To investigate and broaden the participants understanding of lifesaving and

Transcription

1 U12 Surf Smart 1 1 Safety Services To investigate and broaden the participants understanding of lifesaving and safety services. Identify and discuss the differences between volunteer (work weekends and public holidays without being paid, wear red and yellow clothing) and professional lifesaving (work weekdays and some weekends, are paid, wear blue and white uniforms, receive qualifications through SLSA as well) and safety services. Ask the participants to list the types of emergency services available in Australia. Have them provide descriptions of each service. Examples are listed at the bottom of the next page. Hand out a photocopy of the next page and ask the participants to complete it or you can read the questions and answer them as a group. Be sure to familiarise yourself with the questions and answers before conducting the lesson. If possible, arrange a member of a local emergency services group to speak to the participants, be the Special Guest and answer any questions. Provide the group with scenarios to solve involving emergency services. Below are some examples. A man has been caught in a rip 300m outside of the flags and is being dragged quickly out to sea. Service/s required: IRB, or ATV and Rescue Board. A fishing boat about 2km from shore has overturned and 5 people are in the water. Service/s required: Telephone, Rescue Helicopter, IRB, and Medical Aid. A young girl runs from the water with a red welt covering most of her arm and face. Service/s required: Medical Aid (Marine sting aid and doctor). Participants should be able to identify and describe the difference between volunteer and professional lifesaving services and the local emergency and safety services. Answers to Quiz Coast Guard, Coastal Patrol, Rescue Helicopter, Pool & Beach Council Lifeguards, Water Police. True or False: 1. T 2. F 3. F 4. F 5. F 6. F 7. T 8. T 9. F 10. F Examples of Emergency/Safety Services Telephone with an emergency contact phone number list attached. 2-way Radio IRB & Offshore Rescue Boats(ORB) to pick up people further out to sea. Surf Rescue Vehicles (Quadrunner) to move along the beach quickly. Coast Guard is the go-between for all clubs in that area. Can update clubs on conditions. Medical Aid includes Club First Aid Kit and all local doctors and hospitals. Helicopter Rescue Services for fast travel to hospitals for severe accidents.

2 Safety Services Work Sheet 1.How many Surf Life Saving Clubs are there in your local area? 2.Can you name some of them? 3.What other Water Safety Services are there? TRUE or FALSE? 1. To rescue people, lifesavers have to be fit and confident swimmers. 2. Most lifesavers get paid for patrolling the beach. 3. The Surf Life Saving Australia safety flag is yellow on top and red on the bottom. 4. You must be 10yrs old before you can join in SLSA activities. 5. Lifesavers will only rescue you if you are in between the flags. 6. Only males can become lifesavers. 7. The red and yellow flags show the safest part of the beach for swimming. 8. Lifesavers wear a uniform. 9. Lifesavers never wear flippers. 10. Lifesavers don t need to know about first aid.

3 2 Surf Zone To have participants investigate and understand the physical characteristics of surf zones at the beach. Identify and discuss how the direction of the wind can affect the water conditions at the beach. Onshore winds blow from the sea onto the shore, and this type of wind tends to flatten the surf. Off shore winds blow seawards (from the shore) and because the wind is blowing straight onto the incoming waves, it tends to hold them up thus creating better surf. What type of wind is their today? What type of environmental factors can affect the water conditions? Eg: pollution, very cold days, dune deterioration, ocean floor slippage, etc. How can they affect the conditions? What are the 3 types of waves? Which is the safest and why? I.e.: Plunging/dumping most dangerous, surging can be safe (can t dump you as they don t break, but they can move you from a safe place to a dangerous place) and spilling the safest, as the lip just spills down the face of the wave. Ask the group to draw a picture of each. How can we identify a rip BEFORE we go into the water? debris floating seaward (seaweed, driftwood, litter, etc) discoloured water caused by the sand being stirred up from the bottom OR darker water because it is deeper foam out pas t where the waves are breaking ripples where the surrounding water is generally calm waves breaking further out on either side of a flat section (the rip). Also address the escape route from a rip. to escort the group along the beach on a walk to identify rips and wave types. See the activity on the following page. Participants should be able to identify and describe a variety of physical characteristics and their effects on conditions in surf zones, including rips and waves. During your walk along the beach, don t allow the participants to proceed any further than ankle depth into the water outside the red and yellow safety flags.

4 2 - Take a walk along the beach spotting rips and wave types and along the way, stop and get the children to stand in a circle whilst you draw a picture of a Rip in the sand (see diagram 5.1). Explain to them that waves break where it is shallow (on sand banks or reefs) and they bring a lot of water on to the beach, but that the water can t stay there because then we wouldn t have any beach left. Then tell them that the water has to go back out to sea but can t go the way it came in because the waves will just keep pushing the water back to shore, so the water has to find somewhere deep to go out in between the banks or reefs, creating a run-out of water known as a Rip. Weak Strong Explanation During your walk along the beach spotting rips and wave types, stop and get the children to stand in a circle whilst you draw a picture of a Rip in the sand (see Fig 1.4). Explain to them that waves break where it is shallow (on sand banks or reefs) & they bring a lot of water on to the beach, but that the water can t stay there because then we wouldn t have any beach left. Then tell them that the water has to go back out to sea but can t go the way it came in because the waves will just keep pushing the water back to shore, so the water has to find somewhere deep to go out in between the banks or reefs, creating a run-out of water known as a Rip. Sometimes, people might find themselves caught in a rip, either because they haven t followed the Lifesaver s instructions or because the rip has moved. If you do get caught, there are ways to escape from the rip quickly and safely. If you are not a very good swimmer, or are very tired, swim with and across the rip (parallel and away from the shore) for metres and then back to shore using the waves to bring you back in (see diagram above). If you are a strong swimmer, swim parallel to shore using the side currents of the rip to assist you and then return to shore using the waves. Ask the group questions to reinforce it on the walk back. You may also try to look for any environmental factors that may be affecting the conditions of the surf zone during your walk. Play games like I Spy to keep the participants interested.

5 3 Floating over the Sand To enhance the participant s ability to move over the sand efficiently. Before beginning any sprinting exercises, it is necessary to complete a proper running warm up and drills to reduce the chance of injury. See bottom of page for recommended warm up. Have the participants stride on the sand for 30m, concentrating on high knee lift (they may hold their hands out at waist height and try to slap their hands with their knees), leaning slightly back and lower leg extension. This is called floating. Repeat 3 times. Ask the participants to accelerate (sprint) for 25m, float for 15m and then just stride out for 25m. Repeat at least 3 times. to demonstrate the proper technique for floating over the sand. Using the area set up for the warm up (a 25m x 50m square), ask the participants to run around the perimeter of the square with you standing in the middle. Call out instructions such as accelerate (gradually increase speed), stride, float, sprint, jog, etc. Keep an eye on the group to make sure they are following instructions. Participants should be able to perform and practice the elements of the running technique to float over sand. Ensure that children are well warmed up before participating and enquire from parents about any prior injuries. Make sure you have ice and a First Aid kit handy. Running Warm Up You will need an area of about 25x50m with a marker at each corner. Stand the participants in a line along the 50m line so that they jog 25m, touch the ground with both hands, then turn and jog back. Repeat 3 times. Stretch for 5 minutes focusing on quads, calf muscles, hamstrings & shoulders. Line the group up on the 25m line, and instruct to stride to half way (25m) & then perform bumkicks where they kick their heels up to their buttocks - for the rest of the distance. Jog back & repeat. Repeat as above, but replace the bum kicks with a high knee lift, where the participants bring their knees up high in front to about waist level. Ask the group to lie on their bellies facing the finish line. On Go! ask them to jump up and accelerate for 25m. Repeat twice. Stretch once again.

6 4 Swim and Board Starts To develop the participants starting technique. Before venturing into the surf, ask the participants to assist you in checking the depth and the ocean floor quality such as sandbanks, potholes, gutters, etc Once the participants have warmed up sufficiently, ask them to leave their boards on the beach and to line up shoulder to shoulder 15m from the waters edge. Ask the group to take your marks, and check their stance to see that they have the opposite arm to leg forward. Correct if required. On Go! have the group run into the water at full pace, lifting their knees high over the water, wading and dolphining out to chest depth water. Swim/catch waves back to shore and repeat at least 3 times. Correct any problems as they arise, or ask someone with starting skills to assist. Ask the participants to stand in mid-calf deep water holding onto their boards. One at a time, ask them to throw their board forward, diving onto it at the same time. Once you have seen everyone s attempt, ask them to keep practicing whilst you address anyone who may be a little tentative or appears to require assistance. Ask the participants to stand ready with their boards 15m from the shoreline, holding onto the strap closest to the hand they will hold it with. On take your marks, they should crouch slightly, ready to spring forward. On Go! have them sprint into the water, diving onto their boards once they reach mid-calf depth and paddle out about 10-15m then return to shore. Repeat at least 3 times. to demonstrate the proper technique for swim and board starts. Ask a parent/guardian to stand about 15m from shore (their waist depth) and split the group into two teams of even ability and line them up on the beach 15m from the shoreline. On Go! one person from each group must run into the water, starting as they have just learned, run or wade around the parent and return to shore to tag the next member of their team. Repeat the race using boards and ask the parent to move out another 5m. Participants should be able to perform and practice swim and board starts correctly and comfortably. Ensure that children are well warmed up before participating and enquire from parents about any prior injuries. Make sure you have ice and a First Aid kit handy.

7 5 Catching a Broken Wave To develop the participant s ability to catch a broken wave. Before venturing into the surf, ask the participants to assist you in checking the depth and the ocean floor quality such as sandbanks, potholes, gutters, etc. Kneel in thigh deep water and let a broken wave wash past, feeling the power of the wave. Repeat at least 3 times. Crouch down in thigh deep water, and as a wave hits, push off the bottom onto the wave with head down and arms outstretched, kicking hard. Repeat 6 times. Repeat the above exercise but in waist deep water. Repeat 6 times. Do as above, but as the wave hits, dive forwards with arms outstretched, head down and kicking hard. Repeat for 5-10 mins. to demonstrate the proper technique for catching broken waves. As a group, stand in knee to waist deep water. On command Go! (call this when a broken wave is approaching), everyone must push off the bottom and catch the wave to the beach and run up the beach to a marker, eg: the red & yellow flags. Repeat until too tired. Participants should be able to push from the bottom to propel themselves onto a broken wave. Ensure that children are well warmed up before participating and enquire from parents about any prior injuries. stay relatively close to shore in the case that someone becomes fatigued or requires assistance. Make sure you have ice and a First Aid kit handy. Tips for Catching Waves When catching a wave, the body should be straight, not limp, and the head should be down so as to promote a streamlined effect. A head up acts as a brake and will pull you from the wave. It is also vital that you ensure that the participants keep their arms stretched out in front for both streamline and safety reasons. Other people and rocks can cause neck or other injuries when bodysurfing, so to prevent any injuries, make sure their arms are out in front. Timing is very important when it comes to catching broken waves and the only way to perfect it is with practice.

8 6 Swim Technique To improve the participants swimming technique in open water. Before undertaking this lesson, ensure that you have adequate water safety, preferably on boards so that the participants can use them for flotation if necessary. See safety points. Ideally, the conditions for this lesson should be flat, but out behind the break is suitable as long as adequate water safety is provided. Ask the participants to: Swim 20m with head in the water for 5 strokes and out of the water for 5 strokes. Swim 20m breathing to both sides (bi-lateral) and lifting their arms high out of the water. Repeat at least 3 times. Swim 20m lifting their head to see where they are going when they are on top of a swell or wind chop. Repeat at least 3 times. Swim 20m breathing to the opposite side to what the wind is blowing. Repeat twice. to demonstrate the proper technique for swimming in open water. Divide the group into two even teams of even ability and place half of each team 20m apart. Conduct a relay where the participants must perform various styles of swimming, such as head up, breathing bi-lateral, etc. Handicap if necessary. Participants should be able to swim in open water using an effective and correct technique. Ensure that children are well warmed up before participating and enquire from parents about any prior injuries. Make sure you have adequate water safety if not, modify the lesson by running it in a nearby pool or lake. Remain relatively close to shore in the case that someone becomes fatigued or requires assistance. Water safety on boards is more efficient as they participants can hold onto the boards in between skills to minimise fatigue. Make sure you have ice and a First Aid kit handy.

9 7 Catch and Pull To improve the catch and pull phase of the participants board paddling skills. Lie the participants on their boards in the sand and get them to reach out with their right then left arm, grabbing the sand in front of them and pulling it right through beside their board, exiting at their hips. Make sure they are spread out so that there are no sand fights. Continue this until you have checked that all participants have a grasp on the skill. Have them paddle out in flat water for 50m, reaching in front as they did in the sand. When they grab the water they should dig their hands, and as much of their forearms as possible, deep into it and pull them through the water, right back to exit at their hips. Repeat 6 times. to demonstrate the proper technique for swimming in open water. Take the participants out past the break and play Indian File, where the group paddle along at a steady pace and the person at the back pulls out to the side and paddles hard up past the group and rejoins as the new leader. This signals to the new person at the back that it is their turn to paddle up. Continue for at least 5 minutes. OR Run a relay. Participants should be able to demonstrate the correct catch and pull of the board paddling stroke. Ensure that children are well warmed up before participating and enquire from parents about any prior injuries. Make sure you have adequate water. Remain relatively close to shore in the case that someone becomes fatigued or requires assistance. Make sure you have ice and a First Aid kit handy. Points to Remember - Make sure that the participants put their arms into the water on the pull not just their hands. - After the arm is lifted out of the water, it should be kept clear of the water until it reaches the front of the board.

10 8 Buoy Turns To improve the participant s ability to turn around a buoy whilst paddling a board. Allow the participants about 5-10 mins to practice paddling their boards as a warm up. During this time, you may set up the course outlined in diagram 5.5, on the next page. Take the participants out into open water (behind the break) and ask them to practice buoy turns. Observe to gauge abilities. Diagram 5.4 on the following page will show the correct technique for turning a board. Take the participants to the course and ask to pick a can and practice turning around it. Reverse the way they turn and see if both are similar, and ask them to practice turning as tightly and as close to the buoy as possible. Practice for a couple of minutes. Allow the group to experiment with different methods for turning a board around buoys, including sitting up and pivoting and laying down using their hands. See examples on the following page. to demonstrate the proper techniques for Buoy Turns. Set up the course outlined in diagram 5.5, or something similar, and ask the participants to complete it. Run handicapped races, relays or time trials to let the group try and better their times, or give them challenges such as board rescue races around the course. It is up to you to use your imagination. Participants should be able to practice and perform buoy turns a board, maintaining balance and speed. on Ensure that children are well warmed up before participating and enquire from parents about any prior injuries. Also, make sure you remain fairly close to shore in case one of the group needs assistance or becomes fat igued. Keep ice and a First Aid kit handy. Balancing and Turning on a Board When turning a board, you must make it pivot from a central position, which can be at the middle or the back of the board. You can either: Throw your legs over the sides (straddle the board), to balance your weight and stabilise the board using your legs in an egg beater type kick turn it or, to Use your arms as paddles, turning the board either clockwise or anti-clockwise depending on the direction you wish to go.

11 Turning Practice Set a course similar to that below where the participants must try to turn their board in a zig zag fashion, a circle and a figure 8 concentrating on balancing and using the proper turning technique.

12 9 R.I.C.E.D To enable the participants to broaden their understanding of elementary First Aid procedure. Identify and discuss the 5 components of the RICED procedure and list the types of injuries that will require its application. The 5 components are: Rest lie the injured person down and don t allow them to perform any duties that may further strain the injury. Ice apply ice to cool the affected area and reduce any swelling. A bag filled with ice cubes is ideal. Compressi on immobilise the affected area by wrapping a length of material around the wound. This also holds the ice in place. Elevation the injured part of the body should be propped up above the level of the heart. Be careful not to hurt your patient by doing this. Doctor/Diagnosis ensure that the patient receives proper medical care. The injuries that require RICED include breaks, fractures, sprains, bumps and bruises. Ask the participants which of the following injuries require RICED: EG: INJURY RICED? Blue bottle sting No Corked thigh Yes Broken hand Yes Bleeding nose No Sprained ankle Yes Headache No to demonstrate the proper techniques for applying RICED. Simulate the injuries that require RICED and set up situations that don t require RICED, also. Using the appropriate props (such as bandages, ice/pretend ice, etc), ask the participants to treat the injuries requiring RICED. Participants should be able to identify the 5 components of the RICED procedure and give examples of the types of injuries that would require it.

13 10 First Aid Action To provide the participants with the knowledge and skills required to treat First Aid cases. As a group, identify injuries that could happen whilst at the beach. Describe possible treatment for those injuries. Have the participants think up as many injuries as they can and write them on a white board or butchers paper with provisions for the treatments. EG: INJURY TREATMENT Sand in eye Wash with water Broken bone RICED & immobilise limb Blue bottle sting Rinse with water and apply ice Drowning Resuscitation (DRABC) Sunburn Shade & water Cramp Stretch & massage Cut foot Apply pressure & elevate Set up scenarios with a number of different injuries (such as those mentioned above) and ask the participants to show how they would react to the situations and what type of First Aid they would administer. Put in some injuries that don t require much attention as decoys and provide any props that would make it more enjoyable and lifelike. Old eye-shadows make terrific bruises and try a blue pen or blue silly string to create a good bluebottle sting be imaginative!!! Participants should be able to demonstrate the correct treatment for a common injury. Ensure that children are well behaved with any props provided, and assess their child-safe properties before allowing participants to access them.