Assistant Water Safety Instructor Course and Water Safety Instructor Course Facilitator Guide

Transcription

1 Assistant Water Safety Instructor Course and Water Safety Instructor Course Facilitator Guide

2 Copyright 2005 The Canadian Red Cross Society (Updated and reprinted 2008) 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. Cette publication est également disponible en français

3 Acknowledgements The Canadian Red Cross wishes to thank the many volunteers and staff involved in the revision of the Water Safety Program for their invaluable efforts. Their tireless work and dedication during the development process have created these new programs and products, of which we are very proud. We would also like to thank the many Authorized Providers, Instructor Trainers, Instructors, and parents who participated in the market research. Their input and guidance helped shape the new look of our program and product offerings. We would also like to express our appreciation to the many Authorized Providers who graciously agreed to operate a pilot site for the programs during development. INSTRUCTOR DEVELOPMENT PROGRAM Instructor Committee Members Gail Botten (co-chair) Shelley Dalke (co-chair) Marie-Josée Chicoine Laura-Lee Dam Loriann Ierullo Rachelle Kopp Lana Keim Johane Lafleur Darlene Pieroway Elsa Stanley Instructor Trainer Committee Members Wayne Little (Chair) Gail Botten Shelley Dalke Michelle Hebein Mark Kristalovich Shelley Kwong Johane Lafleur Elsa Stanley Pilot Course Conductors and Pilot Site Sponsors St. Johns Canada Games Aquatic Centre Tiffany Ellin Gena Fowler Glen Haines Elsa Stanley We would also like to extend a very special thank you to the following individuals who were instrumental in providing leadership and vision to the creative process: Yvan Chalifour Marie-Josée Chicoine Shelley Dalke Michelle Hebein Johane Lafleur Colleen Lavender Michele Mercier Eric Ritterrath Karen Shank ADDITIONAL RESOURCES Coaching Young Swimmers Swimming/Natation Canada 1990 YMCA Water Fitness for Health Swimming and Water Safety Manual 1995 Water Safety Instructor Manual 1995 Full Body Flexibility by Jay Blahnik -2-

4 Assistant Water Safety Instructor Course pages 3-31 Water Safety Instructor Course pages AWSI Appendices pages WSI Appendices pages

5 Assistant Water Safety Instructor Course As a Canadian Red Cross Water Safety Instructor Trainer, it is important to provide courses that relay information in an interesting, exciting and challenging way. This guide is designed to assist you with course planning. In it you will find: a definition of the purpose or goal of the session, topics that need to be covered in the session and some suggested activities. The activities are yours to use, modify, build on and be inspired by! The suggested activities do not cover all of the information that needs to be covered in the session, so don t forget to add your own material and ideas! Contents Introduction Screening Red Cross Swim Communication Learning Safety Supervision Teaching Science of Swimming Developing Swimmer Strokes Skills and Water Safety Fitness Final Evaluation / Next Steps -4-

6 INTRODUCTION 1 hour (class) **Important: The first 30 minutes will set the tone for the remainder of the course. Ensure that you set a positive and encouraging learning environment for your candidates. For example, welcome each candidate with a smile, ensure the instruction room is easy to find, and make the room inviting as candidates enter. OBJECTIVES 1. Provide candidates with the course agenda, course materials, expectations, and evaluation criteria. 2. Provide candidates with an orientation to the facility and to safety procedures. 3. Introduce candidates to the principle of inclusion as it applies to the Red Cross Swimming and Water Safety Program. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Each person gets three sticky notes Have candidates write one interesting thing about themselves on each sticky note. Put the three sticky notes in a balloon and then blow up the balloon and tie. (Be sure to have different coloured balloons). Now have the group start in a circle and on go throw the balloons in the air and try to keep them up there until you say stop. Have candidates grab a balloon, not their own. Candidates pop the balloon, read the sticky notes, and try to find the person that matches the sticky notes. Be sure to clean up the balloons before moving on. This activity provides lots of fun and noise. Lunch bag activity Distribute one lunch bag to each candidate. Have the candidates write their name vertically down one side of the lunch bag using a marker. Beside each letter of their name they need to write down a positive adjective that would describe them best, e.g.: G goofy A attentive I imaginative L leader Have each candidate tape their lunch bag on the desk in front of them, so that everyone can see their name. Explain that throughout the course, this is where paperwork, feedback, evaluations, and maybe even treats will be placed, so look often. Distribute the Candidate Information Sheet (Appendix A) and have the candidates complete it. Collect the sheet. Anyone not meeting the age pre-requisite should be addressed immediately, in private. Transfer the information from these sheets to the master sheet. Once the information has been transferred to the master sheet, please destroy the individual Candidate Information Sheets. Remember the -5-

7 master sheet should not be passed around for the candidates to complete because of the Privacy Act. If there are any concerns that may limit performance, they must be address immediately in private with the individual. Hang 3 flipchart stations around the room a) Facility and Course Guidelines (e.g. course rules such as: respect, comply with facility rules, clean up the room, you may bring snacks, etc.) b) What are your expectations? What do you want to learn? What do you hope to gain from the course? c) What do you think you will be evaluated on? ( e.g. strokes, leadership, etc.). Have the candidates select a marker and rotate to the three flipcharts to write down their ideas. When completed, have them return to their seats. Review, discuss and add points where necessary. -6-

8 SCREENING 1 hour (pool) You need to ensure that the candidates know and can perform the strokes, skills and distances of the Red Cross Swim Kids Program. OBJECTIVES 1. Meet prerequisite skill and stroke requirements for: front crawl; back crawl; elementary back stroke; breast stroke; shallow dive; feet first and head first surface dive with 2m underwater swim; treading water; distance swim 500m; rescue breathing, with adaptations for infants, children, and adults; conscious choking rescue; throwing assist with a line; reaching assist with an aid (meet the performance criteria of Red Cross Swim Kids Level 10 or the highest level in which the skill is evaluated). SUGGESTED ACTIVITIES Stations Water Safety Instructor Trainer to create stations for all strokes and skills. Each station should have the name of the skill and all performance criteria. Have the candidates walk through the stations completing the stroke or skill while the WSIT monitors. Refer to the AWSI Manual appendix B and D for the listing of items to be screened. -7-

9 RED CROSS SWIM 1.5 hours (class) OBJECTIVES 1. Know the Red Cross history in Canada, programs and services, and Seven Fundamental Principles. 2. Identify the various components of the Red Cross Swim program.. 3. Identify the components of the Haddon Matrix Injury Prevention Model (PEE [personal, environment, and equipment]; PSSS [Prepare! Stay Safe! Survive!]). 4. Identify the difference between an accident and an incident and that accidents are predictable and preventable (injury prevention). SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Seven Fundamental Principles Have candidates complete the crossword puzzle (Appendix B). Review answer key when the puzzle is complete. Water Safety Program Divide class into small groups (two or three to a group). Ask them to complete the Red Cross AWSI Manual Seek & Find Activity (Appendix C). Review answers together. Injury Prevention Activity Break into small groups. Have each group share a personal physical scar or injury story. After sharing amongst themselves, have each group choose one story to dissect. Using the chart on pg 2.8 of the AWSI manual, have each group fill in the chart by detailing how the injury could have been avoided. There must be at least three items in each category. Ask the groups to identify if any of these injuries or scars were truly an accident -- an unavoidable incident. Each time look at 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 from occurring. Ask the candidates to identify why the Canadian Red Cross would choose to use an injury prevention approach to create the Swimming and Water Safety Program. Refer candidates to section titled Tips for Developing Water Safe Attitudes and Behaviours on pg 2.7 of the AWSI manual. Drowning Research Divide the class into groups of two. Hand out the current issue of Drowning Research or Drownings and other water-related injuries in Canada 10 Years of Research (available at Assign each group a Typical Victim Profile or a Typical Scenario to review. Each group is to present their profile or scenario and identify how the Canadian Red Cross Swimming and Water Safety program addresses the factors raised. -8-

10 Summary of Information Divide the candidates into two groups. Place one group of candidates in a circle sitting on chairs facing out. Have the second set of candidates place a chair directly opposite the inside circle so that the candidates are facing the inner circle. Give each member of both circles one Canadian Red Cross Swimming and Water Safety Program Question Card (Appendix D). You may decide to give more than one card if you have a small group. The inner circle partner begins by reading his/her question card to the partner in the outer circle. Together they discuss the answer to the question. The person who asks the questions keeps notes on the back of the card for the brief presentation at the end of the activity. Then the outer circle partner reads his/her question card and the partners discuss their answers, recording notes on the card. After three minutes, call for a rotation. The inner circle stays put and the outer circle moves clockwise to the next person. Repeat activity until the outer circle completes one full rotation. Have the candidates read the question out to the group and the recorded answers. Provide additional information when necessary. Information can also be found in Red Cross Swim, Chapter Two of the AWSI Manual. -9-

11 COMMUNICATION 1 hour (class) Definition: You demonstrate effective interpersonal skills with candidates, colleagues, employers and parents. OBJECTIVES 1. Identify how communication affects learning. 2. Demonstrate the ability to communicate verbally and nonverbally with all age groups. 3. Identify effective strategies for solving problems and resolving issues in an aquatic environment. 4. Identify how to create and maintain a safe environment for children, teens and adults and how to proceed appropriately should a situation arise. > Key points and perception checks > Keep It Short and Simple > Instructing with enthusiasm > What is empathy and how to demonstrate it SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Characteristics of Communication Have AWSIs brainstorm the list of components for effective communication (from the AWSI Manual pg 3.1). Ask AWSIs to quickly identify which of the characteristics from the list are important when dealing with difficult situations, e.g., using non-verbal cues such as thumbs-up or speaking to swimmers at eye level. Create a chart similar to the example below to outline the characteristics the class has highlighted and some strategies to deal with each. COMMUNICATION CHARACTERISTIC STRATEGY (EXAMPLES) Talk to people, not at them Remember, communication is two-way. Ensure I take into account the other person s point of view and feelings. Speak at eye level Maintain eye contact and ensure I am at eye level with the person. Speak assertively Have confidence in my knowledge of the Water Safety Program performance criteria and method of evaluation. Be specific and use key points Create a script that helps to focus my thoughts before talking to the person. Match body language Ensure my body language is sending positive messages. (You would not want to match body language with someone who is angry, closed or defensive). Consider verbal and Words, tone of voice and non-verbal cues need to send non-verbal communication positive messages. -10-

12 Role Playing (Parent/WSI Relations) Candidates will work in partners. They will be provided with a scenario which they must resolve. The scenario will be role-played for the rest of the candidates. Parent/WSI scenarios can be found in Appendix E. Tone, Volume, Voices, Directions, Verbal/Nonverbal Messages Play the Aladdin video selection, where he comes out of the lamp for the first time and sings the song. Ask the class questions related to how tone, volume, voices, directions and verbal/non-verbal communication were used in the clip. How can we as instructors do the same for our classes? Ask group why it is important to have verbal and non-verbal language match. Typical responses might be: to meet individual learner needs (such as visual or auditory learners), to ensure a lack of confusion, to make yourself believable. Place candidates in partners. Each pair is to come up with two examples of non-matching verbal and non-verbal communication. When one partner demonstrates these mismatches, the partner who is not mismatching calls freeze and manipulates the mismatched partner so that the messages do match. Being Specific, Using Key Points and Perception Checks Headband Game Tape a specific game card to the game headband of one candidate, the guesser, ensuring that the candidate is unaware of the item featured on the card. Send the guesser candidate out of the room. Instruct the remaining candidates to be vague and non-specific when providing hints to the guesser about the item attached to his/her headband. Invite the guesser candidate back into the room, and have the remaining candidates provide the hints as instructed. Once the guesser has guessed the item, choose a new guesser, and provide a new card. Again, send the guesser out of the room. This time, instruct the remaining candidates to be specific and provide key points to the guesser regarding the item to be guessed. Bring the guesser in and repeat the game. Choose one last guesser. Place a card on the headband. The item on this card should not be known to the guesser nor the remaining candidates (e.g. KAVA, which is a type of plant). Repeat the game. Once all three guessers have had a turn, ask the candidates which one was the easiest to guess. The answer should be when the candidates were being specific and using key points. What happened in the third case? How can the game continue if no one understands? Discuss the importance of perception checks. -11-

13 LEARNING 1.5 hours (class) Definition: You provide accurate program content to reach candidates in a variety of ways. You are also incorporating the utilization of progressions and evaluations to ensure that individual candidates are successful. OBJECTIVES 1. Identify the learning characteristics for the age categories and identify appropriate teaching strategies for the age categories. 2. Identify the four learning styles (visual, auditory, tactile, and kinaesthetic). 3. Demonstrate an understanding of why and how people learn (learning process, domains of learning). SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Age Characteristics Create an interactive activity using the chart on pages of the Learning Chapter of the AWSI Manual. Using recipe cards, re-create the chart. List the ages (e.g., toddlers months or young adults ages years) and the items (e.g. major feature of that age group) on different colored cards and then all of the information for each on a separate color as well. On the floor or a large table arrange the headings and items in proper order; ask the class to arrange the recipe cards with the characteristics under the proper age groups. Let the candidates know that they must have consensus on their decisions. This will generate discussion regarding their perceptions of the different age groups characteristics, interests and abilities. After they have finalized their decisions have them compare to pages of the AWSI Manual. Facilitate a discussion on how the age characteristics will affect the activities used to teach skills, strokes and fitness. Factors that Affect Learning Split the candidates into four small groups. Provide each group with a set of paints and paintbrushes and a sheet of flip chart paper. Each group receives written directions as to what they are to paint. There should not be any talking during this activity as each group should not be aware of the other group s directions. Group 1 Paint a brontosaurus Group 2 Paint a dinosaur Group 3 Paint an animal Group 4 Paint hebtzyqnp Group 4 will have no idea what it is they are being asked to paint, as the word they are provided will not make any sense to them. Group 3 will paint whichever animal the group agrees on. Group 1 and 2 will have little or no difficulty painting their pictures. -12-

14 Give the groups a few minutes to finish their painting, post each picture on the wall and compare. Let the groups know that the goal was to paint a picture of a brontosaurus (input); however, depending on what they perceived the directions to be, they processed a different message (storage). The actual painting of the picture was the retrieval. Discuss with the group the purpose of the activity: to show that when learners are at different levels of cognitive development they may hear messages differently than the communicator intended. Ask Group 4 how they felt when they couldn t understand what their task was? Ask Group 3 how they dealt with directions that they understood, but that were not specific enough to clearly identify their task? Ask Groups 1 and 2 how they felt about the directions (retrieval). How easy was it to perform the skill understanding the directions and knowing exactly what was expected? Relate this activity to a pre-school class that may have children ranging from 3-years-old to 5-years-old in the same class. When giving verbal directions will all the children understand the language the instructor is using? Because the main factors that affect learning are the input and the experience of the person receiving the input, it is easier to communicate the task if the learners can see what is being asked of them (visual). Factors that Affect Learning Use an activity that is unfamiliar to the candidates; one that it is likely that they have had very little, if any, experience performing (such as origami, or if you prefer a wet activity, backwards breast stroke works well). > Provide the candidates with verbal direction only > Allow the candidates time to practice, but do not provide any feedback Ask the candidates how successful they have been performing the task? As a group identify what affected their learning. Using the same activity: > Provide the candidates with a brief explanation of the task > Provide the candidates with a demonstration of the task > Break the task into manageable chunks (progressions) > Provide the candidates with constructive feedback > Provide practice time As a group, discuss the success of the group and what affected their success: > Motivational Factors was the goal easily understood and achievable? > Is the learner able to tell when the goal has been achieved? > Is the challenge degree appropriate? > Was the use of manageable chunks beneficial to the learners? > Satisfaction or reward is anticipated > Experience is enjoyable As a group discuss what factors affected their ability to learn the task the first time: > Unsure of what the task was > Unfamiliar with the task no previous experience to draw from > Anxiety caused by lack of direction and feedback > Limited practice time -13-

15 SAFETY SUPERVISION 3 hours (2 hours class; 1 hour pool) Definition: You anticipate, prevent, and react to unsafe situations in your classes. OBJECTIVES 1. Identify the key factors in safety supervision. 2. Identify safe formations for activities. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Draw a Safe Instructor Break class into two groups. Give each group a large piece of paper and a characteristics box. A characteristics box is one that contains many of the qualities that make up a safe instructor. These qualities must be discovered by the candidates much like you would discover treasure in a treasure chest. Inside the box you can have puzzles, word scrambles, clues, and various objects that will help the candidates form a picture of a safe instructor. Have the candidates start by tracing one person from their group onto the large piece of paper. Once done, they can open their characteristic box and start figuring out the qualities. As they figure them out, they can either place the items on the picture or add them to their drawing. Items in the box would include: > A picture of a whistle and buoyant aid that have been cut into pieces. They must put the pieces together to figure out what they are. > Pieces of colored paper with scrambled words on them that all relate to what they do during their class to be safe (i.e. use formations, never turn back, stay with class, first in water, last out of water) > Clues that they need to figure out (i.e. I come with many boxes and names for every row, I need to keep it current as our progression it will show. Answer: Worksheet/attendance sheet) Once done, review items together as a group. -14-

16 Safe Simulations, Continuous Scan, and Head Counts Have one person leave the room. Have the rest of the class all do a similar activity. One person in the group then changes the activity in a minor way. An example of this would be to have all candidates standing in a scatter formation with their feet together and hands folded with their right arm over the left on their chest. One person will have their hands folded with their left arm over their right. The person outside then comes back in the room and tries to guess which person is different. Repeat the activity more than one time each time doing something different. In one of these situations, have one person missing from the group all together. As a group, review the importance of using a continuous scan and head counts. Try and list as many reasons why they are needed. Formations Play the following games: Duck Duck Goose Have the class sit in a circle. One person is the goose. They walk around the circle tapping people on the head and labeling them as ducks. When they label a person as a goose, that person has to jump up and race the other person around the circle in opposite directions to get back to the empty spot. The object is to get to the spot so that you don t have to be the one walking around it. Object Pick Up Put candidates into two lines. The lines should form a corner formation. Candidates are assigned a number. Each line will have the same series of numbers. Five objects are placed equal distance from the candidates. The candidates then turn to face away from the center of the formation. The instructor then yells out a number and an object. Whoever has that number (one from each team) will then race to be the first to pick up the object. Shoe Scramble Have all the candidates remove their shoes and place them at the other end of the room. Divide them into two teams. On go, they must do a crab walk to the shoe pile, find their shoes, put them on properly and jump on one foot back to tag the next teammate. The first team to be sitting down with their shoes on properly wins. Salmon Says Same game as Simon Says. Scatter formation. Wheelbarrow Race Place candidates into partners. Have wheelbarrow race to other end of the room and back. Refer candidates to the formation chart on page 5.5 of the AWSI Manual. Review the description of the formation used in each game and the best uses of the formation. Once done, discuss the importance of using formations. Why do we need them? When do we use them? -15-

17 Safety Situations: (wet) Divide class into groups of four or five. Give each group a safety situation to demonstrate. After each demonstration, the class should discuss how a WSI should deal with the situation. Situations: 1) Swimmer gets in over his / her head 2) Swimmer goes missing 3) Instructor leaves class to get equipment 4) Instructor busy talking to a parent Never Leave Swimmers on Own, Active Classes (wet) Have candidates experience a class you teach in the water where there is too much swimmer inactivity: you talk too much and too long, the candidates only get to practice one at a time, there isn t enough space for everyone, and you leave the class alone to get more kickboards. Afterwards, ask them how they felt during the class. Ask them how they think an active 6-year-old child would feel. Then ask them how that active 6-year-old child might have behaved in such a class. Be sure to model the session again ensuring activity is high, you never leave the class, equipment is prepared etc. Lakefront/Oceanfront Instructing Take a picture of a lakefront setting in your area (or find a picture in a magazine or online) and another of an oceanfront setting. Have them blown up and laminated. Divide the class into two groups. Give one group the lakefront picture and an erasable marker and the other group the oceanfront setting and a marker. Have them draw in any hazards that they would need to be aware of if they were teaching swimming lessons there. Present to the group and have them include how they would correct these hazards. -16-

18 TEACHING 3 hours (1 hour class; 2 hour pool) Definition: You provide accurate program content to reach candidates in a variety of ways. OBJECTIVES 1. Identify and define the features of the following teaching methods: Direct Discovery Games 2. Identify and define the following corrective methods: Shaping Over-correction Physical Manipulation 3. Identify the importance of teaching through progressions. 4. Demonstrate the ability to plan a progression activity using the key information from safety supervision, communication, learning, and teaching sessions. 5. Demonstrate feedback (immediate, specific, directed at changeable behaviour, short and simple, constructive) SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Defining Progressions Give half of the class the materials needed to build a predetermined craft project, such as a ginger bread house, a bookmark or a puzzle. Tell them to go ahead and complete the project but don t tell them what they are building or how it should look. Give the other half of the class the same materials along with a picture and step-by-step instructions on how to put the item together. Give both groups approximately ten minutes to finish the project. What was the end result? Who was successful and why? Discuss that the second group was successful because they were given clear instructions (or progressions) to follow. They were able to work at one progression until they were ready to move on to the next. The end result is that they created a project that had the desired end result. The first group may have completed the project but it most likely is not the desired end result and they may have done steps in an order that made it harder to help accomplish the task. Define the term progression and discuss how it relates to Water Safety, Swimming and Fitness. Have the class find examples in their manual of progressions in each of the areas of Water Safety, Swimming and Fitness. Constant Feedback, Short and Simple Feedback Break class into pairs. Give each group a bag of Lego. Show only one of the partners a pre-constructed house and tell them that they need to -17-

19 have their partner build the same house. One group can give feedback as needed, the other group gives feedback after one minute and the third group can only give feedback after they have finished the house. Give the groups two minutes to build the house. Which groups were closest to completing the house? How does the amount of feedback given affect the outcome of a skill? Corrective Technique (Physical Manipulation, Over-correction, Shaping) Break the class into three groups. Give each group a glob of play dough. Tell them to create a teddy bear. As they make the teddy bear, go around to each group. To one group, physically manipulate their hands to make the teddy bear, the other group you will use shaping (ears as flat as a pancake) to help them and the third group you will use over-correction. Once done, ask the candidates what you did to help them create the teddy bear. Define each of the corrective techniques. Discuss the importance of using all three types of correction when teaching their lessons. Breaking Down a Skill when Correcting Give each candidate an item extracted from the program and ask them to prepare a three minute teaching session using that item. Set the class up into peer classes. Before the candidate teaches their session, assign the people in their peer class an error for the skill they are teaching. The candidate must then determine what the fault is and use either a different teaching method or a different corrective method to correct the error. Switch around so all candidates have the opportunity to teach. Games Method Divide the candidates into three groups. Each group is given a topic from the following list to brainstorm and instructed to prepare a flipchart to present their ideas to the rest of the class. Group 1 How can games be used in an instructional setting? Group 2 What should you consider in leading a class through a safe, enjoyable game? Group 3 What should you consider when giving instructions for the game? -18-

20 SCIENCE OF SWIMMING 1 hour (0.5 hour class; 0.5 hour pool) Definition: Introduction of physical principles as applied to swim strokes and water safety skills. OBJECTIVES 1. Identify the physical principles as applied to strokes and water safety skills (centre of buoyancy, centre of mass, Archimedes principle, resistance, propulsion, form drag, frictional drag, the law of action and reaction, law of levers). 2. Identify the effects of physical principles as applied to strokes and water safety skills. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Buoyancy Have the candidates draw self portraits (stick figures will do) of themselves and then have them cut out their picture. Next give them a blank piece of paper and have them draw a wave across the top, 1/4 of the way down the page. Have the candidate glue or tape the picture of themselves in a vertical float position where they predict that they will float. When that class enters the water, have them perform a vertical float to determine whether or not their prediction was correct. As a group discuss why some people float differently than others and why some people cannot float at all. Discuss what else beside body type affects buoyancy such as: body position, lung capacity, and confidence (comfort level) in the water. An alternative activity is to provide the candidates with magazines and catalogues. Have them cut out pictures of people with different body types: muscular, lean, and overweight. Have the candidates draw a wave across the top of a blank piece of paper, 1/4 of the way down the page. Have candidates glue or tape the pictures of the people on the paper in a vertical float position where they predict people with those body types will float. Have the groups present their pictures and explain why they think that the different body types will float in different positions. Discuss what other factors affect buoyancy, such as: body position, lung capacity (Archimedes Principle), center of gravity and confidence (comfort level) in the water. Resistance Have candidates roll a marble across a cookie sheet. Note how quickly and easily it rolls across. Now take some shaving cream or whip cream and squirt it onto the cookie sheet (even a few stripes across or diagonally will work). Now roll the marble across the cookie sheet again. Did the marble make it as far as it did the first time? What slowed it down? The cream is creating resistance. Ask the class what things cause resistance when swimming in the water. -19-

21 Propulsion Using a wind up bath toy, wind it up and place it in a bowl of water. Ask the class what physical principle is acting on it to make it move forward? How do we use propulsion to move through the water? Physical Principles Activities Provide candidates with Physical Principles Task Sheet from Appendix F. In pairs have them go through the tasks and record their outcomes. -20-

22 DEVELOPING SWIMMER 2 hours (pool) Definition: Progressions leading up to the front crawl progressions. OBJECTIVES 1. Identify the progressions of the developing swimmer. 2. Demonstrate the ability to break down skills into progressions and teach the progression. 3. Identify how physical principles apply to developing swimmer skills. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Developing Swimmer Progressions Have all of the developing swimmer progressions listed on separate paper cups. Candidates are to rearrange the cups into a pyramid with the progression order they think is correct. Discuss as a group. As you review each progression, be sure to point out how each one builds on the other. Stick a red dot onto any progression step that is wrong. Once you have checked all progressions, go back to the first red dot and remove that cup. What happens? Does the progression pyramid fall? If not, does it become unstable? Point out that while having one progression step out of order may not be the end of the world, it does create an unstable foundation on which to build the progressions. Continue removing the incorrect progressions until the pyramid falls. Point out the importance of using the correct order of progressions and that the successes are much higher when built upon a stable foundation. Teaching the Progressions of Developing Swimmer using a Theme Incorporate the theme of a popular kids television show such as Dora the Explorer TM into your progression demonstration. During your demonstration the candidates are acting as swimmers in a lesson program. Dora is a four year old child who loves to explore!! She has discovered that at the end of the Developing Swimmer Progressions is a big reward the chance to learn about Front Crawl!! To get to the end of the progressions she must find her way through the Developing Swimmer Progressions. She ll need a special friend to help her do this everyone yell MAP! The Map has a special song. It goes like this: If there s a place you need to go, I m the one you need to know, I m the Map. I m the Map, I m the Map, I m the Map. If there s a place you gotta get, I can get you there I bet, I m the Map. I m the Map, I m the Map, I m the MAP!! Map (actually a poster or flipchart with the developing swimmer progressions on it) will tell Dora how to get to Front Crawl. Take them through the progressions and include some puzzles or riddles along the way. For example, before moving to the progression of Opening Eyes Underwater, they must figure out and do the actions for a song you hum for them. A song that they love to play. Play it with them and then move on. Along the way you can call on the help of Backpack. Backpack has everything you could ever imagine needing!! Have them yell Backpack and pull out equipment that you can use for the next progression you -21-

23 are introducing. Swiper the fox can steal the equipment back when done. Don t forget to yell Swiper No Swiping three times to try and stop him!! Footprints Prepare large, letter-sized paper footprints of the Developing Swimmer steps. Then prepare smaller footprints of the progression to these steps. Divide class into partners. Give each group one big footprint and its corresponding smaller footprints. Groups are to put the progressions (smaller footprints) into the correct order. Each group then puts the large developing swimmer footprints on the wall with the little progression steps beneath. Review the progressions, and then have pairs prepare their progression steps for presentation in the pool. -22-

24 STROKES 6 hours (0.5 hours class; 5.5 hours pool) Definition: The development of six different swimming strokes with the aim of helping prepare people for any activity in, on or around the water. OBJECTIVES 1. Accurately demonstrate strokes to the Red Cross Swim Kids Level 10 performance criteria. 2. Identify the effective order for teaching and correcting strokes. 3. Identify the progressions used to teach each stroke and how to use physical principles to identify stroke correction strategies. 4. Participate in stroke drills and identify the purpose of the drill. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Front Crawl Modeling (wet) WSI candidates will experience a series of drills and activities that develop the progressions of front crawl lead by the WSIT. Refer to the AWSI Manual pg 9.3 and the chart beginning on pg 9.4 for the complete list of progressions. Operative Principle The operative principle (see Operative Principle handout Appendix G). How do the components of the operative principle relate? Break group into partners. Give each pair an Operative Principle Task card (Appendix H). Give them a few minutes to analyze the card and determine what operative principle is in need of correction. Come up with a drill to correct the error. Share and debate if necessary. Corrective Lab Take candidates through a 20-minute corrective lab (Appendix I) focusing on all three correctives, breaking skills down, and use of specific, constructive feedback. Drill Development (wet) WSI will break off into small groups and brainstorm at least four drills using a variety of equipment. They will then splinter into other groups and teach their drills to their fellow WSIs. -23-

25 Groups are to be divided into: > Body Position > Legs > Arms > Breathing > Coordination and Timing Back Crawl Modeling WSI candidates will experience a series of drills and activities that develop the progressions of back crawl lead by the WSIT. Refer to the AWSI Manual pg 9.12 and the chart beginning on pg 9.13 for the complete list of progressions. Stroke Drill Side Crawl The WSIT will explain about streamlining. Back Crawl is the number one stroke where candidates plow through the water. This drill will help those candidates who still swim flat on their backs. > Have candidates perform side glide with kicking for 8 kicks for a distance, rolling onto other side after every 8 kicks > Length 2 will be 6 kicks of side glide with flutter kick > Length 3 will be 5 kicks of side glide with flutter kick > Finally, length 4 will be 3 kicks of side glide with flutter kick This drill is an over-correction of the shoulder roll and forces the candidate to streamline and stretch. Split the class into three groups. Have the candidates look at the other progressions for Back Crawl. Challenge them to come up with a drill that uses over-correction (group one), shaping (group two) and physical manipulation (group three). Corrective Methods and Formations Break the class into groups of four to six. Create operative principle cards similar to the Front Crawl cards shown in Appendix H. Each group will have one instructor and the rest will be candidates. Give each candidate a different operative principle card. Each candidate can decide what corrective method will need to be shown in order to correct the error. The instructor must set up a formation that allows for continuous practice and easy feedback. The instructor then must determine the error, and correct it using a drill. The end result should be that all candidates are doing individual drills in the same formation. Whip Kick Modeling Take instructors through the progressions for Whip Kick. Progressions to Teach Recover and Power Phases Divide candidates into two groups. Assign each group ways to teach Whip Kick. Make sure one group has Whip Kick on front, the other on back. Have each group come up with a series of progressions or activities to teach Whip Kick for the recovery and power phase. List the key points and physical principles that affect each progression. Record on flipchart paper. Present to group. -24-

26 Elementary Backstroke Modeling Take candidates through the progressions for Elementary Backstroke. Refer to the AWSI Manual pg 9.19 and the chart beginning on pg 9.20 for the complete list of progressions. Leg Action Execute leg movements holding a kickboard or noodle on their stomach while the instructor manipulates the swimmer s legs and adds resistance with hands on inside of foot. The instructor then lets go and the student does the exercise without the help of the instructor. Peer Evaluation Have candidates partner up and evaluate each other s Elementary Backstroke. They need to be referring to their AWSI Manual pages for a listing of the progression standards. They should be using the techniques of Operative Principle to ensure that all stroke errors are being noticed and corrected. Remind them to use proper feedback techniques and a variety of methods. Breast Stroke Modeling Take candidates through the progressions for Breast Stroke. Refer to the AWSI Manual pg 9.25 and the chart beginning on pg 9.26 for the complete list of progressions. Drills and Peer Teaching Divide candidates in groups of three. Candidates will travel through stations, rotating positions as either instructor or swimmer. Stations are made up of either drills, stroke corrections or strategies for teaching a specific progression step. (Appendix J) Butterfly Simple Introduction to Butterfly Spread out candidates in the shallow water, have WSIs perform the following: > The Wave Knees, Bum, Tummy (point to and say out loud). > Spring Action Arms and Head, have candidates imagine their head is attached to a spring that their arms are pulling, so that when their arms are back, their head will bong back. When their arms are down their head is down. With their chin back, have them repeat the action rotating their arms around in a circle. > Kick In a straight line formation have candidates push off the wall in a front glide position. While performing, have them lift their bottoms once in the air, repeat the sequence with two bum lifts. > Kick, Kick, Bong - Put steps 2 and 3 together, front glide, with a bum, bum, followed by a bong. Modeling Take candidates through the progressions for Butterfly. Refer to the AWSI Manual pg 9.32 and the chart beginning on pg 9.33 for the complete list of progressions. Progression Order Divide candidates into small groups and give each group a mixed-up set of skills and activity cards used to teach Butterfly. Have groups order the skills according to progressions, e.g. bellies and bottoms, wave motion, etc. When completed, have candidates refer to their AWSI Manual, page 9.32, to check their order. Record on flipchart paper. Have groups add any other ideas they have for teaching these progressions. Present ideas to group. -25-

27 Sidestroke Modeling Take candidates through the progressions for Sidestroke. Refer to the AWSI Manual pg 9.38 and the chart beginning on pg 9.39 for the complete list of progressions. Common Errors Have candidates come up with some common errors that may be seen in swimmers learning Sidestroke. For each error, they need to find one drill to correct it using physical manipulation, over-correction and shaping. As an added challenge, have them come up with some key words or phrases that are unique and fun. -26-

28 SKILLS AND WATER SAFETY 6 hours (1 hour class; 5 hours pool) Definition: Providing candidates with skills and water safety that allow them to use an Injury Prevention approach to attitudes, knowledge and skills. OBJECTIVES 1. Identify the importance of skills and water safety content in the Red Cross Swim program and the placement of the skills and water safety content items in the Haddon Matrix Injury Prevention Model. 2. Accurately demonstrate the skills and water safety items to the performance criteria of the Red Cross Swim program (Red Cross Swim Preschool, Red Cross Swim Kids, and Red Cross Swim Programs for Adults & Teens). 3. Identify the progressions of all skills and water safety content items. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Modeling Take candidates through a demonstration of some of the activities in each section. Demonstrated items should be those that may have safety concerns (e.g. spotting for diving) and the harder progressions. Progressions not demonstrated in the water should be referred to once in the classroom. Please see Appendix K for Skill and Water Safety activities to do in the water. Prepare, Stay Safe, Survive Post flipcharts around the room. Label the flipcharts Prepare! Stay Safe! Survive! And Personal, Equipment, Environment. a. Have candidates place the activities and demonstrations that were done in the water under the appropriate headings. Share as a group. b. Relate the activities to the five strategies for incorporating injury prevention. What strategy did each of the activities relate to? What safety supervision items do we need to be aware of? Looking back on the activities done in the water, decide which activities incorporated injury prevention, and which of the five strategies were covered. Divide into pairs to discuss, and then share as a whole group. Look at the progressions and activities that were not done in the water. Where would they fit on the flipcharts? -27-

29 FITNESS 2 hours (1 hour class; 1 hour pool) Definition: Teaching swimmers to enjoy aquatic activities and setting them on the road to lifelong fitness. OBJECTIVES 1. Identify how fitness relates to swimming. 2. Identify the components of fitness, the F.I.T.T. principle, and the purpose of using the target heart rate zone. 3. Identify methods for building endurance. 4. Ensure candidates are introduced to the fitness components of the Red Cross Swim programs and the fitness content contained in the Red Cross Swim Journal. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Role-Play Candidates will be asked to group together and discuss the scenario card they receive. From the scenario, the group must then provide a role-playing scenario for the rest of the candidates that will provide a solution to the scenario on the card. SCENARIOS INCLUDE: > Parent approaches you, the instructor, and wants to know the importance of his/her child maintaining physical fitness. > A swimmer in your lessons asks you to re-teach him about the F.I.T.T. Principle particularly what it stands for. > A co-worker asks you to provide a list of sample activities to maintain cardiovascular fitness, muscular strength, muscular endurance and flexibility in the water. > An adult asks you what is the purpose of the Target Heart Rate Zone. Methods for Building Endurance Take candidates through a sample of various endurance activities. Be sure to point out that the use of Over Distance Training is helpful in building endurance. Have candidates swim a short distance to begin with. As each lesson progresses, challenge them to increase the distance. This principle is used to develop endurance in the lower levels. They are not expected to be able to complete the distances of the Red Cross Swim Program distance swim on the first day of the lessons. Build up slowly and make it fun!! Have them playing a game such as What Time is it Mr/Mrs Shark where they have to swim a short distance back to the edge. As endurance increases, so can the activities. Try the Newspaper Relay. The object is to keep the newspaper dry to the other side of the pool. Swimmers take a newspaper and swim on their back to the other side. Make sure they are reading the news out loud it adds -28-

30 to the fun! Partner swims or silly swims where you eliminate the use of arms or legs are also fun ways to build endurance. Make sure to stretch afterwards. For examples of stretches to use, see Appendix L. Synchronized Swimming and Eggbeater Have candidates try out the synchronized swimming activities listed in the AWSI Manual page Break them into two groups. One group is responsible for breaking down one of the skills of synchronized swimming into smaller progressions and a game. The other group is responsible for doing the same for eggbeater. Fitness Activities for Working on Cardio, Intervals, Endurance and Speed Take candidates through the following drills. Once done, have them use their manuals and worksheets to determine when these activities would best be used in the Red Cross Swimming and Water Safety Program. How could they change the activities to meet the needs of different age groups (as defined in chart on pages in the AWSI Manual)? Drills Cardio Swim 200m; take pulse at end of each 50m Intervals Swim 5 x 25m lengths of Front Crawl. Take a 10 second rest between each length. This gives your body time to recover to swim the next length. Increasing endurance Swim 25m, swim 50m, swim 75m, swim 100m, and time yourself. Increasing speed Try to swim one 25m length of the pool in 2 minutes. Repeat the activity 4 more times each time trying to decrease your time by 5 seconds. Determining Maximum Heart Rate Determining Maximum Heart Rate Show candidates how to determine maximum heart rate and target heart rate, then provide practice scenarios to determine maximum and target heart rate of various ages. Your target heart range is the ideal range to maintain during exercise. To do a heart rate check: 1. Start timing on the first beat and count Count 1 on the second beat and so on for 15 seconds. 3. To determine your heart rate, double the number of beats you counted and then double that number again. To find your resting heart rate, check your heart rate while you re sitting quietly. To find your exercise heart rate, pause for a moment in the middle of your workout to do a heart rate check. You can calculate your target heart rate using Karvonen s formula: 1. Record your resting heart rate (RHR): 2. Calculate your maximum heart rate (MRH): For males, MRH = 214 (0.8 x age) For females, MRH = 209 (0.7 x age) 3. Calculate your training zone values: 60% of maximum heart rate: [( ) x.60] + = MHR RHR RHR 60%MHR -29-

31 80% of maximum heart rate: [( ) x.80] + = MHR RHR RHR 80%MHR 4. Now use your training zone values to calculate your target heart rate: Target heart rate range on land: to 60%MHR 80%MHR Target heart rate in the water: ( 17) to ( 17) = to 60%MHR 80%MHR [start margin note] Your target heart rate is 17 beats per minute lower in the water than on land. That s because: Water increases the pressure on the outside of the body, so your heart does not have to work as hard to pump blood back. Water removes the effect of gravity upon the body. The surrounding water removes the heat your body has generated by exercising. [end margin note] [Insert illustrations of carotid and radial pulse from AquaAdults Journal] Example for a 30-year-old male: Resting heart rate: 64 Maximum heart rate: 214 (0.8 x 30) = % of maximum heart rate: [(190 64) x.60] + 64 = [126 x.60] + 64 = % of maximum heart rate: [(190 64) x.80] + 64 = [126 x.80] + 64 = 165 Target heart rate range on land: 140 to 165 Target heart rate in the water: (140 17) to (165 17) = 123 to 148 Give candidates the following chart and have them fill in the three columns. Age Maximum Heart Rate Target Heart Rate 60% Target Heart Rate 85%

32 FINAL EVALUATION / NEXT STEPS 1 hour (class) Definition: To inform candidates of their status in the WSI Program and prepare them for the next steps to take in completing their goal to become a Water Safety Instructor. OBJECTIVES Candidates receive: 1. The final course evaluation (verbal and written) 2. Teaching Experience information on how and when to complete the Teaching experience assignments (if not done during the course). 3. Information on the role of the AWSI (employment and volunteer opportunities). 4. Next steps toward becoming a WSI (AWSI certification process, WSI course prerequisites). And finally congratulate all candidates for a job well done on behalf of you, the facility, and the Canadian Red Cross. -31-

33 Water Safety Instructor Course As a Canadian Red Cross Water Safety Instructor Trainer it is important to provide courses that relay information in an interesting, exciting and challenging way. This guide is designed to assist you with course planning. In it you will find: a definition of the purpose or goal of the session, topics that need to be covered in the session and some suggested activities. The activities are yours to use, modify, build on and be inspired by! The suggested activities do not cover all of the information that needs to be covered in the session, so don t forget to add your own material and ideas! Contents Introduction Canadian Red Cross Instructor Emergency Response (I.E.R.) Planning Red Cross Swim Preschool Red Cross Swim Kids Red Cross Swim Programs for Adults & Teens Evaluation Made Simple Final Evaluation / Next Steps -32-

34 INTRODUCTION 1 hour (class) OBJECTIVES 1. Provide candidates with an introduction to the course; review the agenda, course expectations, course materials, and evaluation criteria. 2. Provide candidates with an orientation to the facility/site and safety procedures. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Name Pantomime Have candidates stand in a circle. Ask each person to think of an action verb that starts with the first letter of their name. One at a time, have each person act out their action verb without talking. Have the rest of the group try to guess the person s name and verb, e.g. Galloping Gail, Jumping James, Shy Shelley, Dramatic Darlene, etc. Distribute the Folded Nameplate (Appendix A) and have each candidate write his/her name on them. Have the candidate fold the nameplate and place it in front of him/her on the table. This will assist the WSIT and the other candidates in remembering names. Have Candidates Draw a Picture of Themselves or a partner, and then have the rest of the group try to identify who they are. Jelly Bean Jam In each envelope, insert nine jelly beans of different colors. Give an envelope of jelly beans to each person. Tell your group that the object of this game is to get nine jelly beans of the same color by asking others for the color of the jelly bean you want, then trade one of yours in return. Before candidates trade jelly beans, they must introduce themselves. Candidates may trade only one jelly bean at a time. This activity takes time because several people may be pursuing the same jelly bean colour. The first person to get nine matching jelly beans is the winner. Keep playing until everyone has a group of matching jelly beans. Find your Nut Hand out an assortment of nuts and bolts, one nut or bolt per candidate. Have the candidates find the person who holds the nut or bolt that fits theirs. Once the candidates find their match, the two partners must discover three things in common with one another, and use these things to help introduce each other to the class. -33-

35 CANADIAN RED CROSS 1 hour (class) Definition: To further define the roles of the Water Safety Instructor in the Canadian Red Cross and provide more history that builds on the information learned in the AWSI. OBJECTIVES 1. Identify the roles and responsibilities of a WSI representing the Canadian Red Cross. 2. Identify the requirements to maintain a current WSI certification. 3. Identify how to represent the Canadian Red Cross in a professional manner. 4. Identify appropriate uses for the Red Cross emblem. 5. Identify potential signs of maltreatment/harassment and an appropriate course of action for handling potential disclosures (AWSI Manual, Appendix H). SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) PowerPoint Presentation Show the Canadian Red Cross PowerPoint presentation or print the slides onto overhead transparencies. Use the speaker notes to discuss the slides. Have the class identify the common theme that underlies the work of Canadian Red Cross staff and volunteers. (Promoting humanitarian values and injury prevention). The Emblem Review the information in the WSI Manual on the Red Cross Emblem and its use. Point out that although the symbol is seen many places, often used to symbolize first aid, it is copyrighted and cannot be used except to promote the Canadian Red Cross. Have the candidates brainstorm a list of top recognizable logos, for example: Coke, McDonalds, Clothing Labels, Ford, BMW, etc. Have the candidates determine if each of the logos would actually be known worldwide. (Coke, the Red Cross and Michelin tires are recognized worldwide.) The Code of Conduct Have candidates review the code of conduct. Facilitate a discussion on what the code of conduct means. For example, when you teach children about injury prevention, you become a role model. Is it appropriate to teach children to always wear a lifejacket in a boat and then not demonstrate the behaviour yourself when out at a lake or river? Roles and Responsibilities of a Canadian Red Cross WSI Have the candidates list the qualities of a great instructor they have had in the past. Look for qualities such as: always on time, greets the swimmers by name, shows an interest in each swimmer, completes administrative work, recognizes swimmers accomplishments, etc. Ask them to identify how they will ensure that they demonstrate these -34-

36 qualities (through planning and attention to the work they undertake). Conclusion: upon completion of this course you will be certified as a Canadian Red Cross Water Safety Instructor;, it is important to keep in mind that you are seen as a representative of the organization and the values that it holds. Ensure that you do your part in promoting the humanitarian values and injury prevention messages when the opportunity arises. -35-

37 INSTRUCTOR EMERGENCY RESPONSE SKILLS (IERS) 2 hours (class) Definition: Items that are taught, practiced, and evaluated to ensure the WSI candidates can respond in an emergency. OBJECTIVES 1. Successfully demonstrate performance criteria on the required IER skills (WSIT Manual, Appendix F3). MANDATORY ACTIVITIES: (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) IER Experiences Have candidates share IER experiences they have had within the last couple years. Discuss what action they took and what they would do differently the next time. Discuss also how to reduce or prevent this situation from happening again. Then use these examples as the base for the pool scenarios. Make necessary additions to ensure all IER skills are covered. Or do the following activity: Suggested Sample Instructional Emergency Response Scenarios Role Playing 1. Assign roles of instructor, candidates, parents, etc. 2. Act out roles as described in the situations. 3. Discuss and evaluate performance. Instructor #1 Group #1 Instructor #2 Group #2 Instructor #3 Group #3 Instructor #4 Group #4 Instructor #5 Group #5 Instructor #6 Teach surface support to a Red Cross Swim Kids 4 class. You are a Red Cross Swim Kids 4 class. One of you gets a mouthful of water, panics and grabs the person next to you. Teach shallow dive to a Red Cross Swim Kids 8 class. You are a Red Cross Swim Kids 8 class. One of you gets a cramp in your calf. Teach foot first surface dives to a Red Cross Swim Kids 10 class. You are a Red Cross Swim Kids 10 class. One of you simulates a submerged victim. Teach front and side rolls to a Red Cross Swim Kids 5 class. You are a Red Cross Swim Kids 5 class. One of you has mastered movement underwater and is swimming quickly toward one wall. You hit the wall and your nose starts to bleed. Teach front stride dive to a Red Cross Swim Kids 6 class. You are a Red Cross Swim Kids 6 class. One of you will dislocate your shoulder on entry. Teach submersion to a Red Cross Swim Basics (Adult) class. -36-

38 Group #6 Instructor #7 Group #7 Instructor #8 Group #8 Instructor #9 Group #9 You are a Red Cross Swim Basics (Adult) class. One of you swallows your gum while submerging and starts to choke. Teach stride entry to a Red Cross Swim Kids 7 class. You are a Red Cross Swim Kids 7 class. After a couple of entries, one of you will twist an ankle while doing a stride entry. Your Red Cross Swim Kids 10 class is swimming the 500m endurance swim. Candidates are in a single loop formation. You are swimming your 500m distance swim, and one swimmer hyperventilates and goes unconscious, non-breathing. You are reviewing Red Cross Swim Kids 5 dolphin dives (in preparation for kneeling dives) in the shallow end. You are reviewing dolphin dives. One swimmer dives too deep and hits head. -37-

39 PLANNING 2 hours (class) Definition: Development of both long-term and short-term lesson plans to ensure that the content is covered during a lesson set and everyone s needs are met. OBJECTIVES 1. Identify why WSIs use lesson plans. 2. Identify the key components of daily and long-term lesson plans. 3. Demonstrate the ability to create effective long-term and daily lesson plans. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Long-Term Planning Gather some brochures of various destinations from a travel agent. Assign groups of candidates to different trips and give them a brochure. Put up the Planning a Trip overhead (Appendix B). Have candidates work in groups to answer the questions. Quickly review them as a group. Using a white board or flip chart, map out one of the destinations into a 10 day grid. What things are they going to do each day (no details, just the items)? As you are mapping out the plan, be sure to point out that they may want to do some things or everything more than once so plan for that as well. Point out that to plan a trip, you need to have in mind the length of time gone, what you will take, what you will do, goals, etc. This is the same as lesson planning. Identify the purpose of long term lesson plans: a determination of the skills to be covered, focusing on what day and what skill not how the skills will be covered. Ensure the long-term lesson plans include the following details: when to introduce each new skill/water safety item/stroke/fitness activity, a review and practice of skill/water safety item/stroke/fitness activity, an introduction of all skill/water safety item/stroke/fitness activity by the fourth or fifth lesson, identifies that skill/water safety item/stroke/fitness activity are repeated a minimum of three times in a lesson set, the instructor should begin with those skills which were developed in the previous levels, similar skills are linked together, and water safety and swimming are covered everyday, etc. As a group, create a long-term lesson plan using the worksheet for Red Cross Swim Kids 6. Short-Term Planning Identify that the long-term lesson plan is to determine the what ; a shortterm lesson plan is to clarify the how. It is also the tool where the individual needs of your swimmers can be written down. Look at the long-term plan for the trip that was planned above. Let s take a close look at Day 4. We want to plan that day in detail creating a short-term plan. A short-term lesson plan should include: date, time, level, lesson day, skills listed, methods used, progressions, formations used (minimum of three), safety supervision concerns, equipment and back up. Together, create a brief plan for Day 4 of the -38-

40 trip. Now, as a whole group, create a short-term lesson plan for Day 4 of your Red Cross Swim Kids 6 class by using the long-term lesson plan you designed as a group. Short-Term Plan for Different Age Groups Break class into three groups. Assign each group a topic of Preschool, Adult or Multi-Level. Have them create a short-term plan for Day 3 of a pre-determined level in the Red Cross Swim Program. Have them prepare their plan on a flipchart and present to the class. Discuss how the plans differed according to the different age or levels that they were teaching. Self Evaluation Have candidates draw a self-portrait. Put the questions listed below on an overhead or flipchart and have them evaluate how they did. How does this apply to lessons? What should they be doing when they are teaching their lessons? Point out that they need to be evaluating their lessons at the end of each day. What went well, what didn t, what needs to be done again or differently? All of these things are important to ensure that they teach the best lesson possible. Self Evaluation Questions 1. Did I give myself two eyes? A nose? A mouth? 2. Was my hair too straight or too curly in the picture or just right? 3. Did I remember to include all distinguishing characteristics the things that make me special? 4. What could I have done differently to make the portrait look more like me? 5. Is there anything that I could try the next time I try to draw a picture of myself? -39-

41 RED CROSS SWIM PRESCHOOL 6.5 hours (2 hours class; 4.5 hours pool) Definition: Seven-level, stand-alone program that allows swimmers to enter various levels based on age and ability. Designed for infants, toddlers, preschoolers and their caregivers. OBJECTIVES 1. Identify the content item and match it to the observation or performance criteria for each level of the Red Cross Swim Preschool program. 2. Demonstrate the ability to apply the Red Cross Swim Preschool program progressions in a peer teaching environment. 3. Identify strategies to teach through a caregiver in the water, for parented levels. 4. Identify effective teaching strategies to meet the needs of the preschool age groups and characteristics. 5. Demonstrate effective supports, holds, and body positions for participants in the Red Cross Swim Preschool program. 6. Identify the program support materials and use for the Red Cross Swim Preschool program. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Age Characteristics Divide class into five groups and assign each group an age characteristic: a) 0 12 months b) months c) months d) months e) months Give each group a picture or magazine clipping of a child in their age group, a small square of cork board, several small straight pins and a photocopied chart of their group s characteristics. Give them five minutes to cut out each characteristic and pin it to the picture on the cork board. Once done, give each group several pictures of toys and items that a child in their age group would use or play with. Have the candidates identify how that child will interact with the toy. For example, if they are given a ball and a cookie at age two, chances are they will not share the ball but will happily share the cookie!! Have each group summarize the physical, social, hearing and speech characteristics of their age group, and share findings. Have each group list what considerations or activities should be incorporated into lessons, taking into account the listed characteristics. Have each group share their findings with the class. Safety Supervision Best done if class can observe a preschool class with parent, and a preschool class without parent. While observing, have learners list all possible class management and safety concerns -40-

42 observed. List all concerns on a flip chart. Discuss each concern and how you, as the instructor, would eliminate or address each concern listed. Experience the Canadian Red Cross Preschool Program WSIT leads the group through all holding positions appropriate for infants and preschoolers using real infants and preschoolers, dolls, or infant actars. WSIT leads the learners through songs and games for infants and preschoolers. At the completion of each song or game discuss the purpose and skills learned. Take candidates through a themed Red Cross Preschool Lesson of your choice. You can use a lesson plan from the Sample Lesson plans on the AWSI CD Rom with Lesson Plans or create one of your own. Communication (Enthusiasm) Divide the class into two teams. List a number of different emotions. The first person on each team runs to the other end of the room and gets an emotion from the list. S/he then must go back to his/her team and act out that emotion until the team guesses it. Play continues until the list is finished. Relate this to teaching preschoolers. How does our enthusiasm affect the class? What kinds of things will keep a preschooler s attention? Discuss how body language and facial expression can affect communication with a preschooler. On a flipchart, list as a group, ways that instructors can use their bodies to communicate. How does our body language influence the emotions and feelings of preschoolers in our classes? We need to recognize that our enthusiasm for what we do will affect our classes and our swimmers motivation. Communication with Parents Give candidates each a doll. Taking turns being the instructor; have them practice giving instructions as if they are talking to the parents. Each candidate can choose a portion of a lesson to conduct from the sample lesson plans. Their communication should include instructions that are simple for the kids to understand as well as include explanations of physical principles, common errors and ways to correct for the parents. To get a slightly more realistic feel of talking to parents, do this activity very early in the course when they don t know each other as well. Then do it again once they have learned more course information. -41-

43 RED CROSS SWIM KIDS 7 hours (1.5 hours class; 5.5 hours pool) Definition: A 10-level program designed to provide solid and manageable skill progressions from one level to the next. OBJECTIVES 1. Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment. 2. Teach the content item and identify the performance criteria for each level of the Red Cross Swim Kids program. 3. Identify effective teaching strategies to meet the needs of the children s age group characteristics. 4. Identify the program support materials and use for the Red Cross Swim Kids program. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Experiencing the Red Cross Swim Kids Program WSIT leads the group through a variety of Red Cross Swim Kids Program activities and progressions. Choose these activities from the level by level summary in your WSI Manual Red Cross Swim Kids chapter. Select skills based on class weakness or lack of experience and demonstrate. Be sure to keep the progressions in order and logical. You will want to break out the Swimming Progressions, Water Safety and Skill Progressions and Fitness Progressions. You can spread out your sessions and have different focuses for each one, i.e. Swimming Progressions may have a classroom focus of physical principles, drills, and corrective methods while Water Safety Progressions may focus on games and learning styles. Swimming (Use of Drills) Identify that there are a large number of drills that, when used, create errors that have to be corrected. Provide some examples. Have class break into groups, assign each group a stroke, and have them identify a minimum of five progressions that would need corrections. For this activity, groups can review the drills used in the previous activity. Have groups switch when done. Have the new group identify the progression that should be used instead. Share results with the whole class. Formations and Placement Put candidates into four groups. Place four pool floor plans around the room and designate one per group. Each group is given a level and a skill within that level. They must find an area of the pool in which they will teach that skill including the formation they will use and where they will place the instructor. Each group rotates through the posters. They then switch activities and repeat the -42-

44 process. Candidates are encouraged to challenge themselves to use different formations each time. Lead the candidates through a discussion of which formations were successful and which weren t. Progressions Divide candidates into small groups. Provide each group with a copy of the worksheets for the Red Cross Swim Kids Program. Assign each group a skill (either swimming or water safety skill) to follow the progression through the program. Each group will identify the progression steps including the evaluation criteria of the progression. Present these findings to the class. Stroke Errors Identify common stroke and skill errors, physical principles and corrections. Fitness Have the candidates swim a distance and time themselves. Do it on more than one occasion and track their personal best. Lesson Observation Show the Sample Lesson Plans to the class. Choose one lesson plan and take the class through the lesson plan in the water using them as the candidates. Role-model effective instructional techniques. Prior to the lesson, have each instructor candidate review the lesson observation questions (Appendix C). Once the lesson is over have the candidates complete the questions. Review the lesson observation questions together. 1) Have the group identify how these factors (safety supervision, class management, transitions and activity level) contributed to the success of the class. Give each candidate a behaviour card. A behaviour card can be any type of behaviour that may be observed in a lesson by a student (fear, authority challenger, boredom, etc.) As you move through each activity, select one candidate to read his/her behaviour card. Have the candidate identify what strategy or alternative activity s/he would identify as a potential solution to effectively meet the challenge identified on the behaviour card. Invite the class to provide alternative options as well. Identify successful strategies. Communication (Empathy): Have each candidate choose a partner. Designate one partner instructor and the other learner. Give all the instructors a cue card with a communication element (e.g. towering teacher) and give the learners a cue card with a feeling (e.g. frustrated). Ask the instructors to assign a skill to the learners (e.g. draw a picture of a horse) and allow the instructors and the learners to interact. Post a flipchart with the word feeling on one column and the word empathy on the other. Brainstorm for ways of showing empathy toward learners. ** You might need to define the word empathy! See Empathy task cards communication in Appendix D -43-

45 RED CROSS SWIM PROGRAM FOR ADULTS & TEENS 2.5 hours (1.5 hours class; 1 hour pool) Definition: A flexible 11 module program (Red Cross Swim Basics, Red Cross Swim Strokes and 9 modules in Red Cross Swim Sports) designed to provide youth and adults an opportunity to gain knowledge and skills according to their own interests and abilities in a safe, enjoyable environment OBJECTIVES 1. Demonstrate the ability to apply the Red Cross Swim Basics program progressions in a peer teaching environment. 2. Teach the content item and identify the performance criteria for the Red Cross Swim Basics and Red Cross Swim Strokes levels. 3. Identify where to find the skills teaching criteria for each of the 9 Red Cross Swim Sports modules. 4. Identify effective teaching strategies to meet the needs of the age characteristics. 5. Identify the program support materials and use for the Red Cross Swim Basics, Red Cross Swim Strokes and Red Cross Swim Sports program. SUGGESTED ACTIVITIES (Please note: 1. These activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) 2. Ensure you have printed copies of the Red Cross Swim Sports lesson plans available for the groups to use during this session.) Overview of Program Divide class into two groups. Assign groups a discussion question on the programs such as: What makes the Red Cross Swim Basics, Red Cross Swim Strokes and Red Cross Swim Sports programs different from the Red Cross Swim Preschool and Red Cross Swim Kids programs? How does Red Cross Swim Basics meet the learning and physical skill acquisition needs of the learners? How does a WSI evaluate progress for swimmers in Red Cross Swim Strokes? How can a WSI incorporate injury prevention knowledge into the Red Cross Swim Sports modules? Share together in the larger group. Review the content of each level; Red Cross Swim Basics, Red Cross Swim Strokes, Red Cross Swim Sports: Swim Workout, Triathlon Swim, Lifesaving, Boating, Diving, Water Polo, Underwater Hockey, Synchronized Swimming, Surfing and Boogie Boarding. Divide the class into 5 groups; assign each group two modules. Each group will summarize the content and references for the components for each module assigned. For example: the F.I.T.T. principle, mannequin carry, passing the puck, etc. Program Products Review when and how to use the Red Cross Swim Journal.) Discuss how WSIs and swimmers can use the Track your Progress and the Personal Best charts in the Red Cross Swim Journal. Review how the modules are laid out. Clarify that the focus is on an individualized approach to learning, and to catering to the needs of the class. Give the class four Chart Your Own Course (goal -44-

46 setting) journal entries that have been filled out by candidates in an adult class. Ensure that the goals are varied. Have the candidates put the Chart Your Own Course journal entries to use by planning a workout for that class. Adult Learning Characteristics Review the characteristic chart for teen and adult age groups (AWSI manual page 4.5 & 4.6). Brainstorm benefits and challenges of teaching teens & adults from a learning characteristics standpoint. Brainstorm ways to overcome the listed challenges. Program Content (Peer Teaching) Each person teaches one component of the Red Cross Swim Basics, Red Cross Swim Strokes & Red Cross Swim Sports program, focusing on terminology and activities that are appropriate to the adult & teen age groups. Suggested peer teaching topics > Back Float and recovery > PFD/lifejackets > Dolphin dives > Warm up/cool down > F.I.T.T. principle > Target heart rate > Sailboat >Mannequin carry >Red Cross Swim Kids 4 Front Crawl Arms Recovery (progress from Red Cross Swim Kids 3 Front Crawl Arms Recovery- see Strokes Chart) -45-

47 EVALUATION MADE SIMPLE 2 hours (class) Definition: The incorporation of progressive learning and an individualized approach to instruction designed to help swimmers improve each time they enter the water safely and have fun. In other words, evaluation is ongoing. OBJECTIVES 1. Define and demonstrate how to evaluate performance using continuous evaluation and the 3x rule for content item completion. 2. Provide feedback/final evaluation in written form to participants of the Red Cross Swim program using the Red Cross Swim program evaluation products. 3. Identify the importance of evaluating according to Red Cross performance criteria. 4. Evaluate progressively and determine the final result. 5. Identify specified use of all Red Cross Swim program recognition products. SUGGESTED ACTIVITIES (Please note: these activities do not cover all points that need to be included in your session. You will need to incorporate some of your own activities to ensure all of the above bulleted points are covered.) Filling out a Worksheet Create a mock class listing the various skills that class can and can t do. Hand out the worksheets to the candidates and have them fill them out. Review the accurate version with the class. Evaluation Made Simple Introduce candidates to the Evaluation Made Simple (EMS) section (WSI Manual page ) in their manuals. Review each question and how each question should be thought through and decided upon. Discuss different situations in which the EMS section may need to be used fully. Hand out EMS Task Cards (Appendix E) and have candidates answer each of the cards with a decision as to what they would do. Have them read the back of the card for immediate feedback. Recognition Products Break into three groups: Progress cards Worksheets Journal Brainstorm what should be included in criteria from a parent s point of view. Progress cards Must be legible and directed to the swimmer. Include specific comments as to why a child received a complete or incomplete. Ensure correct spelling. Clearly indicate which level the child should pursue next. Ensure the date and the instructor s name is on the card. Comments include: a positive constructive comment, specific activities to work on, specific activities done well and a personal comment, e.g., you listened well in class. -46-

48 Worksheets Parents are permitted to view worksheets. Update each child s progress after each lesson. Ensure worksheets are legible. Journal Used to track progress in the Red Cross Swim Basics program Used to track progress in the Red Cross Swim Strokes program Used to track participation in the Red Cross Swim Sports program Has tools for participants to track fitness Instructors sign and date participation Brainstorm a list of creative, positive, words that can be used as encouragement for candidates. Discuss techniques for communicating with parents on Day 1, throughout lesson, mid-session, and on the last day. Using worksheets, have candidates identify the difference between 3x in one lesson and 3x in a set of lessons. -47-

49 FINAL EVALUATION / NEXT STEPS 1 hour OBJECTIVES Candidates receive 1. The final course evaluation (verbal and written). 2. Teaching Experience information on how and when to complete the Teaching Experience assignments (if not done during the course). 3. Information on WSI certification (employment and volunteer opportunities, recertification requirements). 4. Next steps toward becoming a WSI Trainer (course prerequisites). And finally congratulate all candidates for a job well done on behalf of you, the facility, and the Canadian Red Cross. -48-