 4. Physical state 5. Learning limits

Motivation Understanding motivation means understanding whypeople do things.

• Adult swimmers take lessons because theychoose to participate. As a result, they are gener-ally highly motivated.

• Adults feel good about their successes, howeverlarge or small. When they master a skill, they gaina sense of control. Competence builds confidence!

Previous Experience Previous experience refers to the knowledge, skills,and attitudes your swimmers already have.

• Some of your swimmers will have a wealth ofexperience when it comes to swimming and/orwater safety. For example, one swimmer mayknow a lot about safe boating; another swimmermay be a fitness enthusiast who wants to learndeep-water running.

• Beginners may have the same fears and anxietiesas a young swimmer learning to swim. Take timeto carefully review their previous experience anduse informal discussions for further assessment.

• Previous experience also affects the way in whichadults learn. In general, adults have alreadydeveloped their own strategies or approaches tolearning. Sometimes this means changing yourteaching method and using an individualizedapproach.

Self-Concept Self-concept is the perception that people have ofthemselves.

• Adult learners are usually fairly confident in theirabilities. However, some adults may be very inse-cure in the water, so it’s important to make surethey experience success early in the program.

• Take your swimmers through progressions thatencourage success at each step. Make sure thateach swimmer has the freedom and time to prac-tise so that he or she can feel successful. You needto build success into each lesson by helpingswimmers set and reach realistic goals.

• Your swimmers will view you as the water“expert,” so it’s important for you to be confidentduring your lessons by preparing well and com-municating in a mature, respectful way.

Physical State Physical state refers to the physical characteristics ofthe swimmers.

• Physical state can vary dramatically depending onthe ages of your swimmers and how active theyare. At around the age of 30, physical capacitymay begin to decline slowly. As people age, thereare predictable changes that happen. However,remember the following: 1. Aging occurs at different rates for different

people, so don’t focus on age. A 50-year-oldcan be in much better physical conditionthan a 30-year-old.

2. A physical limitation can be the result of adisease (e.g., arthritis), disability, or injury,rather than aging. Be aware of the physicallimitations of your swimmers and respect

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Red Cross Swim Program for Adults and Teens • WSI Manual 6.5

Learning Limits Learning limits involve the amount of time and energy (both physical and psychological) that youradult swimmers are willing or able to devote to thelessons or to a specific skill. These limits can varyfrom one swimmer to the next. For example, oneswimmer may always have to leave your lesson early,whereas another may take a long break halfwaythrough each lesson. Some may need more mentaltime to prepare themselves for doing an activity, whileothers jump right into it.

• As an Instructor, it’s important for you to developa sense of the learning limits of a particular classor swimmer and to respect these limits.

• Within each lesson, focus on what each swimmerwants to know and what your swimmers can do.Be flexible! Your enthusiastic and caring attitudewill help create an atmosphere of trust and respect.

PLANNING FOR THE ADULT LEARNER • Develop a long-term plan and individual daily

lesson plans based on each swimmer’s interestsand goals. This may seem complicated, butremember: • Adults like to practise on their own. • They can help each other in partners or

groups.• They have already developed individual

strategies for learning new things.• They are highly motivated and determined to

learn! • Give feedback on an ongoing basis and encourage

swimmers to give each other feedback too. • Incorporate fun, fitness, games, and social

interaction into your lessons. Tag, tug of war,keep away, water polo (using noodles, tubes, orPFDs/lifejackets), and partner games are goodchoices for adult learners.

COMMUNICATING WITH THE ADULTLEARNERVision and hearing can affect learning, so pay partic-ular attention to the way you communicate withadult learners:

those limitations. Always focus on what theycan do and adapt when needed.

3. If something feels uncomfortable or painfulfor a swimmer, encourage him or her to stopthe activity.

• Talk to your lesson supervisor about a fitnessscreening form. This type of form will give youimportant information about the health of youradult swimmers.

• One common change that comes with age is agradual decline in flexibility. Using all of ourjoints in a variety of regular activities can helpprevent this loss. Your swimmers may need timeto loosen their joints and muscles, especially incolder water. Give swimmers an opportunity tostretch and warm up as much as they need.

• As people age, their body fat increases and theirlean body mass decreases gradually, until aboutage 70. As a result, their buoyancy increases.After 70, people tend to become thinner and theirbuoyancy decreases.

• Changes in muscle strength depend on howactive someone is. Although strength declinesgradually, muscles that are used regularly stay relatively strong. Muscles that aren’t used asmuch become weaker.

• The speed of nerve impulses decreases as peopleage. This means that some older swimmers maytake longer to learn new skills. It does not meanthat older people are any less able to learn, onlythat it may take a little longer. Pace your lessonsin a way that lets swimmers call on their pastlearning experiences, process information, andpractise. For example, pause occasionallybetween instructions to give everyone enoughtime to absorb the information and ask questionsif needed. With your feedback and support,everyone will be successful.

• In terms of body temperature, older adults maynot be able to generate enough heat to stay warm.They are also at higher risk of overheating if theconditions are too hot.

• One of the greatest benefits of the water is that it’sa relatively “soft” environment that lets peoplemove more easily than on land—even swimmerswho have lost a lot of physical capacity.

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6.6 WSI Manual • Red Cross Swim Program for Adults and Teens

• Stand where everyone can see you clearly and be closer to swimmers when you do yourdemonstrations.

• Speak slowly, clearly, and loudly so that everyonecan hear.

• Talk directly to the group in a conversational toneof voice—avoid a monotone.

• Use simple, clear, and meaningful words orphrases.

• Coordinate your body language with your verbalcues.

• Try to eliminate outside noises that may distractyour swimmers or interfere with their hearing.

• Watch your swimmers’ faces to see if they are hear-ing and understanding you. Have your class orspecific swimmers use a special cue (e.g., thumbs-up) to show you that they understood you.

• Ask someone in the back of the group to let youknow if anyone can’t hear.

• When someone asks you a question, repeat it sothat everyone can hear it.

• Use larger print on water safety handouts. • Make sure that everyone can easily see your

visual aids.

TEEN LEARNING CHARACTERISTICSThere are four main categories of teen learning char-acteristics:

1. Motivation 2. Self-concept 3. Physical state 4. Conduct

MotivationUnderstanding motivation means understanding whypeople do things.

• Like adults, teens take lessons because theychoose to participate and want to succeed. As aresult, they are generally highly motivated.

• Peer relationships are particularly important atthis stage, so include lots of group activities.

• Teens are keen to explore new things and testtheir physical skills and abilities. Give themopportunities to stretch and grow! They’re also

looking for meaningful participation and responsibilities, so stress the leadership role theycan play in promoting water safety through theiractions.

Self-ConceptSelf-concept is the perception that people have ofthemselves.

• Teens explore their emerging identity by “tryingon” different personalities and styles and mimic-king role models. Use positive feedback to rein-force positive behaviours and attitudes. And don’tforget to be a good role model yourself!

• At the same time, their body image is evolving asthey physically grow and change. Many teens feelself-conscious about their bodies, so be sensitiveto this.

• Teens appreciate approval and recognition fromadults and their peers, so recognize their accom-plishments.

• Build success into each lesson by helping swimmers set and reach realistic goals.

Physical StatePhysical state refers to the physical characteristics ofthe swimmers.

• Most teens are still growing and changing physi-cally. Although they may have developed goodmuscle strength and endurance, growth spurtscan still affect their coordination.

• Coordination also depends on their previousexperience.

ConductConduct refers to how people behave and how theyinteract with others.

• Teens seek more autonomy and may test limitsand rules. At the same time, however, they canappreciate clear structure and limits that givethem a sense of security. Apply rules consistentlyand explain the reasons for them.

• If you run into conflicts, work with your swim-mers to resolve them rather than impose yourown solution.

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Red Cross Swim Program for Adults and Teens • WSI Manual 6.7

PLANNING FOR THE TEEN LEARNER• Teens like peer-oriented learning, so have activi-

ties where they help each other.• Structure each lesson or activity so that swim-

mers of various abilities can participate togetherwithout identifying those who have a lower fit-ness or skill level.

• Customize daily lesson plans based on yourswimmers’ interests and goals.

• Incorporate fun, fitness, games, and social inter-action into your lessons. Action games thatrequire team strategy, such as water polo (usingnoodles, tubes, or PFDs/lifejackets), or water vol-leyball, are good choices for teen learners.

HOW TO TEACH RED CROSS SWIMBASICS • On the first day of lessons, assess the ability of

each swimmer. Customize your lesson plans toreflect the abilities of the swimmers.

• Use the Red Cross Swim Basics Worksheet totrack daily attendance and accomplishments.

• Help your swimmers set attainable goals (e.g., toswim 5m continuously with effective propulsionby the end of the lesson set) and improve theirtechnique at their own pace.

• Use the Red Cross Swim Basics lesson plans as aguide for your class.

• If necessary, help your swimmers choose strokesthat suit their goals and abilities.

• Use the progressions in the Red Cross Swim Kidsprogram to develop your swimmers’ basic swimming skills and improve their strokes.

• Help swimmers whenever necessary, encouragingthem to work toward total independence.

• Check in with swimmers to determine when theyare ready for a new skill (e.g., going into deepwater).

• Incorporate water safety into your lessons, basedon your swimmers’ interests, abilities, and ages.

• Use the stroke drills found in Chapter 8, “Strategy Resource.”

• As with all levels, if a swimmer isn’t comfortableor feels pain, stop the activity.

HOW TO TEACH RED CROSS SWIMSTROKES • On the first day of lessons, assess the ability of

each swimmer (look at stroke mechanics as wellas the distance they have swum). Record thisinformation in the Red Cross Swim Journal foreach swimmer.

• Track each swimmer’s attendance using the master lesson registration sheet.

• Have each swimmer identify an attainable goalfor each stroke (e.g., be able to meet performancecriteria and distance for Red Cross Swim Kids 4in front crawl by the end of the lesson set). Usethe Red Cross Swim Strokes Chart to help identi-fy goals.

• If the swimmer has a Red Cross Swim Kidsprogress card, refer to the card for stroke work tobe completed.

• Use the Red Cross Swim Strokes Chart to createyour daily lesson plans.

• Help your swimmers improve their technique attheir own pace using the progressions in the RedCross Swim Kids program.

• Use the stroke drills found in Chapter 8, “Strategy Resource.”

• As with all levels, if a swimmer isn’t comfortableor feels pain, stop the activity.

HOW TO TEACH RED CROSS SWIMSPORTS • Structure your lesson to include lots of opportu-

nity for fun and interaction with other swimmers. • Track each swimmer’s attendance using the

master lesson registration sheet. • You will encounter a variety of swimming abili-

ties in these classes, so plan for safety. If you haveweak swimmers, use flotation devices such asPFDs/lifejackets, noodles, etc., to make the activ-ity safe and fun for everyone.

• Decide what skills to focus your lesson on basedon your swimmers’ abilities.

• Plan to include appropriate water safety tips ineach lesson (for Water Safety Tips sheets, visit theCanadian Red Cross website at www.redcross.ca).

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6.8 WSI Manual • Red Cross Swim Program for Adults and Teens

• Parts of the paddle • Bow stroke• Draw stroke• Pry stroke • Reverse stroke

• Rescues

DivingGoal: To introduce safe diving basics.

• Safe diving check• Diver’s attention• Diving positions

• Straight dive• Tuck dive • Pike dive

• Standing front dive from pool deck • Approach on the springboard• Front jump layout• Standing front dive from 1m springboard

Water PoloGoal: To introduce basic skills for participating inwater polo games.

• Eggbeater 30 sec • Dribbling the ball • Passing the ball

• Dry pass • Wet pass

• Head-up front crawl

Underwater HockeyGoal: To introduce basic skills for participating inunderwater hockey games.

• Underwater swimming• Swimming with fins, mask, and snorkel 15m • Passing the puck • Moving with the puck 15m • Stick-handling and puck-handling drills

Synchronized Swimming Goal: To introduce basic skills for participating insynchronized swimming activities.

• Floats• Front and back float• Sailboat float

RED CROSS SWIM SPORTS

Swim Workout Goal: To help swimmers improve strokes, increaseswimming distance, and swim faster.

• Dive starts (from the pool deck or off the startingblocks)

• Open turns • Workout components• Using a pace clock • 1,350m workout • 1,150m workout

Triathlon Swim Goal: To introduce aquatic skills for participating intriathlon events.

• Introduction to triathlon swimming training • Training principles: F.I.T.T. • Open-water swimming skills

• Sighting • Drafting

• Stretches • 1,850m workout • 2,000m workout

Lifesaving SportGoal: To introduce basic skills for participating in lifesaving sport events.

• Obstacle relay• Mannequin carry 50m• Line throw• Head-first surface dive • Mannequin tow with fins 100m• Rescue medley relay• Mannequin carry relay

BoatingGoal: To introduce safe boating skills and knowledge.

• Boating equipment • Safe entries and exits • Swimming with a PFD/lifejacket • Exposure to cold water: HELP, Huddle • Transporting a boat to the water’s edge • Paddling strokes

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Red Cross Swim Program for Adults and Teens • WSI Manual 6.9

• Skills• Back tuck somersault • Oyster• Extended roll to back • Partner plank• Partner pull through

• Swimming• Waltz crawl• Head-up breast stroke

• Sculling• Stationary • Head first

• Eggbeater• Mini-routine (sequence)

Surfing & Boogie Boarding Goal: To introduce basic skills and knowledge for participating in surfing and boogie boarding activities.

• Ocean safety knowledge • Currents (rips, undertows)• Different parts of a wave

• Transition from lying down to standing up • Surfing rules and safety• Paddling and kicking (catching a wave)• Eggbeater• Turning your board around• Stance and balance• Turtle manoeuvre

HOW TO EVALUATE • Encourage swimmers to develop at their own

pace, gradually increasing their fitness andimproving their strokes and skills.

• Take time with each swimmer to determine his orher individual goals for the set of lessons. Someswimmers may want to simply practise a stroke;others may want to work toward completing spe-cific performance guidelines; still others maywant to learn more about water safety.

• Use the Red Cross Swim Journal to help you trackthese goals and each swimmer’s progress.

Red Cross Swim BasicsRed Cross Swim Basics is based on a foundation ofcontinuous evaluation that challenges individualswimmers to continually improve their existing skillsand learn new ones.

• Use the performance criteria on the InstructorWorksheet (Figure 6.2) to determine the mini-mum standards for each item in the level.

• Provide ongoing feedback and evaluation.• Target feedback to each swimmer and provide

practice opportunities that match each swimmer’sindividual learning needs.

• Use the Red Cross Swim Journal to track yourswimmers’ completion of skills.

• Use the Personal Best Fitness stickers to recog-nize each swimmer’s achievements for time anddistance.

Red Cross Swim Strokes• Use the Red Cross Swim Journal to track your

swimmers’ progress by recording their accom-plishments at the end of the first and last day ofswimming (Figure 6.3).

• Use the performance criteria on the Red CrossSwim Strokes Chart.

• Use the Personal Best Fitness stickers to recog-nize each swimmer’s achievements for time anddistance.

Red Cross Swim Sports• Use the Red Cross Swim Journal to track each

swimmer’s participation in the lessons. Eachsport has a few items to check off to track partic-ipation. If required, swimmers can use the RedCross Swim Journal as proof that they have partic-ipated in physical activities for school credits(where applicable).

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6.10 WSI Manual • Red Cross Swim Program for Adults and Teens

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WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.11

Page 25: Canadian Red Cross Water Safety Services Water Safety ... · PDF fileCanadian Red Cross Water Safety Services Water Safety Instructor Manual ... Summary of Evaluation ... Butterfly

6.12 WSI Manual • Red Cross Swim Program for Adults and Teens

STROKE: Front Crawl DAY ONE DAY TENUSE THE STROKES CHART TO ASSESS SWIMMER’S ABILITIES

LEVEL Red Cross Swim Kids 4 Red Cross Swim Kids 6

DISTANCE 3 × 10m 3 × 15m

STROKES PER LENGTH 8 (10m) 7 (15m)

TIME 55 sec 65 sec

COMMENTS: Excellent work on your arm strokes; your elbows are now bent and high. Remember to keep the underwater pull long and past your hips. The next distance to focus on is 3 × 25m.

Figure 6.3 Strokes chartFigure 6.3 Strokes chart

WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.12

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7.1

Evaluation Made Simple

AFTER YOU INSTRUCTClass is over for the day. Now it’s time for decisionsand paperwork! For every set of lessons you instruct,you need to do the following:

• Track each swimmer’s progress every lesson. Markan item complete when the swimmer has demon-strated the performance criteria for that item.

• Mark the level completed when the swimmer hascompleted all the performance criteria for the level.

• Give each swimmer the appropriate recognitionaward and progress card or booklet to take home(Figure 7.1).

A NOTE ABOUT EVALUATIONThe Swimming and Water Safety Program incorporatesprogressive learning and an individualized approachto instruction—you instruct swimmers to help themimprove, not to prepare them for some final perfor-mance on the last day of a 10-lesson set. Success in theSwimming and Water Safety Program occurs everytime your swimmers enter the water safely and havefun. Your final evaluation does not happen one hourbefore the last lesson! You are always observing andcontinuously evaluating each swimmer.

Your attitude is essential in making progressivelearning a success. Get to know every swimmer inyour class and his or her level of ability, and then usethe performance criteria to track his or her progress.

WHY EVALUATE?There are three important reasons for evaluatingswimmers during the session:

• To screen swimmers• To help swimmers improve• To decide whether swimmers complete the level

To Screen SwimmersYou should do the following:

• Know what skills are covered in the previouslevel.

• Check your swimmers’ skills by looking at theirbooklet (Red Cross Swim Preschool), progresscard (Red Cross Swim Kids) or Red Cross SwimJournal for completions and comments and byassessing their abilities during the first lesson.

• Be sure to transfer the already completed items toyour worksheet if the swimmer is repeating a level(Figure 7.2).

To Help Swimmers ImproveYou should do the following:

• Give swimmers continuous evaluation and feed-back throughout the session.

Figure 7.1 At the end of the lesson set, review eachswimmer’s progress.

WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 7.1

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7.6 WSI Manual • Evaluation Made Simple

Red Cross Swim Kids• Personal Best Fitness stickers—for swimmers who

attempted the fitness component of a level by theend of a lesson set (in Red Cross Swim Kids 1–5,these are awarded for achieving greater distance;in Red Cross Swim Kids 6–10, they are awardedfor improved time)—see below for details.

• Completion badges—one per level for swimmerswho have successfully completed a level; the badgenumber matches the level number.

• Completion medal—for swimmers who havecompleted all the skills in Level 10.

• Completion certificate—for swimmers who havecompleted all the skills in Level 10.

• Progress card—for all swimmers; these cards givecaregivers and swimmers your specific commentson the swimmer’s successes and challengesthroughout the lesson set.

The Personal Best Fitness sticker recognition isabout personal fitness and achieving or exceedingpersonal goals set by the Instructor and the swimmer.Over the course of 8 to 10 lessons, you have a uniqueopportunity to work with the swimmer to achievetheir personal best distance or time, depending on thelevel. You may also use them to track improvementsin swimming abilities from one lesson to the next.Here’s how it works:

Beginning of session: Record the initial distanceor time on the worksheet or in the Red Cross SwimJournal.

Throughout session: Each time a swimmer does afitness swim, record the distance or time.

End of session: (1) If any of the distances or timesexceeds the initial one, give a sticker, regardless ofwhether the swimmer has achieved the identified dis-tance swim for that level or not; (2) write the person-al best distance/time on the progress card.

Red Cross Swim Program for adults and teens • Red Cross Swim Journal—for Red Cross Swim

Basics, Red Cross Swim Strokes, and Red CrossSwim Sports.

• Personal Best Fitness stickers—one for time andone for distance.

Use the Red Cross Swim Journal to track swim-mers’ completion of items in Red Cross Swim Basicsand Red Cross Swim Strokes. For Red Cross SwimSports, use it to track swimmers’ participation. TheRed Cross Swim Journal also contains information ongoal setting and healthy lifestyle tips for swimmers.

The Personal Best Fitness stickers recognizeswimmers who achieve or exceed their personal goalsfor time or distance.

WRITING COMMENTS• Write or print legibly so that caregivers and

swimmers can read your notes.• Spell words correctly! If you don’t know how to

spell something or aren’t sure how to spell aswimmer’s name, look it up!

• Be honest, positive, and specific. Start by stress-ing what the swimmer has done; then mentionspecific areas where improvement or furtherpractice is required. Avoid predicting futureaccomplishments, such as, “I know Chen will getit next time.”

• Sign your name, and, if your signature is illegible,print it too!

PAPERWORK!Paperwork can be done in an easy three-step process:

1. Finish filling in your worksheets. Cover all skillsfor all swimmers, and indicate the number ofswimmers who enrolled and the number of swim-mers who completed.

2. Hand your worksheets in to your program super-visor.

3. File your long-term plan and your lesson plansaway for future lessons. Be sure to include noteson how to improve your lesson plans.

WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 7.6

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FITNESS ACTIVITIESIn this section you’ll find activities for specific fitnessitems, as well as a variety of other fitness drills.

These fitness drills may be used for the specificfitness item connected to the Red Cross SwimPreschool, Red Cross Swim Kids, or Red Cross SwimProgram for adults and teens, and you can also usethem for other skill items where appropriate. Forexample, there are many kicking drills listed for fit-ness items that you could also use as correctives andactivities for the strokes.

Fitness for FunLevels: PS 1–7

Title: Obstacle Course (Variation: Circuits) Purpose: Have swimmers practise various activitiesActivity/Corrective:1. This can be a progressive activity—start the course

in the second or third class with one or two activ-ities; then add activities as the class progresses.

2. Set up a short obstacle course that will review thevarious skills and supports that you have taughtduring the session.

3. Have caregivers and children move through theobstacle course and practise each of these skills.

8.42 WSI Manual • Strategy Resource

4. Wrap up this activity by quoting statistics in thedrowning report that relate to the questions youasked earlier.

Level: K 9

Title: Ice Preparation Purpose: Teach swimmers how to prepare for ice

activitiesActivity/Corrective:1. Have swimmers generate a list of different

injuries/incidents that could occur during an iceactivity.

2. Have swimmers explain why these injuries/inci-dents might happen.

3. Have swimmers list ways to prepare to avoidthese injuries/incidents.

4. Review the Prepare! items, including ice rescueequipment.

Level: K 10Title: Statistically SpeakingPurpose: Relate information in the Drowning ReportActivity/Corrective:1. List the activities your swimmers participate in

and with whom.2. Choose one activity on the list and look up related

information on that activity in the drowning report.3. Identify whether the activity is a cause of drowning.4. Have swimmers brainstorm how they can prepare

and stay safe when they participate in this activity.5. Review one activity during each lesson.

Level: K 10Title: In the NewsPurpose: Relate information in the news regarding

water safety incidentsActivity/Corrective:1. Begin a news-clipping file. Cut out and file arti-

cles and pictures on water-related incidents.2. Have a “News Splash” each week: read a small

portion of the article and relate it to the drowningstatistics.

3. Consider displaying the articles on a bulletinboard.

4. Ask swimmers to look for information about watersafety and bring it to class for discussions.

5. Have swimmers discuss how the incident in thenews could have been prevented.

Level: K 10Title: Who am I?Purpose: Have swimmers identify where to get

further trainingActivity/Corrective:1. Have swimmers name occupations in

aquatics/water safety (e.g., Instructor, lifeguard,First Aid Instructor).

2. For each occupation, create a flow chart thatillustrates how to receive training.

3. Review one occupation during each class.

WSI_ENG_Ch8_2008 11/3/08 1:54 PM Page 8.42