water safety instructor course – instructor trainer guide

Name:
S W I MS W I MS W I M
Water Safety Instructor Course – Instructor Trainer
GUIDE
THE FUNDAMENTAL PRINCIPLES OF THE RED CROSS
Humanity: We serve people, but not systems. Impartiality: We care for the victims and the aggressors alike. Neutrality: We take initiatives, but never take sides. Independence: We bow to needs, but not rulers. Voluntary Service: We work around the clock, but never for personal gain. Unity: We have many talents, but a single idea. Universality: We respect nations, but our work knows no bounds.
ACKNOWLEDGEMENTS
Since 1946, the Canadian Red Cross Swimming & Water Safety Program has continued to develop and grow. Each time a program is revised, it builds on the great work completed in the previous revision. We would like to acknowledge everyone who worked on the programs and products in the past.
The Canadian Red Cross wishes to thank the many volunteers—Mike Beck, Alia Dunphy, Terri Edwards, Nicolas Francoeur, Melanie Gizuk, Michelle Hebein, Kimiko Hirakida, Shelly Howe, Barb Hurlbut, Josh Koke, Jennifer Landry, Sarah Laughton, Bert Lennox, Janice Makepeace, Sarah Mason, Amanda Nadeau, John Napier, Anne Porteous, Pénéloppe Reid, Sammi Schmidt, Lynne Stephenson, Liana Thompson, Paula Thulin, and Leslie White—and staff involved in this revision of the Instructor Development Program. Their tireless work and unwavering dedication during the development process have created this new program and the accompanying products, of which we are very proud. We would also like to thank the Training Partners (Archie Dillon Sportsplex Pool, Timmins, Ont.; H.G.R. Mews Community Centre Pool, St. John’s, Nfld.; Kinsmen Leisure Centre, Sherwood Park, Alta.; and Ravensong Aquatic Centre, Qualicum Beach, BC) who were involved in the pilot testing, and the Master Instructor Trainers, Instructor Trainers, Instructors, candidates, and parents/caregivers who participated in the market research. Their input and guidance were invaluable.
Copyright © 2015 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 Canadian Red Cross Society (CRCS) has made reasonable efforts to ensure the contents of this publication are accurate and reflect the latest scientific research available on the topic as of the date published. The information contained in this publication may change as new scientific research becomes available. Certain techniques described in this publication are designed for use in lifesaving situations. However, the CRCS cannot guarantee that the use of such techniques will prevent personal injury or loss of life.
This publication is available in English and French.
ISBN: 978-1-58480-654-7
Introduction to the Water Safety Instructor Course ....................................... 5
Water Safety Instructor Certification Curriculum Components .................................... 6
Water Safety Instructor Course Design ......................................................................... 6
Additional Resources .................................................................................................... 7
Icebreakers and Energizers ......................................................................................... 15
Accessing the Most Up-to-Date Activities ................................................................... 18
Module 1: Introduction ................................................................................................. 19
Module 3: Red Cross Swimming & Water Safety Program Overview ........................... 25
Module 4: Learning ...................................................................................................... 27
Module 5: Communication ........................................................................................... 29
Module 6: Teaching ....................................................................................................... 33
Module 7: Safety Supervision ....................................................................................... 37
Module 8: Injury Prevention ......................................................................................... 41
Module 9: Water Safety Skills – Activities In, On, and Around the Water .................... 43
Module 10: Water Safety Skills – Rescues ................................................................... 47
Module 11: Swimming ................................................................................................. 49
Module 12: Fitness ....................................................................................................... 53
Module 13: Planning .................................................................................................... 57
Appendix B: Fitness Training Techniques ..................................................................... 71
Table of Contents
Appendix D: Emergency Response Skills – Scenario Cards ......................................... 75
Appendix E: Practise-Teaching Topics – Skills and Water Safety ................................. 77
Appendix F: Practise-Teaching Topics – Swimming ..................................................... 79
Appendix G: Practise-Teaching Topics – Developing Swimmer ................................... 81
Appendix H: Water Safety Instructor Practise-Teaching Evaluation Criteria ............... 83
Appendix I: Red Cross Swim Program – Task Cards ..................................................... 85
Appendix J: Learning – Learner Characteristics Chart Headings ................................. 87
Appendix K: Teaching – Empathy Task Cards ............................................................... 89
Appendix L: Water Safety Skills – Modelling Skill and Water Safety Activities .......... 91
Appendix M: Mechanics of Swimming – Task Sheet ................................................... 99
Appendix N: Strokes – Corrective Lab ....................................................................... 101
Appendix O: Fitness Scenario Cards .......................................................................... 103
Appendix P: Evaluation – Evaluation Made Simple Task Cards ................................. 105
5
Introduction to the Water Safety Instructor Course
As a Canadian Red Cross Water Safety Instructor Trainer (WSIT), you will play a pivotal role in training deck-ready Water Safety Instructors (WSIs). During the Water Safety Instructor Course, it is important to present information to the candidates in an interesting, engaging, and challenging way. This guide is designed to help you achieve that. It includes information on the components of the course and guidance for planning your course and evaluating the candidates. However, its main purpose is to provide you, the WSIT, with creative activities to teach and reinforce the learning objectives, which are the key skills and knowledge the candidates must acquire to successfully complete the course.
The information, tips, and activities in this guide will help you teach the WSI candidates effectively and maintain the Canadian Red Cross Swimming & Water Safety Program Standards. The activities have been carefully crafted to focus on key information, engage your candidates, and build upon the learning and knowledge they acquired during the Water Safety Instructor – Online and Water Safety Instructor – Teaching Experience components. There are also important debriefing activities for the activities candidates completed in their Water Safety Instructor Workbook during the online component. For some of the activities in this guide you will have to prepare materials (e.g., flip charts and task cards) prior to the class, so give yourself plenty of time to review this guide beforehand and create your support materials.
All WSITs are required to use this Water Safety Instructor Course – Instructor Trainer Guide when facilitating the WSI Course. As a WSIT, you must follow the mandatory activities for the first two WSI courses you conduct. This ensures that you are familiar with the learning outcomes and objectives as well as the format of this guide. It is also essential that you follow the progression of learning for your candidates, using all of the resources provided in this new program. This requirement is to ensure that each WSI Course is consistent across the country for quality-assurance measures.
Once you have taught your first two WSI courses, you may substitute activities. Additional activities are submitted and updated continually. To access the most up-to-date activities, visit Boulevard, through myrc.redcross.ca > My Profile > Boulevard.
All supervising WSITs are to ensure that the WSIT candidates use this guide during their Water Safety Instructor Trainer – Teaching Experience. This will enable the supervising WSITs to focus feedback on the WSIT candidates’ ability to facilitate learning, provide feedback to WSI candidates, adapt to situations that arise in the course, and evaluate WSI candidates’ learning. This guide will be updated following each WSIT recertification so that experienced WSITs will have additional resources for choosing appropriate activities to customize their WSI Course.
WATER SAFETY INSTRUCTOR CERTIFICATION CURRICULUM COMPONENTS
The WSI Course is organized into 15 modules. Each module contains the following curriculum components: • Learning outcomes: These are provided at the beginning of each module to give the WSI
candidates a brief overview of what they will learn in each module. The learning outcomes represent the main goals that each WSI candidate should achieve by the end of the module. As the WSIT, you must ensure that each WSI candidate understands the learning outcomes, which are included at the beginning of the modules in this guide for easy reference.
• Learning objectives: These are also listed at the beginning of the modules in this guide, and they represent each of the skills the WSI candidates must be able to demonstrate and/or the knowledge that they must acquire throughout the module to successfully complete the course. Your role as the WSIT is to reinforce the skills and knowledge and to assist the WSI candidates in achieving each of the learning objectives.
• Content: This is all of the essential course information that you must teach the WSI candidates so they can meet the learning outcomes and objectives. Although you cannot modify the course content, you can decide which instructional techniques to use to present the content (e.g., lectures, stimulating games and activities) to best meet the needs and interests of your candidates.
WATER SAFETY INSTRUCTOR COURSE DESIGN
The WSI Course has been designed so that the candidates are able to learn and then demonstrate their understanding of the teaching principles in a progressive learning environment.
Level of competency: The component in which this happens:
WSI – Classroom and Pool and once certified as a WSI
WSI – Classroom and Pool
WSI – Online
iN TR
O D
U C
Ti O
N T
O T
H E
W A
TE R
S A
FE TY
iN ST
R U
C TO
R C
O U
R SE
ADDITIONAL RESOURCES
During the course, there are a number of resources that you and the WSI candidates will use. In this guide and the WSI online modules, you’ll see icons for many of these resources, making it easy to find where they should be used. The resources include:
Water Safety Instructor Workbook: The candidates receive this workbook once they register for the Water Safety Instructor – Online component. The workbook includes important teaching information, assignments to be completed during both the online component and the Water Safety Instructor – Classroom and Pool component, and resources for the Water Safety Instructor – Teaching Experience.
Red Cross Swim Deck Book: This unique resource features desired outcomes, common errors, and correctional tips and drills for swimming skills and strokes. There’s also information and teaching tips on water safety, first aid, fitness, and lesson planning. The candidates will use the deck book to complete activities in the WSI – Online and WSI – Classroom and Pool components. Once they are certified as WSIs, they can use the deck book as a handy reference guide during their classes. Make sure the candidates know that the deck book is water resistant, so it’s ideal to use on the deck near the water. If it gets wet, they should wipe it off with a dry cloth and/or hang it to dry. Tell the candidates to avoid using a direct heat source on it or placing it near a heat source to dry because the paper and coil binding contain plastic, which could melt from the heat.
Lesson Plan Generator: This online resource enables certified Instructors and Instructor candidates to create their own customized lesson plans. It contains a series of tried-and- true games and drills for teaching and practising all of the performance criteria items on the Red Cross Swim Instructor Worksheets. The candidates should use this resource when preparing lesson plans during the course. To use the Lesson Plan Generator, simply input the class date and time, Red Cross Swim level, lesson number in the session, number of swimmers in the class, and skill to be taught, and the generator will provide a variety of activities that are appropriate for the skill and level. Once all of the activities for the lesson are chosen and reviewed, the customized lesson plan is ready to print. The WSI candidates will access this resource in the WSI – Online component.
Red Cross Swim Instructor Worksheets: The Red Cross Swim Instructor Worksheets, available on myrc.redcross.ca > Tools > Swimming & Water Safety, feature the performance criteria for each level, along with a tracking tool for attendance and complete and incomplete items. The candidates will be using worksheets to complete some activities in their workbook. They will access the worksheets in the WSI – Online component.
My Red Cross: The candidate can access course materials through the WSI – Online component, as well as through My Red Cross. To access materials through My Red Cross, go to myrc.redcross.ca, click on My Profile > Boulevard > Resources > Documents. After the candidate receives their Red Cross Water Safety Instructor certification, they will access their teaching resources at myrc.redcross.ca > Tools > Swimming & Water Safety.
iN TR
O D
U C
Ti O
N T
O T
H E
W A
TE R
S A
FE TY
iN ST
R U
C TO
R C
O U
R SE
Water Safety Instructor – Online: The online component of the course focuses on the theory of instruction. The candidates’ knowledge is tested through videos, virtual games, workbook and online activities, and a knowledge evaluation at the end of each module. In the classroom and pool sessions, you’ll debrief all of the workbook activities the candidates completed during the online modules. The candidates access the online component through the My Profile tab > My Online Courses. During the classroom and pool component, the candidates will download a number of additional teaching resources from the WSI – Online component, including the Water Safety Instructor Standards of Behaviour; Mechanics of Swimming; Teaching – Games, Themes, and Props; and Common Equipment and Uses, to name a few.
Water Safety Instructor Trainer Tools: This site, accessed at myrc.redcross.ca > Tools > Swimming & Water Safety Instructor Development or myrc.redcross.ca > My Profile > Boulevard > Resources or Videos, is specifically for WSITs. Here, you will find additional teaching resources for instructing the WSI Course as well as the Water Safety Instructor Recertification Course and Water Safety Instructor Transfer Course, including (but not limited to):
• Water Safety Instructor Skills Evaluation Worksheet • Water Safety Instructor Course Evaluation Criteria Worksheet • Swimming & Water Safety Candidate Information Form • Swimming & Water Safety Candidate Performance Feedback Form • Water Safety Instructor Practise-Teaching Tracking Tool • Swimming and Water Safety Course Roster • Red Cross Swim Overview Chart • Water Safety Instructor Recertification Course – Instructor Trainer Guide • Water Safety Instructor Transfer Course – Instructor Trainer Guide • Water Safety Instructor – Classroom and Pool Component Session Plans
Note: If you are delivering the WSI – Classroom component in a virtual environment, you can access supporting resources at myrc.redcross.ca > Tools > Virtual Delivery.
CONDUCTING THE WATER SAFETY INSTRUCTOR COURSE
The WSI Course is a blended-learning course with four components:
1. Water Safety Instructor – Skills Evaluation The WSI – Skills Evaluation can be completed before, during or after the WSI – Online or WSI – Teaching Experience, and must be completed before attending the WSI – Classroom and Pool component. Candidates are evaluated on water safety skills and strokes to meet the highest level of performance criteria in the Red Cross Swim Kids program. During the WSI – Classroom and Pool component, the candidates are evaluated on Emergency Response Scenarios. WSI – Skills Evaluation is conducted by a current WSIT. The WSIT may also use current WSIs to assist in the practice and evaluation sessions. Completed and signed Water Safety Instructor Skills Evaluation Worksheets remain valid for one year. WSI Course candidates are required to complete the WSI – Classroom and Pool component within one year of successful completion of the WSI – Skills Evaluation. Note that additional time may be required for the skills evaluation based on the number of candidates and candidates’ abilities.
iN TR
O D
U C
Ti O
N T
O T
H E
W A
TE R
S A
FE TY
iN ST
R U
C TO
R C
O U
R SE
Note: As the WSIT, you are reinforcing and ensuring that the candidates can perform the Emergency Response skills they have already learned in previous courses (e.g., Emergency First Aid, Red Cross Assistant Lifeguard, or Bronze Cross). You will not be providing them with a certification for first aid or cardiopulmonary resuscitation (CPR).
It is recommended that the facility/Training Partner set up a skills evaluation practise session where you, the WSIT, can provide corrective feedback on the candidates’ water safety skills and strokes. This should be done before the actual WSI – Skills Evaluation component.
The WSI – Skills Evaluation may take 3 to 4 hours, depending on how many candidates are in the course. Additional time may be required if there are more than 12 candidates. You should schedule approximately 20 minutes per candidate to complete the skills evaluation.
To conduct the skills evaluation: • Create stations on the deck or in the pool for all of the skills to be evaluated. Include
the name of the skill and a list of all its evaluation criteria. • Certified WSIs can assist you with monitoring the stations and evaluating the
candidates. We recommend that you have a certified WSI at each station. • Have the candidates rotate through the stations, completing the skills while you
observe and monitor them. • Record the results of the evaluation on the Water Safety Instructor Skills Evaluation
Worksheet. • If a candidate is incomplete in any of the skills, you can use the Swimming & Water
Safety Candidate Performance Feedback Form to identify the incomplete items and suggest strategies for improvement.
Once the candidates have successfully completed this component of the course, have them fill out the Water Safety Instructor – Skills Evaluation Confirmation of Completion on page 44 of the Water Safety Instructor Workbook and then submit it to you for signing and dating.
2. Water Safety Instructor – Online The online component focuses on the theory of instruction. The candidates learn the fundamentals of instructing, including teaching methods, learning styles, physical principles, progressions, communication, safety supervision, and feedback. They also learn about injury prevention, inclusion, evaluation, and an individualized approach to instruction. The online component is organized into 15 modules that correspond to the 15 modules in the WSI Workbook and this guide. This component must be completed before the WSI – Teaching Experience.
The candidates will receive an invitation from the Training Partner you registered with. Follow the instructions to register on myrc.redcross.ca. Once registered, you will be able to access online courses through myrc.redcross.ca > My Profile > My Online Courses. Prior to delivering your first course, it’s important to review the online component to familiarize yourself with the format and content. During the online component, the candidates will be completing activities in their workbook that you will need to debrief with them in the classroom. You will access the online component at myrc.redcross.ca > Tools > Online Tools > Boulevard > eLearning Courses.
iN TR
O D
U C
Ti O
N T
O T
H E
W A
TE R
S A
FE TY
iN ST
R U
C TO
R C
O U
R SE
Your role for the online component is to be available to the candidates if they have questions regarding any of the content and to assist them where necessary.
The online component is self-directed—the candidates will complete the modules at their own pace. The times listed in the outline below are anticipated; actual times will vary according to the individual candidate’s pace.
Once the candidates have completed the online component, they are to print the Water Safety Instructor – Online Confirmation of Completion directly from the online Next Steps module and take it to the facility/Training Partner to arrange their WSI – Teaching Experience.
3. Water Safety Instructor – Teaching Experience The teaching experience follows the WSI – Online component and provides the candidates with an opportunity to assist certified WSIs with actual classes in the Red Cross Swim programs. The candidates will get to demonstrate and be evaluated on their skills and knowledge through practical application, such as teaching and correcting skills and completing lesson plans and worksheets.
Modules Online Hours (approximate time)
Module 1: Introduction 1.0
Module 3: Red Cross Swimming & Water Safety Program Overview 1.0
Module 4: Learning 1.0
Module 5: Communication 1.0
Module 6: Teaching 1.0
Module 7: Safety Supervision 1.0
Module 8: Injury Prevention 1.0
Module 9: Water Safety Skills – Activities In, On, and Around the Water 3.0
Module 10: Water Safety Skills – Rescues 2.0
Module 11: Swimming 3.0
Module 12: Fitness 0.5
Module 13: Planning 1.5
Total Hours 20 hours
WSI – Online Component Outline
iN TR
O D
U C
Ti O
N T
O T
H E
W A
TE R
S A
FE TY
iN ST
R U
C TO
R C
O U
R SE
As the WSIT, your role for this component is to assist the candidates with setting up their teaching experience, if necessary, and to verify their Water Safety Instructor – Teaching Experience Confirmation of Completion and assignments in the Water Safety Instructor Teaching Experience Journal in their workbook at the start of the classroom and pool component. If candidates are completing part of their teaching experience during the classroom and pool component, see the note below.
To successfully complete the teaching experience, the WSI candidates must: • Complete at least 4 hours of teaching experience in a Red Cross Swim Preschool
OR Red Cross Swim Kids class before attending the WSI – Classroom and Pool component.
• Finish the teaching experience within 6 months of completing the online component. • Complete a minimum of 8 hours (total) of teaching experience (with 100%
attendance and participation, including assisting the supervising WSI in the water): 4 hours in a Red Cross Swim Preschool class and 4 hours in a Red Cross Swim Kids class. However, the Red Cross recommends completing an entire session, if possible, so that the candidates can follow swimmers’ progression from the first to the final lessons. Please note that the facility may require you to do an entire session for each of your Red Cross Swim Preschool and Red Cross Swim Kids classes.
• Assist a certified WSI in either Red Cross Swim Preschool lessons with parents/ caregivers (Starfish, Duck, Sea Turtle, or possibly Sea Otter) or Red Cross Swim Preschool lessons without parents/caregivers (Sea Otter, Salamander, Sunfish, Crocodile, Whale).
• Assist a different certified WSI in Red Cross Swim Kids lessons. • Observe and learn from the supervising WSIs, who are ultimately responsible for the
class, and complete assignments for specific lessons as arranged. • Complete a worksheet for either the Red Cross Swim Preschool OR Red Cross Swim
Kids sessions. • Create an entire lesson plan using the Lesson Plan Generator and incorporating your
three selected topics (fitness activity, skills and water safety, and swimming) for a Red Cross Swim Preschool class and a Red Cross Swim Kids class.
• Complete the Water Safety Instructor Teaching Experience Journal in the workbook for either the Swim Preschool or the Swim Kids classes they are assisting with. The questions and activities in the journal will help you make the most of your teaching experience. They are to submit this assignment to you on the first day of the classroom and pool component.
• Model what the supervising WSI is doing when you are not teaching your selected topics and assist in the water with holding positions, playing games, providing corrections and safety supervision, helping swimmers who need additional support, and getting equipment ready for activities.
• Ensure the supervising WSIs complete and sign the Water Safety Instructor – Teaching Experience Confirmation of Completion in the workbook and then submit the completed form to you on the first day of the classroom and pool component.
The candidates must complete the WSI – Teaching Experience within 6 months of finishing the online component. Scheduling the teaching experience is up to the individual facilities/Training Partners. We suggest that facilities/Training Partners have the teaching experience days and times already arranged with their supervising WSIs so that the WSI candidates can choose the most suitable option for themselves.
12
iN TR
O D
U C
Ti O
N T
O T
H E
W A
TE R
S A
FE TY
iN ST
R U
C TO
R C
O U
R SE
Note: There is also an option of scheduling the teaching experience during the WSI – Classroom and Pool component. In this case, the candidates must complete the following prior to Module 6 (which is 3.5 hours into the classroom and pool component):
• A minimum of 4 hours of teaching experience in a Red Cross Swim Preschool or a Red Cross Swim Kids class
• The Water Safety Instructor Teaching Experience Journal (for the class they’ve assisted with)
• The appropriate section of the Water Safety Instructor – Teaching Experience Confirmation of Completion form (which they must submit to you)
The candidates must complete the remaining hours of the teaching experience before the last day of the WSI – Classroom and Pool component and then submit the final verification of the Water Safety Instructor – Teaching Experience Confirmation of Completion form to you.
4. Water Safety Instructor – Classroom and Pool Conducting the classroom and pool component means that your classroom will be both dry and wet. This component is the final step in the certification process and will consolidate the candidates’ knowledge and experience from the online and teaching experience components so they are ready to instruct their first Red Cross Swim class.
The focus in this component will be on how to effectively plan, teach, and evaluate the Red Cross Swim programs. Candidates will learn specific strategies for teaching and developing swimming and water safety skills, and they’ll also complete a variety of practise-teaching exercises by instructing their peer candidates or actual swimmers in a Red Cross Swim program. For more information on the practise-teaching exercises, see pages 15–17 of this guide.
13
Modules Classroom Hours Required
Pool Hours Required
Module 1: Introduction 1.0 0 Module 2: Canadian Red Cross 0.5 0 Module 3: Red Cross Swimming & Water Safety
Program Overview 0.5 0
Module 4: Learning 0.5 0 Module 5: Communication 1.0 0 Module 6: Teaching 1.0 0.5 Module 7: Safety Supervision 1.0 0 Module 8: Injury Prevention 0.5 0 Module 9: Water Safety Skills – Activities In, On,
and Around the Water 0.5 2.0
Module 10: Water Safety Skills – Rescues 0 1.5 Module 11: Swimming 0 7.0 Module 12: Fitness 0 1.0 Module 13: Planning 1.0 0 Module 14: Evaluating Swimmers 1.0 0 Module 15: Next Steps 0.5 0
Total Teaching Hours 9.0 12.0 Breaks 3.0
Total Hours 12.0 12.0
WATER SAFETY INSTRUCTOR COURSE EVALUATION CRITERIA
During the course, you are to evaluate candidates on an ongoing basis. To successfully complete the course and become effective WSIs, they need to demonstrate certain skills and learning objectives, which are divided into six categories:
1. Planning 2. Teaching 3. Safety supervision 4. Communication 5. Leadership 6. Evaluation
You will evaluate and record candidates’ performance using the Water Safety Instructor Course Evaluation Criteria Worksheet and the Swimming & Water Safety Candidate Performance Feedback Form. Your job as a WSIT, and that of the Red Cross, is to help candidates succeed.
To help candidates improve and succeed, and to ensure that there are no surprises about their outcomes at the end of the course, provide candidates with regular feedback throughout the classroom and pool component. At minimum, you should provide feedback during practise-teaching exercises and at a midpoint and final evaluation. To be valid, reliable, and effective, the feedback must be based on the WSI Course Evaluation Criteria. In Module 1: Introduction, you are to ensure that candidates know the following:
• The evaluation criteria (i.e., what they’ll be evaluated on) • The methods of assessment (i.e., how they’ll be evaluated—via written work, by
observation, etc.) • The standard of acceptability (i.e., how well they must perform to be successful)
When giving feedback, be sure to offer a direct comparison between the candidate’s performance and the evaluation criteria standards.
To provide additional opportunities for feedback and discussion, this guide includes a series of mandatory activities that reference and build on the workbook activities from the WSI – Online and the WSI – Teaching Experience components. Candidates will have committed significant time and effort to completing the workbook activities in preparation for the classroom and pool component. Debriefing activities throughout the classroom and pool component will allow candidates to share, discuss, analyze, and receive feedback on their work.
ICEBREAKERS AND ENERGIZERS
A Red Cross course would not be complete without icebreakers and energizers. You can research and find your own or borrow some from other Instructor Trainers. Use icebreakers and energizers throughout the course to create fun and encourage team building. You can even use them in the pool as warm-up exercises.
Icebreakers should be used to: • Help candidates get to know one another at the beginning of class. • Introduce a topic while getting candidates to learn about one another. • Create a friendly, comfortable, and positive environment. • Identify candidates’ prior knowledge, allowing you, as the WSIT, to assess group and
individual needs.
Energizers should be used to: • Energize the candidates and get the class into a positive, active state of mind. • Provide a mental or physical break from a long session by doing something different. • Get the candidates interacting with one another.
CONSIDERATIONS FOR CONDUCTING THE PRACTISE-TEACHING EXERCISES
All WSI candidates must complete a minimum of three practise-teaching exercises during the classroom and pool component. The exercises will put their skills and knowledge to the test in a fun and interactive way. You will observe, supervise, evaluate, and provide feedback to the candidates while they complete these exercises. They can teach actual swimmers in a Red Cross Swim program or their peer candidates. The practise-teaching exercises are separated into three categories: 1. Skills and water safety 2. Swimming 3. Developing swimmer
The activities in this guide will help you facilitate the practise-teaching exercises. To introduce the candidates to some of the fitness activities, you are to conduct a warm-up activity at the beginning of each pool session using the fitness topics in Appendix A. This will allow the candidates to observe your instruction and use it as a model for their own. Be sure to include a variety of fitness training techniques from Appendix B and flexibility and stretching exercises from Appendix C.
The practise-teaching exercises should be progressive in nature. For example: • First exercise should be relatively easy to prepare and instruct and could be limited to
just one skill or activity. • Second exercise should require more creativity and the use of formations, equipment,
and a variety of drills or games. It should include two topics so that you can see the transition from one activity to another. This exercise should also incorporate some safety supervision challenges.
• Third exercise should be more difficult, requiring candidates to provide feedback and corrective techniques.
15
Consider the following when assigning practise-teaching exercises: • Provide the candidates with many opportunities to teach a variety of skills and levels. This
allows you to provide more feedback on their instructional techniques. • Provide each candidate with a topic for each of the three categories: skills and water safety,
swimming, and developing swimmer. See Appendices E–G for sample practise-teaching topics.
• Conduct the practise-teaching exercises after you have debriefed the content for that topic. For example, first cover the topic of developing swimmer in the classroom, and then have the candidates perform their individual practise-teaching exercises in the following pool session.
• Assign the topics early in Module 1 of the classroom and pool component so that the candidates have adequate preparation time and an opportunity to ask questions if necessary. Ensure the candidates prepare a lesson plan for each practise-teaching session.
• Set up the practise-teaching exercises as individual lessons. This will provide the candidates with the opportunity to demonstrate that they know how to apply the theory they have learned.
• Include modifications in the practise-teaching exercises (such as incorporating challenging swimmer behaviour and Emergency Response scenarios) so that the candidates have opportunities to adapt their lesson plans to meet the needs of the swimmers and provide a safe environment.
• Include and evaluate the candidates’ ability to respond to Emergency Response scenarios throughout the practise-teaching exercises, using Appendix D.
• Provide feedback to each candidate. Use the Water Safety Instructor Practise-Teaching Evaluation Criteria (Appendix H) to note any safety concerns, what the candidate did well, and what the candidate needs to improve. To assess how candidates have improved, you should refer to their lesson plans, their ability to receive feedback, and whether they identified potential changes to their lessons. Allow their peers to provide feedback as well, to give them the opportunity to practise their observation and evaluation skills.
• If the candidates want to use actual swimmers in an existing Red Cross Swim program, you, the WSIT, need to let the facility/Training Partner know the level, number of swimmers, dates, and times required. Have the facility/Training Partner obtain permission for the swimmers to participate in the practise-teaching exercises. The exercises could be set up as three or four free lessons. Ensure that parents/caregivers understand that the swimmers will be unable to complete a level because the WSI candidate is not yet certified to evaluate the class.
Mandatory Activity Topic: Practise-Teaching Topics Duration: 30 minutes (classroom) Resources: Practise-Teaching Topics (Appendices E–G), Water Safety Instructor
Workbook, Water Safety Instructor Practise-Teaching Tracking Tool (myrc.redcross.ca)
Materials: Scissors, flip chart, markers, hat or bag
1. In advance, photocopy and cut out all of the practise-teaching topics. 2. Display a flip chart with the following headings:
Skills and Water Safety Swimming Developing Swimmer
Topic First and last name
iN TR
O D
U C
Ti O
N T
O T
H E
W A
TE R
S A
FE TY
iN ST
R U
C TO
R C
O U
R SE
3. Put the skills and water safety topics in a hat or bag. Have each candidate choose a topic out of the hat. Ask them to record their skills and water safety topic on page 7 of the workbook and then record their topic and name on the flip chart. Repeat for the swimming and developing swimmer topics.
4. Use this method as an easy and fair way to distribute practise-teaching topics, as well as to ensure that you have a record of who is teaching what.
5. Record the candidates’ practise-teaching topics on the tracking tool.
PRACTISING EMERGENCY RESPONSE SCENARIOS
Mandatory Activity Topic: Sample Emergency Response Scenarios Duration: 30–40 minutes (pool) Resources: Emergency Response Scenario Cards (Appendix D),
Water Safety Instructor Skills Evaluation Worksheet (myrc.redcross.ca) Materials: Scissors, Instructor safety equipment
1. During the practise-teaching activities, make sure to incorporate the Emergency Response scenarios from the cards. In advance, photocopy and cut out the scenario cards.
2. Assign one scenario to two of the candidates during each practise-teaching exercise. At a signal from you, have one candidate act out the role of Instructor and the other act out the role of the swimmer described on the scenario card. The rest of the candidates are to act as the swimmers in the class. Ensure that each candidate gets the chance to both act out an Emergency Response scenario and deal with an Emergency Response scenario during the practise-teaching exercises.
3. At the end of each practise-teaching session, discuss and evaluate the candidates’ ability to deal with the scenario and perform the Emergency Response skills to the standards in the skills evaluation worksheet.
Note: The candidates’ Emergency Response skills were evaluated during the skills evaluation component. This activity reinforces that the candidates can perform the skills during an instructional situation.
ACCESSING THE MOST UP-TO-DATE ACTIVITIES
• Activities for conducting the WSI course are continually being updated. • All activities are in Boulevard. • We encourage you to access Boulevard to build and customize your session plans and select
the most appropriate activities for your learners. • When we update activities you will see a notification pop up when you first log into
Boulevard, informing you of the update. • Updated activities will be identified by a year or function, e.g., Overview of the Red Cross
Swim Programs – 2019 or Overview of the Red Cross Swim Program – Virtual. • You can access Boulevard at myrc.redcross.ca > My Profile > Boulevard.
Mandatory Activity Topic: Welcome and Introductions Duration: 10 minutes (classroom) Resources: N/A Materials: As determined by the WSIT
Before you start discussing course administration, expectations, and roles and responsibilities, use one of the icebreakers on page 18 to get to know your candidates and to help them get to know one another. Icebreakers can set the mood for your course and help promote a fun, positive learning environment.
Learning Outcome At the end of this module, the WSI candidates will have an understanding of the process and resources available to them in becoming a certified WSI.
Learning Objectives At the end of this module, the WSI candidates will be able to:
Online Component: • List the four components of the Red Cross WSI Course in the
correct order. • State for how long a WSI certification is valid. • Identify the many resources and materials accessible to a WSI. • Recall the main focus of the Red Cross Swim programs. • Acknowledge that there are Water Safety Instructor Standards
of Behaviour and identify where they can find it. • Identify the main goal of the Lesson Plan Generator.
Workbook: N/A
Teaching Experience Component: N/A
Classroom and Pool Component: • Demonstrate that they have all required materials with them
and have completed all prerequisites by providing a completed workbook including the WSI Teaching Experience Journal and WSI – Teaching Experience Confirmation of Completion.
20
Topic: Group Juggle Duration: 10 minutes (classroom) Resources: N/A Materials: Foam balls or beanbags
1. Stand in a circle with the candidates. Begin by saying your name and then pass the foam ball or beanbag to the person on your right. That person says his name and then passes the ball or beanbag to the right, and so on, until everyone in the circle has passed the object and it returns to you.
2. For the next round, say your name again and then pick a person, say that person’s name, and throw her the object. The person receiving the object then says her name, picks a new person, says that person’s name and tosses him the object, and so on. (Note: The candidates can throw the object to anyone in the circle, not just the person next to them.)
3. You may wish to add another foam ball or beanbag so that you have two objects on the go at the same time.
4. Summarize by asking the candidates the purpose of getting to know one another. Then have them discuss how using an icebreaker activity like this may impact the swimmers in their lessons.
Topic: Uniqueness Duration: 10 minutes (classroom) Resources: N/A Materials: N/A
1. Have the candidates form a circle. Go around the circle and have the candidates take turns stating their names and something that is unique about them. For example, “My name is … and I am unique because … .”
2. Ensure that the candidates do not repeat the characteristics or experiences already mentioned. 3. Summarize by asking the candidates the purpose of getting to know one another. Comment
on the variety of people and experiences in the room. Then have candidates discuss how an icebreaker activity like this may impact the swimmers in their lessons.
Mandatory Activity Topic: Course Administration Duration: 15 minutes (classroom) Resources: Swimming & Water Safety Candidate Information Form (myrc.redcross.ca),
Swimming and Water Safety Course Roster (myrc.redcross.ca), Water Safety Instructor Teaching Experience Journal (Water Safety Instructor Workbook), Water Safety Instructor – Teaching Experience Confirmation of Completion (Water Safety Instructor Workbook), Water Safety Instructor – Skills Evaluation Confirmation of Completion (Water Safety Instructor Workbook)
Materials: N/A
1. Copy and distribute the information form. 2. Have the candidates complete and hand in the information form. 3. Transfer the information to the course roster. Remember that the course roster should not be
passed around for the candidates to complete because of the Canadian Red Cross’s privacy policy. Once the WSI – Classroom and Pool component is over and you have submitted the roster, destroy the information forms.
M O
D U
LE 1
: i N
TR O
D U
C Ti
O N
4. If there are any concerns that may limit a candidate’s performance, address them immediately in private with the candidate.
5. Check each WSI Teaching Experience Journal and WSI – Teaching Experience Confirmation of Completion to ensure that they are complete and that the supervising WSI has signed the confirmation of completion form. Record that the minimum 8 hours of teaching experience has been completed on the course roster, and then return the workbooks to the candidates.
Note: WSI candidates who do not complete the WSI – Teaching Experience are not eligible to receive a complete on the WSI – Classroom and Pool component. They must register for another WSI Course but will not have to repeat components (e.g., the skills evaluation) they have successfully completed. Facilities/Training Partners will decide if additional fees are required.
6. Check each WSI – Skills Evaluation Confirmation of Completion to ensure that they are complete and that you have signed and dated the forms.
Mandatory Activity Topic: Roles and Responsibilities Duration: 15 minutes (classroom) Resources: Water Safety Instructor Standards of Behaviour (myrc.redcross.ca) Materials: Paper or flip chart, pens or markers
1. Have the candidates list the qualities of a great Instructor they have had in the past. Look for qualities such as is always on time, greets people by name, shows an interest in each person, completes administrative work, and recognizes accomplishments.
2. Ask the candidates to identify how they will ensure they demonstrate these qualities (e.g., through planning and attention to their work).
3. Tell the candidates that upon successful completion of this course, they will be certified as a Canadian Red Cross Water Safety Instructor. It is important for them to keep in mind that they will be seen as a representative of the organization and the values that we hold. Encourage the candidates to do their part in promoting the humanitarian values and injury prevention messages whenever the opportunity arises.
4. Provide the candidates with a copy of the WSI Standards of Behaviour, review it with them, and remind them to access it from the WSI – Online component.
5. Hang a page from the flip chart on the wall to act as a parking lot. Encourage the candidates to add questions and topics they would like to discuss or need clarified to the parking lot.
6. Summarize by reinforcing that, as WSIs, they will be role models in their community. Ask each candidate to identify one way that being a role model will impact his behaviour.
Mandatory Activity Topic: WSI Workbook Debrief: Water Safety Instructor Course Evaluation Criteria Duration: 10 minutes (classroom) Resources: Water Safety Instructor Course Evaluation Criteria (Water Safety Instructor
Workbook) Materials: N/A
1. Review the evaluation criteria found on pages 47–53 of the workbook. 2. Describe how these items will be evaluated (e.g., behaviour throughout the course, practise-
teaching exercises, candidate preparation work).
0.5 hours classroom
Mandatory Activity Topic: WSI Workbook Debrief: About the Red Cross Duration: 10 minutes (classroom)
Resources: Water Safety Instructor Workbook Materials: N/A
1. Have the candidates share their findings on page 9 of the workbook, regarding what the Canadian Red Cross does in Canada.
2. Have the candidates share their findings for the second activity, on the Fundamental Principles.
Learning Outcome At the end of this module, the WSI candidates will have an understanding of the Canadian Red Cross and the knowledge to best represent the Red Cross as a WSI.
Online Component: • Recall the mission of the Canadian Red Cross. • Identify the Fundamental Principles of the Canadian Red Cross. • Apply the Fundamental Principles to their role as WSIs. • Identify ways in which the Canadian Red Cross helps people
around the world.
Workbook: • Describe what the Canadian Red Cross does in Canada. • Identify which of the Fundamental Principles is being violated
in various scenarios.
throughout the teaching experience.
Classroom and Pool Component: • Represent the Fundamental Principles of the Canadian Red
Cross while interacting with their peers through appropriate behaviour in the classroom and pool.
24
Mandatory Activity Topic: WSI Workbook Debrief: What’s the Principle? Duration: 10 minutes (classroom) Resources: Water Safety Instructor Workbook Materials: N/A
1. Have one candidate read the first comment on page 9 of the workbook and share his findings. Discuss with the group.
2. Repeat for the rest of the comments, having a different candidate share his findings each time. 3. Summarize by reinforcing that, as WSIs, the candidates will be the voice of the Canadian Red Cross
and that, while teaching the Red Cross Swim programs, they will promote our humanitarian values and injury prevention messages.
Mandatory Activity Topic: WSI Workbook Debrief: Reflection Point Duration: 10 minutes (classroom) Resources: Water Safety Instructor Workbook Materials: N/A
Debrief the Reflection Point activity in the WSI Workbook by asking different candidates to share their responses.
25
0.5 hours classroom
Learning Outcome At the end of this module, the WSI candidates will understand what an inclusive attitude is and be able to demonstrate it through their language, behaviour, and actions.
Online Component: • Identify the main goal for the Canadian Red Cross Swimming
& Water Safety Program. • Define inclusion and distinguish between situations that
provide an inclusive environment and those that do not. • Provide examples of how WSIs, facilities/Training Partners,
and the Canadian Red Cross Swimming & Water Safety Program can be inclusive.
Workbook: • Describe how they can be inclusive and how they have seen
others be inclusive by providing examples of situations.
Classroom and Pool Component: • Demonstrate that they know the Canadian Red Cross
Swimming & Water Safety Program by building a chart showing the relationship between program levels.
• Promote an inclusive environment by working with their peers and the WSIT.
26
A TE
R S
A FE
TY P
R O
G R
A M
O V
ER V
iE W
Mandatory Activity Topic: Overview of the Red Cross Swim Programs Duration: 15 minutes (classroom) Resources: Red Cross Swim Program – Task Cards (Appendix I), Red Cross Swim Overview
Chart (myrc.redcross.ca) Materials: Scissors, pieces of string
1. In advance, photocopy and cut out the task cards. 2. Using the task cards for each level of the various programs, have the class recreate the
overview chart on the wall or on a table without referring to the original. 3. Once complete, provide the candidates with string and have them attach the string to each
level, indicating how they would move swimmers at each level to the next level of the program based on completion and age.
4. Have candidates look at the original chart to see if their chart matches it. 5. Summarize by reinforcing that Red Cross Swim programs are built on content from our
annual drowning research and are designed for the continuous progression of skills and knowledge.
Mandatory Activity Topic: WSI Workbook Debrief: Inclusion Duration: 10 minutes (classroom)
1. Ask one volunteer candidate to discuss his thoughts for the first part of the activity on page 12 of the workbook. Discuss with the whole group.
2. Repeat for the second part of the activity with a new volunteer. 3. Discuss how the candidates feel about working with people who have a disability and why
they feel that way. Emphasize that we need to recognize how we feel and also be aware of how others might be feeling (e.g., other Instructors, other candidates in the class, parents/ caregivers, volunteers).
4. Ask the candidates how they will incorporate an inclusive attitude when they are teaching swimming lessons.
Mandatory Activity Topic: WSI Workbook Debrief: Reflection Point Duration: 5 minutes (classroom)
Mandatory Activity Topic: Age Characteristics Duration: 15 minutes (classroom) Resources: Learning – Learner Characteristics Chart Headings (Appendix J) Materials: Scissors, pens or markers, cue cards (three or four different colours)
1. In advance, photocopy and cut out the chart headings. Arrange the age group headings in chronological order down the left-hand side of the floor, the wall, or a large table. Beside this list, place the Major Features and Activities headings.
2. As a class, discuss some of the major features for each age group and list them beside the ages under the Major Features heading.
3. Divide the candidates into groups of three or four. Give each group a different coloured set of cards. Ask each group to write an activity that would be appropriate for each age group. This will generate discussion regarding their perceptions of the different age groups’ characteristics, interests, and abilities. Have the candidates display their activities beside the proper age group under the Activities heading.
4. Facilitate a discussion on how age characteristics will affect the activities WSIs use to teach skills and strokes.
Learning Outcome At the end of this module, the WSI candidates will be able to use the various modes of perception and apply them to their teaching so that their swimmers have a better learning experience.
Online Component: • Identify the different modes of perception for learners. • Identify the learning styles of different age groups and
answer questions based on the video in this module.
Workbook: • Associate the different modes of perception with how to
teach a skill to a variety of age groups.
Teaching Experience Component: • Recognize and accommodate different learning styles by
using a variety of teaching methods and strategies.
Classroom and Pool Component: • Demonstrate understanding of the different modes of
perception by incorporating a variety of teaching methods.
28
M O
D U
LE 4
: L EA
R N
iN G
Mandatory Activity Topic: WSI Workbook Debrief: Applying the Modes of Perception Duration: 10 minutes (classroom)
1. Refer the candidates to page 13 of the workbook. Ask one volunteer candidate to discuss her thoughts on teaching the flutter kick to a 4-year-old.
2. Discuss as a whole group. 3. Repeat for the three other ages noted in the workbook, asking for a new volunteer each time. 4. Summarize by reinforcing that WSIs may need to adapt their activities so that their lessons
are interesting to everyone in the class and cater to their swimmers’ different learning styles.
29
Resources: Water Safety Instructor Workbook Materials: Flip chart, markers
1. As a group, discuss what communication strategies the candidates came up with on page 15 of the workbook and record these on the flip chart. The list may be longer than five items, depending on the candidates’ results.
Learning Outcome At the end of this module, the WSI candidates will be able to communicate with a variety of age groups and provide feedback appropriately to encourage their swimmers.
Online Component: • Distinguish between the different modes of communication:
verbal versus nonverbal. • Identify other options when someone is not responding to
their instructions in an aquatic environment. • Recall how to communicate with different audiences: adult
learners, swimmers with disabilities, parents/caregivers, and children.
Workbook: • List communications strategies and why they are important. • Identify key points about when, why, and how to provide
feedback to swimmers.
swimmers and parents/caregivers.
30
N
2. Choose the three most popular strategies on the flip chart. 3. Have the candidates work in three groups and give each group a different strategy. Have
them brainstorm why their strategy is important and then provide an example of how they would use their communication strategy.
4. Have each group present their reasons and examples to the rest of the class. 5. Reinforce that WSIs must communicate effectively with a variety of age groups and provide
feedback appropriately to encourage their swimmers.
Mandatory Activity Topic: Characteristics of Clear Communication Duration: 15 minutes (classroom) Resources: N/A Materials: Eight blindfolds, 20 beanbags or foam balls, masking tape (if not in a gym)
1. You can conduct this activity in the classroom; however, a hall or gym with more space is preferable. Have the candidates work in partners, one blindfolded.
2. Throw beanbags or balls around the room. The partners who are not blindfolded must use only verbal communication to guide their partner to the beanbags or balls. The pair who collects the most beanbags or balls wins.
3. To illustrate the concept of progressions, switch partner roles. If in a gym, use the basketball court lines to represent a pool deck; otherwise, outline an area on the classroom or hallway floor using masking tape. Blindfolded candidates must collect beanbags or balls while their partners stay outside of the lines while giving them directions.
4. Finally, while the partners are outside the lines, have them add background noises (e.g., whistles, yelling) while giving the blindfolded candidates directions for collecting beanbags or balls.
5. Debrief so that the candidates understand why it is important in an aquatic environment to communicate with their swimmers in close proximity, using clear and concise instructions.
FEEDBACK
Mandatory Activity Topic: WSI Workbook Debrief: Feedback Duration: 15 minutes (classroom)
Resources: Water Safety Instructor Workbook Materials: Three flip charts, markers
1. Display three flip charts, each labelled with one of the following questions: • When should feedback be given? • How should feedback be given? • Why should feedback be given?
2. Have the candidates copy what they wrote on page 16 of their workbook onto the flip charts. 3. Discuss the results and address any questions. 4. Reinforce that WSIs need to provide swimmers with specific and timely feedback that
includes what they are doing correctly and what they need to improve.
31
Mandatory Activity Topic: Feedback Training Duration: 10 minutes (classroom) Resources: N/A Materials: As determined by the WSIT
1. Select a volunteer and send him out of the room. Have the remaining candidates decide what they would like the volunteer to do when he returns (e.g., sit on a chair, jumping jacks, somersault).
2. Have the volunteer return to the room and tell him that the goal is for him to perform a specific action, which he must figure out using body language only. He must attempt to figure out the action by trying out behaviours (e.g., lifting arms) until he receives positive feedback to continue the current action. Have the class applaud to indicate the desired action.
3. Discuss how different methods of correction can impact behaviour and help the volunteer get to the desired action. This may include using hand gestures to shape the behaviour (e.g., point to the floor if the task is on the floor), demonstrating the progression itself, and, finally, physically moving the volunteer.
NOTES:
33
1.0 hour classroom, 0.5 hours pool
Learning Outcome At the end of this module, the WSI candidates will apply different teaching principles to help their swimmers learn through various methods and strategies.
Online Component: • Identify the correct order of steps in which to teach a
new skill. • Recall the importance of using themes and activities in their
instruction. • Identify and apply the three different teaching methods—
4Ds (direct method), discovery method, and games method— to various scenarios.
• Define and apply the 4Ds (Describe, Demonstrate, Do, and Discuss) in their appropriate order.
• Apply the three steps for teaching a swimmer a new skill progressively.
• Identify the three steps for teaching a progression, and provide the correct order for each progression.
• Identify challenging behaviours and apply preventive measures to each behaviour as a WSI.
Workbook: • Describe how to teach various skills using the three teaching
methods.
Teaching Experience Component: • Teach and correct items in all worksheet categories—fitness
activities, skills and water safety, and swimming—as determined by the supervising WSI they’re assisting.
Classroom and Pool Component: • Use progressions and incorporate the available resources to
teach and correct performance items.
34
Mandatory Activity Topic: WSI Workbook Debrief: WSI Teaching Experience Journal Duration: 10 minutes (classroom) Resources: Water Safety Instructor Teaching Experience Journal (Water Safety Instructor
Workbook) Materials: N/A
1. Refer the candidates to the journal on pages 58–61 in the workbook. Ask them if they had challenges with any of the journal activities.
2. Discuss the candidates’ challenges and why they had challenges with those specific activities.
Mandatory Activity Topic: WSI Workbook Debrief: Using the Three Teaching Methods Duration: 15 minutes (classroom), 30 minutes (pool)
Resources: Water Safety Instructor Workbook Materials: Cue cards or sticky notes (12 per candidate), pens or markers, equipment needed
for the selected games
1. Provide each candidate with 12 cards or sticky notes and have them put their name in the top right corner of each. Then have the candidates mark three cards with the first of the four skill and level items listed in the chart below. Next, on each of those cards, have them write the three teaching methods they selected on page 18 of their workbook for that skill and level. Have them repeat this process with the other three skills and levels.
2. Create heading cards for each of the teaching methods and skill and level items in the chart below, and display them on a table or wall.
3. Have the candidates put their cards with the teaching methods beside the corresponding skill and level headings.
4. Quickly review the activities for each of the headings, and assign each activity to a candidate to present in the pool.
5. When they have finished presenting the activities in the pool, ask the candidates to identify three advantages to each of the teaching methods.
Skill and Level 4Ds (Direct Method) Discovery Method Games Method
Surface support, deep water 45 sec—Red Cross Swim Kids 4
Head-first sculling on back 5m—Red Cross Swim Kids 5
Eggbeater/tread water 3 min—Red Cross Swim Kids 8
Optional: Sidestroke 25m wearing clothes— Red Cross Swim Kids 10
35
Mandatory Activity Topic: Amazing Progression Steps Duration: 15 minutes (classroom) Resources: Red Cross Swim Kids Worksheets (myrc.redcross.ca) Materials: Paper, pens or markers
1. Have the candidates work in small groups. Provide each group with a copy of all 10 worksheets.
2. Assign each group a skill (either swimming or skills and water safety). Have each group identify the progression steps for their skill throughout the program, including the performance criteria of the progressions.
3. Have groups present their findings to the class. 4. Debrief by brainstorming with the candidates why we need to break down the skills in the
program into progressions and how this helps swimmers to achieve swimming and skill competency.
MANAGING YOUR CLASS
Mandatory Activity Topic: How Instructors’ Behaviour Affects Swimmers Duration: 15 minutes (classroom) Resources: Teaching – Empathy Task Cards (Appendix K) Materials: Scissors, flip chart, markers
1. In advance, photocopy and cut out the task cards. 2. Divide the class into two teams at the front of the room. Place the task cards in a pile at the
back of the room. 3. The first person on each team runs to the back of the room and gets a task card. They then go
back to their team and act out the emotion on the card until the team guesses it. Continue playing until the pile is finished.
4. Relate this activity to teaching preschoolers. Discuss the following questions: • How does your enthusiasm for a class affect the class? • What kinds of things will keep a preschooler’s attention? • How do body language and facial expression affect communication with a preschooler?
5. As a group, discuss ways in which WSIs can use their bodies to communicate. List the ideas on a flip chart. Ask the candidates how their body language can influence the emotions and feelings of preschoolers in their classes.
6. Summarize by ensuring the candidates understand that their enthusiasm and actions in the class will affect their swimmers’ motivation and behaviour.
37
1.0 hour classroom
Learning Outcome At the end of this module, the WSI candidates will be able to describe safety strategies that a WSI uses while conducting a class.
Online Component: • Identify the responsibilities of a WSI by deciding what to do in
a given situation. • Identify safety strategies that a WSI can use while conducting
a class, including routines, formations, and basic rules of safety.
• Identify the correct formation for particular skills and where the WSI should stand for each.
Workbook: • Identify basic rules to create a safe learning environment in,
on, and around the water. • Identify various behaviours and be able to recognize which
are safe and which are unsafe.
Teaching Experience Component: • Anticipate and prevent unsafe situations in the class using
various methods. • Practise safety preparedness by having rescue equipment
within arm’s reach and a whistle for emergency situations. • Integrate formations and routines when conducting activities.
Classroom and Pool Component: • Model and use safety supervision principles throughout all of
the pool sessions.
Mandatory Activity Topic: WSI Workbook Debrief: Basic Rules of Safety Supervision Duration: 15 minutes (classroom)
Resources: Water Safety Instructor Workbook Materials: Four flip charts, pens or markers
1. Have the candidates look at the safety supervision questions on pages 20–21 of the workbook. 2. List each of the following questions from the workbook on one of the four flip charts:
• What will I do to prepare for a class? • What will I do to ensure that I can see everyone in the class? • What steps will I take to prevent potential incidents? • What will I always remember to do?
3. Have the candidates rotate through the flip charts and record their answers. Tell the candidates that if an answer is already on the chart, they shouldn’t repeat it or write a similar one.
4. Debrief by asking the candidates to identify why being prepared and ensuring their swimmers’ safety is important.
Mandatory Activity Topic: WSI Workbook Debrief: Safe and Unsafe Behaviours Duration: 15 minutes (classroom) Resources: Water Safety Instructor Workbook, Safety Supervision Video
(Water Safety Instructor – Online) Materials: Two flip charts, pens or markers
1. Have the candidates turn to page 21 of the workbook. 2. Replay the video and then have the candidates record in their workbook anything they may
have missed in their first viewing during the online component. 3. Display two flip charts in the room, one labelled “Safe Behaviours” and one labelled “Unsafe
Behaviours.” 4. Have the candidates refer to their notes in the workbook and write their observations on the
appropriate flip chart. 5. Discuss the observations and have the candidates explain why they thought the actions were
safe or unsafe. 6. Debrief by asking the candidates to identify key prevention strategies they can use to keep
unsafe situations from happening.
Mandatory Activity Topic: Formations and Placement Duration: 25 minutes (classroom) Resources: Red Cross Swim Preschool and Red Cross Swim Kids Worksheets
(myrc.redcross.ca) Materials: Three flip charts, markers
1. Before class, draw three different pool plans (e.g., a 25m six-lane pool, a leisure pool, a 50m eight-lane pool with a bulkhead).
2. Divide the candidates into three groups. Place your three pool plans around the room and designate one per group, or display three flip charts and have the candidates draw three simple versions of different pool plans.
M O
D U
LE 7
: S A
FE TY
S U
PE R
V iS
iO N
3. Assign each group a Red Cross Swim level and a skill for that level. Ask each group to identify where in the pool they would teach that skill, including the formation they would use and where they would be as the WSI.
4. Have each group rotate through the pool plans. After each group has rotated through each pool plan, assign a new swimming level and skill to each group and repeat the process. Tell candidates they cannot use a space that is already occupied.
5. Encourage the candidates to challenge themselves to use different formations each time. 6. Have the candidates discuss why they chose the formations. Ask them how they adjusted the
formations when another class occupied the space they needed. 7. Summarize by reviewing how each of the different formations promotes a safe learning
environment.
NOTES:
41
0.5 hours classroom
Learning Outcome At the end of this module, the WSI candidates will be able to prevent injuries and teach their swimmers how to prevent injuries.
Online Component: • Distinguish between being part of the solution and being part
of the problem by applying injury prevention strategies to various scenarios.
• Identify the three stages used to provide swimmers with a plan to prevent injuries and the associated three factors in preventing injuries.
• Distinguish between UVB and UVA rays. • Identify water-safe attitudes and behaviours in various
scenarios. • Recall how to use a PFD/lifejacket and identify how and when
it is most effective. • Identify the various types of PFDs/lifejackets and when they
must be worn. • Identify the correct behaviour and actions their swimmers
should take if they fall into the water unexpectedly. • Identify the dangers of open water and indicate how to safely
navigate through open water.
Workbook: • Recognize the aspects of being sun smart using a Haddon
Matrix in the WSI – Classroom and Pool component.
Classroom and Pool Component: • Promote and model sun-smart and water-safe attitudes and
the Prepare! Stay Safe! Survive! approach throughout the classroom and pool sessions.
42
Mandatory Activity Topic: WSI Workbook Debrief: Haddon Matrix Duration: 25 minutes (classroom) Resources: Water Safety Instructor Workbook, Module 8: Injury Prevention
(Water Safety Instructor – Online) Materials: Flip chart, pens or markers
1. Have the candidates work in small groups and share a personal injury story with their group. 2. Ask each group to choose one story to analyze. Have each group recreate the Haddon Matrix
template from page 23 of the workbook on a flip chart and then fill in the chart by detailing how their injury could have been avoided. Ensure the candidates include at least three items in each category.
3. Ask the groups to identify if the injury they chose was truly an “accident”—an unavoidable incident. Ensure the candidates consider the factors involved and determine if, at some point in the series of events, someone could have made a choice or taken a different action that would have prevented this incident.
4. Ask the candidates to identify why the Canadian Red Cross would choose to use the Haddon Matrix injury prevention approach for the Swimming & Water Safety Program.
5. Summarize by having the candidates identify how learning about the Haddon Matrix injury prevention model will impact their behaviour in, on, and around the water.
43
R
Module 9: Water Safety Skills – Activities In, On, and Around the Water
0.5 hours classroom, 2.0 hours pool
Learning Outcome At the end of this module, the WSI candidates will be able to prevent injuries in various environmental conditions in, on, and around the water.
Online Component: • Recognize the dangers of diving and the importance of
assessing the depth of water for their swimmers. • Identify different feet-first entries and exits and be able to
describe the progressions for each. • Distinguish between four types of dives and describe their
proper form, including being able to specify any corrective measures needed to perform each dive.
• Categorize the factors (Personal, Equipment, and Environmental) involved in safe diving.
• Identify the various colours of ice and their relation to thickness to ensure ice safety.
• Using a Haddon Matrix, list various survival factors to prevent the risk of hypothermia.
• Identify signs of hypothermia. • Identify ways in which they can care for someone with
hypothermia. • Recognize the steps to take if they fall into cold water. • Distinguish between the HELP and Huddle positions, and
determine when to use one or the other. • Identify steps to take if they fall through the ice. • Determine if someone is suffering from hypothermia by
reviewing various behaviours and characteristics, and identify how to treat them for hypothermia.
• Match boating terms with their proper definition. • Prepare for safe boating by identifying critical equipment they
should take with them on a boating trip. • Match the various forms of surface diving with their
descriptions.
44
R
• Define the elements of a successful float plan. • Identify successful steps in boarding and disembarking a boat
or canoe. • Identify elements that will help them monitor weather and
identify steps to take in case of a storm or fog. • Identify the effects and repercussions of mixing alcohol and
boating.
Workbook: • Identify corrective tips or drills for some common errors in
entries using their RCS Deck Book.
Classroom and Pool Component: • Demonstrate, teach, and correct all of the skills and water
safety items using the available resources.
Mandatory Activity Topic: WSI Workbook Debrief: Corrective Tips and Drills Duration: 25 minutes (classroom) Resources: Water Safety Instructor Workbook, Red Cross Swim Deck Book Materials: N/A
1. Have the candidates share the corrective tip or drill they identified for each of the four common errors in entries on page 25 of the workbook.
2. Ask the candidates why they chose that correction, and have them identify where they found it in the deck book.
3. Reinforce that the deck book has correctional tips and drills for common errors in both the skills and water safety and swimming performance items on the Instructor Worksheets.
Mandatory Activity Topic: Modelling Duration: 60 minutes (pool) Resources: Water Safety Skills – Modelling Skill and Water Safety Activities (Appendix L) Materials: As determined by the WSIT
1. Demonstrate some of the activities in each section of Modelling Skill and Water Safety Activities, or have the candidates demonstrate them. Make sure to demonstrate activities that may have safety concerns (e.g., spotting for diving) and harder progressions (e.g., entries).
45
2. During the demonstration, discuss different teaching methods, games, and instructional tips that the candidates can use.
3. Summarize by identifying the steps to keep swimmers safe and active in the water.
Mandatory Activity Topic: Practise-Teaching – Skills and Water Safety* Duration: 60 minutes (pool) Resources: Water Safety Instructor Practise-Teaching Tracking Tool (myrc.redcross.ca) Materials: Notebooks, pens
1. Referring to the candidates’ skills and water safety topics on the tracking tool, have them conduct the practise-teaching. One candidate teaches, one writes down feedback, and the rest are the swimmers in the class.
2. When the candidate is done teaching, have the candidate responsible for preparing feedback share the notes with the class, and then ask for feedback from the rest of the class.
3. Have partners switch roles and repeat the exercise. All of the candidates should both teach and provide feedback.
4. Summarize by reviewing the key points the WSIs need to incorporate into their teaching.
* Note: This skills and water safety session does not include rescue skills.
1.5 hours pool
Learning Outcome At the end of this module, the WSI candidates will be able to recognize if a person is in trouble and safely get help while ensuring their own safety at all times.
Online Component: • Identify the various methods for a self-rescue in water. • Differentiate between the various surface dives. • Recognize a person in trouble in the water by identifying key
characteristics. • Distinguish a person who is drowning from a distressed
swimmer by identifying key characteristics. • Determine when and how to get help by assessing a situation,
determining if it requires help, and following a checklist when calling for help.
• Apply their knowledge of land rescues to rescue swimmers in a virtual game.
• Identify when to call EMS/9-1-1 by identifying emergency criteria.
• Provide critical information on how to call for EMS/9-1-1. • Define how to survey a scene. • Identify hazardous aspects in a given situation.
Workbook: N/A
Classroom and Pool Component: • Demonstrate, teach, and correct the water safety rescue items
using the available resources.
ES
Mandatory Activity Topic: Rescue Skills Duration: 80 minutes (pool or deck) Resources: Red Cross Swim Preschool or Red Cross Swim Kids Worksheets
(myrc.redcross.ca) Materials: N/A
1. Assign a different rescue skill topic from the worksheets to each candidate. Some examples of topics include:
• When and How to Get Help—RCSP Starfish, RCSP Duck • Choking Prevention—RCSP Starfish, RCSP Duck • Choking Response—RCSP Duck • Tread Water 1 min—RCSK 5 • Stop! Call for Help!—RCSP Crocodile • Stop! Call for Help! Throwing Assist—RCSP Whale • EMS/9-1-1—RCSK 2 • Show How to Contact EMS/9-1-1—RCSK 4 • Cold Water HELP/Huddle—RCSK 5 • Distressed Swimmer Recognition and Simulation—RCSK 6 • Throwing Assist without a Line—RCSK 6 • Throwing Assist with a Line—RCSK 7 • Mild and Severe Airway Obstruction—RCSK 7 • Choking Rescue, Mild and Severe Airway Obstruction, Conscious Person—RCSK 7 • Reaching Assist with Rescue Equipment—RCSK 7 • Rescue Breathing, Adult and Child—RCSK 8 • Complications of Rescue Breathing—RCSK 9 • Ice Rescue from Safe Zone—RCSK 10
2. Give the candidates 10 minutes to review the performance criteria for their topic on the worksheet and then choose a method for teaching their topic to the rest of the class in the water or on deck.
Mandatory Activity Topic: WSI Workbook Debrief: Reflection Point Duration: 10 minutes (pool deck)
THE MECHANICS OF SWIMMING
Learning Outcome At the end of this module, the WSI candidates will be able to teach the strokes and take corrective steps to help their swimmers be the best they can be.
Online Component: • Identify correct action and reaction outcomes. • Differentiate between the two submersion techniques: face to
face and side by side. • Identify whether or not their swimmers are ready to go
underwater by assessing their behaviours. • List the five proper strokes and the order in which they are
taught. • List the three main corrective methods and provide an
example of each.
Workbook: • Identify the order in which strokes are taught and the order
for teaching the components of a stroke. • Define the four stages of a stroke. • Identify errors in various strokes and the corrective methods
they would use to address them.
Classroom and Pool Component: • Demonstrate, teach, and correct the developing swimmer and
strokes items using the available resources.
50
THE MECHANICS OF SWIMMING
Mandatory Activity Topic: The Mechanics of Swimming Duration: 30 minutes (pool) Resources: Mechanics of Swimming – Task Sheet (Appendix M) Materials: Pens or markers
1. Provide the candidates with the task sheet. Have the candidates work in partners on the tasks and record their outcomes.
2. Upon completion, have the candidates share their results with the class and discuss what they have learned about the basic mechanics of swimming. Ask the candidates to specifically identify what they have learned about buoyancy, resistance, and propulsion.
THE DEVELOPING SWIMMER
Mandatory Activity Topic: Support Holds for Babies and Developing Swimmers Duration: 30 minutes (pool) Resources: Red Cross Swim Deck Book, songs or games (Lesson Plan
Generator; Teaching – Games, Themes, and Props) Materials: Dolls (optional)
1. Work with the facility/Training Partner to arrange for babies or toddlers and their parents/ caregivers to attend this lesson. Alternatively, ask the candidates to bring dolls from home (mention that the dolls will be going in the water).
2. Review the holding positions appropriate for babies and toddlers on page 42 of the deck book, having the candidates either practise them on the dolls or observe the parents/ caregivers using them on the babies or toddlers.
3. Lead the class through a song or game for each holding position. 4. At the completion of each song or game, identify the advantages of using that specific
support hold.
Mandatory Activity Topic: Practise-Teaching – Developing Swimmer Duration: 60 minutes (pool) Resources: Water Safety Instructor Practise-Teaching Tracking Tool (myrc.redcross.ca) Materials: Notebooks, pens
1. Referring to the candidates’ developing swimmer topics on the tracking tool, have them conduct the practise teaching in the order of the developing swimmer progressions. One candidate teaches, one writes down feedback, and the rest are the swimmers i