WATER SAFETY TODAY Presentation Length Approximately 2 hours Suggested Materials, Equipment and Supplies American Red Cross identification Name tags or name tents Pens or pencils Newsprint and markers, chalkboard and chalk or dry erase board and markers American Red Cross Water Safety Handbook (one for each participant) (Stock No. 651306) Water safety equipment (including one or more of the following): Reaching pole Ring buoy Throw bag Life jackets Kickboards Optional: Various types of U.S. Coast Guard-approved life jackets Silhouettes of a person, tape or hula-hoops Blankets or mats The following are needed for the rescue breathing demonstration: one adult manikin, a breathing barrier, disposable gloves (latex and nitrile or vinyl) and a blanket or mat Participant handouts: Brochure(s) for local American Red Cross course offerings Swimming and Water Safety Swimming and Water Safety Brochure (Stock No. 654149) Aquatics Program Catalog (Stock No. 651235) TogetherWE Prepare TogetherWE Prepare, 5 Actions for Emergency Preparedness (Stock No A1800) TogetherWE Prepare, 5 Actions for Emergency Preparedness (Stock No A1802)-Spanish Volunteer with the American Red Cross (Stock No A1804) First Aid/CPR/AED Community First Aid and Safety Brochure (Stock No. 652107) Workplace Brochure (Stock No.656687) Infant & Child CPR Brochure (Stock No.656663) Script for Call for Emergency Help Activity Leader's Notes: It is suggested that all materials be kept in an easy-to-store plastic storage bin or tub. Continued 1
Continued Prior to the presentation: Prepare an open area that allows demonstration of reaching and wading assists and a demonstration and practice of a throwing assist. For reaching and wading assists, place a mat or blanket on the ground. For the throwing assist: Set up targets of drowning persons. You may also use tape or hula-hoops to mark the area of the victims. Set the targets at distance that is about 20 feet away from where you will line the participants. Prepare the following on newsprint to be used during the presentation: Newsprint 1 Directions: Sketch a home pool setting. Be sure that your drawing depicts the safety tips provided in the home pool checklist. Newsprint 2 Directions: Write the words in bold as a template for an invitation. Leave adequate pace between to allow you to fill in the blanks during the presentation. You are invited to attend Who: What: When: Where: Newsprint 3 Directions: Write the following information as if it were on the back side of an invitation. Special Request: Please review our pool rules with your children before they arrive: Swimming is only permitted when an adult is present to supervise water activities. Please walk on the deck around the pool. Diving is not permitted in the shallow water. Write out the following on a 3 x 5 inch card: EMS Operator: 9-1-1. Is this an emergency? Caller: EMS Operator: What is your exact address? Caller: EMS Operator: What is the telephone number from which you are calling? Caller: EMS Operator: What is your name? Caller: EMS Operator: What is the problem? Caller: Continued 2
Continued EMS Operator: Is everyone else okay? Caller: EMS Operator: What care is your friend being provided now? Caller: EMS Operator: Emergency help is on its way. We'll stay on the line until they arrive and I'll continue to help you. Can you send someone out to the street to help direct the paramedics to the victim? See Aquatics Leader Activity Report See Leader Evaluation Form See Leader Agreement and Code of Conduct Optional: American Red Cross "Has Attended" certificates (Stock No. C3001) Presentation Purpose This presentation is intended to: Teach individuals how to recognize, prevent and respond to emergencies in, on and around water. Key Terms and Definitions Term Accident Breathing Emergency Conscious Emergency Emergency Action Plan EMS Emergency Number First Aid Hydraulic Injury Life-Threatening Longshore Current PFDs Definition A usually preventable, unexpected and undesirable event that may or may not cause an injury. A situation in which someone is having trouble breathing or has Someone who is awake. A situation, injury or illness that requires immediate action. Detailed plans for how everyone should act in an emergency. Emergency Medical Services: The system of public response that quickly sends emergency medical workers to the scene of an emergency. A telephone number, usually 9-1-1, to call for help in an emergency. The immediate care given to someone who is injured or suddenly ill until more advanced care can be obtained. A strong force created by water flowing downward over an object then reversing its flow. The reverse flow of the water can trap and hold a person under. Damage that occurs to the body, such as a cut, bruise or broken bone. Any injury or illness that can result in a person's death. A current that moves parallel to the shore. Personal flotation devices. 3
Term Rip Current Unconscious Unsupervised Pool Victim Definition Currents that move straight out to sea beyond the breaking waves. A person who does not respond to stimuli such as a tap on the shoulder (touch) or a shout (verbal or sound). A pool or water attraction without a person in charge to provide for the safety of others. An injured or suddenly ill person who needs immediate care; a drowning or near-drowning person. PRESENTATION OUTLINE Part Topic Length Introduction 5 minutes Presentation Overview 10 minutes The Risk of Drowning 2 minutes The Risk of Head, Neck or Back Injury 3 minutes Part 1 General Water Safety Tips 20 minutes Diving Safety 5 minutes Life Jackets 5 minutes Water Activities and Safety 10 minutes Approximate Time, Part 1 1 hour Emergency Action Steps 3 minutes Emergency Action Plan 8 minutes Helping Others 15 minutes Part 2 Reach or Throw, Don't Go 10 minutes Rescue Breathing 10 minutes General Health Tips for Outdoor Water Activities 10 minutes Wrap-Up 4 minutes Approximate Time, Part 2 1 hour Approximate Time for Total Presentation 2 hours Leader's Note: All times are approximate. This presentation can be broken into two, approximately 1-hour sessions, if desired. If it is presented in a single session, a 10-minute break can be added. Please note that this will add time to the overall length of the presentation. 4
PART 1 TOPIC: INTRODUCTION (Time: 5 minutes) Leader's Note: Have participants' materials laid out (Water Safety Handbooks, name tags or name tents and pens or pencils) before they arrive. "Welcome!" Introduce yourself to the class. "Please take a moment to make a name tag (or name tent)." "Today we are going to discuss some important water safety tips and go over some emergency action steps and rescue skills you can use to help your family, yourself and others to help avoid accidents and emergencies." Leader's Note: Review facility information and policies and procedures, including emergency procedures, location of restrooms and water fountains and smoking restrictions. "The purpose of this presentation is to: Teach you how to recognize, prevent and respond to emergencies in, on and around water. "This presentation does not cover all emergency situations. If you want to learn other lifesaving skills such as CPR, you are encouraged to get further Red Cross training." "I am now going to pass out a brochure(s) that list courses offered by the local Red Cross chapter. Leader's Note: Point out the contact information for the local Red Cross chapter on the brochure(s). If the contact information is not on the brochure(s), provide the information by writing it on newsprint for all to see. TOPIC: PRESENTATION OVERVIEW (Time: 10 minutes) Tell Participants: "Let's start off by looking over the Water Safety Handbook." "Look at pages iv-v, where you will find the table of contents." Leader's Note: Quickly read through the Table of Contents with participants. "This handbook is used throughout this presentation to complete activities that reinforce learning." "You should read through this handbook after this presentation and review it from time to time." "The more familiar you are with this handbook, the better prepared you will be for an aquatic emergency." 5
Leader's Note: This activity serves as an icebreaker and helps assess participants' prior knowledge of aquatic environments and how to prevent, recognize and provide care for aquatic emergencies. Select approximately three topics from the list below. Allow responses and a short discussion for the selected topics. "Let's take a moment to discuss a few key words you will hear today." "What do you think of when you hear the following?" Emergency action steps Head, neck or back injury Diving safety Local emergency number Water hazards Heat- and cold-related emergencies Rescue breathing Reaching assist Throwing assist Safety posts "You will learn more about these topics and others during this course and through take-home activities." "What types of aquatic facilities do you use and what aquatic activities do you enjoy?" Leader's Note: Allow responses and write participants' responses on newsprint. "This is a quote from Commodore Longfellow, "Water can be a good friend or a deadly enemy." "What are some of the attractions and dangers you associate with water activities?" Leader's Note: Allow responses and write participants' responses on newsprint. "Staying safe while in, on or around the water is what this presentation is about." "You will not only learn how to stay safe and help prevent drownings and injuries in pools and other water environments, but you will also learn how to stay safe and help yourself in unexpected situations." TOPIC: THE RISK OF DROWNING (Time: 2 minutes) "Drowning is a hazard in aquatic recreation." "Drowning is a leading cause of death from unintentional injury in the United States." "What age groups have the highest rates of drowning?" 6
Leader's Note: Allow responses and then share the following specific points Children under age 5 and young adults from 15 to 24 have the highest rates of drowning. Most young children who drown do so in home pools, but there are many other kinds of ater environments in and around your home. "As frightening as the risk of drowning is, it can usually be prevented." TOPIC: THE RISK OF HEAD, NECK OR BACK INJURY (Time: 3 minutes) "Some water activities also involve the risk of head, neck or back injury." "When the injury damages the spinal cord, severe disability is likely, including permanent paralysis." "Most injuries to the head, neck or back occur in shallow water." "Many involve the use of alcohol or other drugs." "Head, neck or back injuries can also result from head-first entry into the surf at a beach, off a pier, from a cliff into a water-filled quarry or from falling while surfing or boogie boarding." "What type of person is more likely to suffer a head, neck or back injury?" Leader's Note: Allow responses and then share the following specific point Young adult males, ages 15 to 30, are the most frequent victims of head, neck or back injuries. TOPIC: GENERAL WATER SAFETY TIPS (Time: 20 minutes) "The best thing anyone can do to stay safe in, on and around the water is to learn to swim." "The American Red Cross has swimming courses for people of any age and swimming ability. To enroll in a swimming course, contact your local Red Cross chapter." "There are many tips for water safety that you may already know. It is important to think of these tips and apply them whenever you and your family are in, on or around the water." "In addition to learning to swim, what are other water safety tips you should follow?" 7
Leader's Note: Write participants' responses on newsprint. It may be necessary to guide participants to the answers. Be sure that each of the following answers are addressed. Conduct a short discussion on each of the answers to ensure that participants can understand and apply the water safety tips. Always swim with a buddy; never swim alone. Read and obey all rules and posted signs. Swim in areas that are supervised by a lifeguard. Children or inexperienced swimmers should take extra precautions, such as wearing U.S. Coast Guard-approved life jackets when around the water. Watch out for the "dangerous too's" too tired, too cold, too far from safety, too much sun, too much strenuous activity. Set water safety rules for your family based on swimming abilities (for example, inexperienced swimmers should stay in water less than chest deep.) Be knowledgeable of the water environment you are in and its potential hazards, such as deep and shallow areas, currents, depth changes, obstructions and where the entry and exit points are located. The more informed you are, the more aware you will be of hazards and safe practices. Know how to prevent, recognize and respond to emergencies. Use a feet-first entry when entering the water. Enter headfirst only when the area is clearly marked for diving and has no obstructions. Do not mix alcohol with swimming, diving or boating. Alcohol impairs judgment, balance and coordination, affects your swimming and diving skills and reduces your body's ability to stay warm. Leader's Note: If the audience is primarily parents, you may discuss the additional tips for watching children around water at this point. Additional Water Safety Tips Watching Children Around Water "Being able to recognize these hazards and knowing what to do when you encounter them can prevent problems from occurring." "What are some tips you can incorporate to more effectively watch children around water?" Leader's Note: Write participants' responses on newsprint. It may be necessary to guide participants to the answers. Allow time for a short discussion. After the discussion, tell participants to turn to page 5 in their Water Safety Handbook. Cover any bullet points that were not addressed by participants during the short discussion. 8
Tell Participants: "Participation in a learn-to-swim program does not "drownproof" your child. It is only the first step in developing your child's water safety and swimming skills." "Year-round practice, regular exposure to water and positive encouragement are the tools need ed for developing your child's comfort level in water and improving his or her swimming skills." Home Pools "Now we are going to talk about home pool safety. Let us get started with what you need to know: What types of information and skills do you think you need to know if you own a home pool?" Leader's Note: Answers should include the following: Everyone in the family should know how to swim What to do in an emergency, including: How to call for emergency help CPR and first aid skills Rescue skills What emergency equipment is necessary How to secure the pool area How to care for the pool "If you and all the members of your family know how to swim, raise your hands." "If you have been trained in CPR, raise your hands." "Swimming lessons and training in CPR and first aid are important skills for everyone. Courses in these lifesaving skills are offered by the local Red Cross chapter. Other water safety courses that teach you how to respond in an aquatic emergency are also available." "Later in this session, you will have the opportunity to practice some basic rescue techniques that you can use to help someone who is in trouble in the water, but first, we are going to discuss safety tips for your home pool. "There are some fundamental safety rules that you should enforce at all times at your home pool. These are: Never leave a child unattended who may gain access to any water. Teach your child not to go near the water without you; the pool area is off limits without adult supervision. Adult supervision is essential. Adult eyes must be on the child at all times. Post the rules for your pool and enforce them without exception." "You should consult the National Spa and Pool Institute, state law and local building codes for pool dimension guidelines to help you establish rules for your pool to ensure safe diving activities. For example: Prohibit all dives into shallow water. Only allow dives from the edge of the pool into deep water." 9
"Now, we are going to take a "tour" of a good example of a home pool and discuss the safety measures that are in place." Leader's Note: Distribute a Home Pool Safety Checklist to each participant. Show newsprint 1, sketch of home pool area. Using the checklist, guide participants through the pool area, pointing out the safety measures. Where explanation is necessary, lead short discussions about the safety measures that are in place. Pool is completely enclosed with a fence with vertical bars (so that it is not easy to climb) that has a self-closing, self-latching gate. All doors or gates leading to the pool have secure locks. Including patios, outside access gates and garage door entries. "No diving" areas are clearly marked. Pool chemicals are stored in a secure area and locked for safety. Pool tiles and deck area free of sharp areas or broken tiles. Pool ladders, slides and diving boards are in good condition and free of loose bolts. Pool covers are completely removed prior to pool use and completely secured when in place. Toys are in good condition and free of broken or sharp edges. Toys are stored and kept away from and out of the pool when it is not in use. Furniture or toys are not left near a fence that would enable a child to climb over the fence. An emergency action plan is present to address potential pool emergencies. CPR and first aid instructions are posted. Emergency telephone number for the Emergency Medical Services (EMS) system is posted by your telephone. A telephone or a fully charged cordless or cellular phone is kept poolside. Basic lifesaving equipment is located near the pool, and family members know how to use it. Reaching pole, rope and life jackets and well-stocked first aid kit are available. Maintain cleanliness of water. Water should be chemically treated and tested regularly. Contact a local pool store or health department for information and instruction. Tell Participants: "One more item to check is your homeowner's insurance policy. As a home pool owner, make sure your homeowner's insurance policy covers the pool." "I encourage you to take this checklist home with you and inspect your pool and the surrounding area to make sure it is safe." "Now let us turn to page 11 in your Water Safety Handbook, Do it Yourself Project: Make a Safety Post section. "A safety post holds a heaving jug and a reaching pole. It is a useful piece of equipment for a home pool or a private pond that is used for swimming, boating or ice-skating." Leader's Note: Encourage participants to develop their own "Safety Post" after the completion of this course. 10
Spas and Hot Tubs Tell Participants: "According to the National Spa and Pool Institute, the maximum safe water temperature is 104 degrees F (40 degrees C). Soaking too long at too high a temperature can raise your body temperature over safe limits." "Spas should be chemically treated and tested regularly. High water temperature can foster bacteria and parasite growth. Check the health department, a local pool or spa store for information." "Limit time spent in the spa to 15 minutes or less." "Never use a spa or hot tub after drinking alcohol." "Do not let children of any age use a spa unsupervised." "Do not allow children to play near the drain." "Do not let children under age 5 use a spa. Young children are more prone to overheating because their bodies cannot regulate temperatures well." "Pregnant women or people taking medications or who have a chronic medical condition, such as high or low blood pressure, heart disease, seizures or diabetes, should not use a spa or hot tub without their physician's approval." "Know the location of the emergency cut-off switch." "When not in use, a hot tub should be securely covered to prevent anyone from falling in." "After using a spa, always wait at least 5 minutes before swimming. A sudden change in temperature can cause shock." "Post the emergency telephone number for the Emergency Medical Services (EMS) system by your telephone. Keep a cordless telephone or mobile phone near the spa." Pool Parties "Home owners with pools often choose to host pool parties." "Home pool owners must take certain steps to make the event as safe as possible." "It is always important to emphasize safety when hosting others at your home if you own a pool, but it is especially important when your guests include children." Leader's Note: Show pages 2 and 3 of the newsprint (fill-in-the-blank invitation). Tell Participants: "We are going to complete an invitation to a home pool party. It is a party for your son and his friends to celebrate his seventh birthday. As we fill in the blanks, we'll discuss the precautions we will be taking to provide for the safety of the guests." Leader's Note: As you fill in the blanks with the following, discuss the importance of the information you are providing to parents of the party goers. You are invited to attend Johnny's 7 th Birthday Pool Party! Explain: "Make sure that parents or caretakers of all invited guests are aware that the party is a pool party." 11
Who: Sally (Mrs. Smith, you are welcome to accompany Sally.) Explain: "Some parents might be uncomfortable sending their children to a pool party because of supervision and safety concerns. Consider extending the offer to parents to accompany their children." When: Saturday, the 6 th, from 2 p.m. to 4 p.m.; swimming from 2 p.m. to 3 p.m. Explain: "If possible, have a lifeguard on duty." "Contact your local parks and recreation department or local swimming pools to get names of American Red Cross-trained lifeguards who are willing to guard at private parties." "It is your responsibility to interview and hire individuals and provide all appropriate rescue equipment." "If you choose not to hire a lifeguard, identify or appoint responsible adults to supervise the pool when it is being used. These individuals must understand and accept responsibility for monitoring the pool and should be trained in CPR, first aid and water safety." "If the swimming portion of the party goes for more than an hour, set rest breaks. This allows guests the opportunity to rest and warm up as well as provides a break for the lifeguard or water watcher from watching over the water." Where: 1234 Any Street Special Request: Please review the rules of our pool with your child. Tell Participants: "Home pool owners should have rules for their pool. Be sure that your guests are aware of and follow the rules. In addition to having the rules posted, consider writing some of them on the invitation. The children's parents can help set the safety stage by discussing them with their children even before they arrive at your home. Be sure to reinforce the rules to all the guests prior to the swimming portion of the party." "What are some safety rules you would establish during a pool party?" Leader's Note: Allow time for a short discussion about establishing safety rules. After the discussion, point out the following common safety rules: Prohibiting all dives into shallow water Walking no running on the deck Not permitting glass in the pool area "Some additional safety tips to follow whenever hosting guests at your home pool include: Do not serve alcoholic beverages to guests who are or will be participating in or helping to supervise water activities. Maintain cleanliness of water. Water should be chemically treated and tested regularly. Check with your homeowner's insurance company to determine the limits of your coverage. You may need additional coverage for the event "Make sure that parents or caretakers of all invited guests are aware that the party is a pool party." 12
Tell Participants: "Now let's turn to page 15 in your Water Safety Handbook, Checklist for Hiring a Lifeguard." Leader's Note: Encourage participants to use this checklist to assist them in hiring a lifeguard for their pool parties. Unsupervised Pools Tell Participants: "Unsupervised pools may include hotel, motel, condominium, apartment complex and homeowner's association pools." "What additional tips, in addition to the General Water Safety Tips and Additional Water Safety Tips, should you follow when swimming or visiting an unsupervised pool?" Waterparks Leader's Note: Allow time for a short discussion about additional safety tips used when swimming in an unsupervised pool. After the discussion, tell participants to turn to page 16 in their Water Safety Handbook. Cover any bullet points that were not addressed by participants during the short discussion. Tell Participants: "Check to make sure the area is well supervised by lifeguards before you or others in your group enter the water." "Read all posted signs. Follow the rules and directions given by lifeguards. Ask questions if you are not sure about a correct procedure." "Note that the water depth may be different from attraction to attraction and that the attraction should be used in a different way." "Be aware that some attractions have moving water, such as wave pools, and require swimming skills to be safe." "Before starting down a water slide, get in the correct position face up and feetfirst." "If you cannot swim, ask the facility if they can provide you with a U.S. Coast Guard-approved life jacket." Lakes and Rivers "Let's turn to page 18 of your Water Safety Handbook for a list of safety factors for lakes and rivers." "What are some precautions you should take in lake and river environments?" Leader's Note: Allow time for a short discussion. After the discussion, tell participants to turn to page 18 in their Water Safety Handbook. Cover any bullet points that were not addressed by participants during the short discussion. 13
"Be sure rafts and piers are in good condition, with no loose boards or exposed nails. Never swim under a raft or pier. Always look before jumping off a pier or raft to be sure no one is in the way." "Make sure you always have enough energy to swim back to shore." "Be aware that water that appears calm on the surface may have a current below the surface. Do not underestimate the power of an unseen current." "What would you do if you were caught in a current and were being swept away?" Leader's Note: If you are caught in a current and are being swept away, roll over onto your back and go downstream feetfirst to avoid hitting your head. When you are out of the strongest part of the current, swim straight toward shore. "Does anyone know what a hydraulic is?" Leader's Note: A hydraulic is a strong force created by water flowing downward over an object then reversing its flow. The reverse flow of the water can trap and hold a person under. "Does anyone know what to do if they are caught in a hydraulic?" Ocean Safety Leader's Note: If you are caught in a hydraulic, do not fight it but swim to the bottom and then swim out with the current to reach the surface. "Let's turn to page 19 of your Water Safety Handbook for a list of factors for ocean safety." "What are some precautions you should take in ocean environments?" Leader's Note: Allow time for a short discussion. After the discussion, tell participants to turn to page 19 in their Water Safety Handbook. Cover any bullet points that were not addressed by participants during the short discussion. "Does anybody know what a longshore current is?" Leader's Note: A longshore current is a current that moves parallel to the shore. "What would you do if you were caught in a longshore current?" Leader's Note: If you are caught in a longshore current, try to swim toward shore while moving along with the current. "Does anybody know what a rip current is?" Leader's Note: Rip currents are currents that move straight out to sea beyond the breaking waves. 14
"What would you do if you were caught in a rip current?" Leader's Note: If you are caught in a rip current, swim parallel to the shore until you are out of the current. Once you are free, turn and swim toward shore. TOPIC: DIVING SAFETY (Time: 5 minutes) "A head-first entry into shallow water is the leading cause of head, neck and back injuries in the water." "There are many tips for diving safety that you may already know. It is important to think of these tips and apply them whenever you are diving into water. "In addition to learning how to dive safely from a qualified instructor, what are other recommended guidelines that you should follow?" Leader's Note: Write participants' responses on newsprint. It may be necessary to guide participants to the answers. Allow time for a short discussion. After the discussion, tell participants to turn to page 20 in their Water Safety Handbook. Cover any bullet points that were not addressed by participants during the short discussion. TOPIC: LIFE JACKETS (Time: 5 minutes) "Anyone who cannot swim well should wear or have a life jacket if they are going to be in, on or around the water." "Even good swimmers should wear a life jacket when boating or water skiing or if there is any chance of falling or being thrown into the water." "While you should always wear your life jacket, it is even more important when the water is cold." "The U.S. Coast Guard has arranged personal flotation devices into five types. The four wearable types may have permanent flotation or may be inflatable. Leader's Note: Refer participants to page 22 in their Water Safety Handbook for descriptions of the five types of personal flotation devices. Type I (offshore life jackets) Type II (near shore) Type III (flotation aids) Type IV (throwable devices) Type V (restricted-use life jacket)" Leader's Note: For added impact, if you have the four wearable types of U.S. Coast Guardapproved life jackets on hand, take this opportunity to show them to the group. 15
"Does anyone know what to look for when choosing a life jacket?" Leader's Note: Allow time for a short discussion. Make sure the following bullet points are covered: Make sure it is the right type for the right activity. Make sure it is approved by the U.S. Coast Guard. Make sure it fits the intended user. Check the stamp on the life jacket for weight limits. Make sure it is in good condition. Check buckles and straps for proper function. Discard any life jacket with torn fabric or straps that have pulled loose. Practice putting it on in water and swimming with it. When you practice, have a companion with you who can help you if you have difficulty. Tell Participants: "Inflatables, such as water wings, swim rings and other flotation devices are not designed to be used as substitutes for U.S. Coast Guard-approved life jackets or life vests or adult supervision." "Swimmers may go beyond their ability and fall off the inflatable, which may lead to a drowning situation." "Inflatable materials deteriorate in sun and rough pool surfaces, leading to deflation and leaks." TOPIC: WATER ACTIVITIES AND SAFETY (Time: 10 minutes) "There are many types of outdoor water activities available for individuals today, such as water skiing, tubing and rafting, personal watercraft, sailboarding, kiteboarding, windsurfing, snorkeling, scuba diving and surfing." "Turn to page 25 in your Water Safety Handbook." "In addition to the General Water Safety Tips, what specific tips should you follow when participating in these types of water activities?" Leader's Note: Allow time for a short discussion. After the discussion, cover any bullet points that were not addressed by participants during the short discussion. "In addition, visit governmental agencies, local boating, surf and dive shops, outdoor outfitters and even the Internet to learn more about safety, regulations and educational opportunities." Boating "Many states have mandatory boating education programs." "Do not ride in a boat being operated by someone who has been drinking alcohol." "Develop a float plan. Anytime you go out in a boat, give a responsible person details about where you will be and how long you will be gone." "Why do you think it is necessary to complete a float plan and give it to another person?" 16
Leader's Note: The answer is that if you are delayed because of an emergency, become lost or encounter other problems with the boat; you want help to be able to reach you. "Find a boating course in your area (such as the Red Cross, U.S. Power Squadron, the U.S. Coast Guard Auxiliary, State boating authority or U.S. Sailing) these courses teach about navigation rules, emergency procedures and the effects of wind, water conditions and weather." "Have your boat inspected regularly by your local boating safety authority." "Let's turn to the Do It Yourself Project: Float Plan on page 28 in your Water Safety Handbook." "You should use this information to help you develop a float plan before your next boat outing." Leader's Note: If this presentation is taught in two, 1- hour sessions, it is suggested that you break here. PART 2 TOPIC: EMERGENCY ACTION STEPS (Time: 3 minutes) "Now let's talk about the emergency action steps." "In the excitement of an emergency, you may be frightened or confused about what to do." "Remember to Stay calm you can help." "An emergency scene might look complicated at first, but the three emergency action steps will help you organize your response to the situation." "Can anyone name the three emergency action steps?" Leader's Note: Allow time for a short discussion, then write Check--Call--Care on newsprint. Make sure the following bullet points are covered: Check Check the scene and the victim. Check the scene for unsafe conditions that would prevent you from helping. Check the victim for consciousness, breathing and signs of circulation. Call Call 9-1-1 or your local emergency number. Care Care for the victim. Care for the victim and conditions you find (first aid, rescue breathing, CPR). Make the victim comfortable until EMS personnel arrive. 17
TOPIC: EMERGENCY ACTION PLAN (Time: 8 minutes) "What is an emergency action plan?" Leader's Note: Emergency action plans are detailed plans for how everyone should act in an emergency. "You should have a plan if there is body of water around or near your home, such as a pool, pond or canal." "Turn to page 30 of your Water Safety Handbook and look at how to create an emergency action plan." "We are going to choose a body of water and start the process of creating an emergency action plan for that environment." Leader's Note: Ask for participants to shout out different aquatic environments that might be located near their homes. Select one of the environments that they have called out. Begin to cre ate a plan by asking the following questions and answering the questions based on that envi ronment. An example is provided for a home pool environment. "To create a plan, you should: Identify types of emergencies that could occur. Identify rescue equipment available. Create an emergency contact list." "What are some types of emergencies that could occur [insert the environment you have selected]." Leader's Note: For the example of the home pool, a few examples of emergencies could include: Child is found face down in the pool Someone suffers a head, neck or back injury from entering headfirst into shallow water Slip and fall accident due to running on the deck "What type of equipment should be available [insert the environment you have selected]." Leader's Note: For the example of the home pool, some rescue equipment that should be available includes: Reaching pole Ring buoy with line attached First aid kit Telephone to call for emergency help "Who should be included on an emergency contact list, and where should that list be located?" 18
Leader's Note: Regardless of the environment, answers should include: Emergency numbers, such as EMS, police and fire Parent's contact numbers, including work and mobile Physician's numbers Hospital numbers "The basic elements of an emergency action plan include: An emergency signal Safety equipment Emergency procedures" "Everyone should know and understand the emergency signal." "Emergency procedures must be carefully planned." "At home pools or ponds, family and friends should be taught the procedures. Neighbors should also know those procedures to provide assistance, if necessary." "What should emergency procedures outline?" Leader's Note: Allow time for a short discussion. Make sure the following bullet points are covered: Steps a responder should take to remove the victim from danger, without putting the responder in danger. Who, how and where the call to 9-1-1 or the local emergency number is made. Take into account how a mobile phone can accesses emergency numbers. How EMS personnel is directed to the specific scene of the emergency. For example, someone should be appointed to meet EMS personnel at the street. Who should be contacted, such as the victim's physician and immediate family members. Let's turn to page 32 in your Water Safety Handbook and look over the Emergency Contact Information Sheet." "What important information do you see on the Emergency Contact Information Sheet?" Leader's Note: Answers should include: Phone numbers for poison control, police and fire department and other emergency numbers. "It is your responsibility to complete and photocopy this form after this presentation and post one sheet by each telephone in your home." "You may also find it helpful to carry one with you at all times." "Remember to keep this sheet updated as often as needed to ensure accurate information." 19
TOPIC: HELPING OTHERS (Time: 15 minutes) "Even with the best precautions, water emergencies occur." "You may also be in a situation when either you or someone else may need help." "By learning rescue techniques, you can help yourself and others in an emergency, but always remember, your safety comes first." "If you cannot easily help the person, call 9-1-1 or the local emergency number." The Emergency Medical Services System Ask and Tell Participants: "What is the Emergency Medical Services System?" Leader's Note: The Emergency Medical Services (EMS) system is a network of professionals linked together to give the best care for victims in all emergencies, both in and out of the water. "The system begins when you or another citizen sees an emergency occurring and takes action. When you call 9-1-1 or the emergency number in your community, the EMS dispatcher takes your information and summons trained professionals to the scene." "What are some of the trained professionals that may arrive during an emergency?" Leader's Note: Answers should include: Police Fire personnel Ambulance and emergency medical technicians (EMTs) "These professionals take over the care of the victim, including transporting the person to a hospital or other facility for the best medical care." "Your role in this system is to recognize the emergency, decide to act and call EMS for help." Recognizing an Emergency "An emergency can happen to anyone in or around the water, regardless of how good a swimmer the person is or what he or she is doing at the time." "The key to recognizing an emergency is staying alert and knowing the signals that indicate an emergency is happening." "Use all your senses when observing others in and around the water." "What are some examples of using your senses to help you recognize an emergency?" 20
Leader's Note: Allow time for a brief discussion. Make sure the following points are covered: You may see that a swimmer is acting oddly, or you may hear a scream or sudden splash. You may smell an unusual odor, such as a strong chlorine odor that could indicate a problem. Watch for anything that seems unusual. "Being able to recognize a person who is having trouble in the water may help save that person's life." "Most drowning people cannot or do not call for help. They spend their energy just trying to keep their heads above water. They might slip under water quickly and never resurface." "Two kinds of water emergencies to look for are a swimmer in distress and a drowning person." "Now turn to page 35 in your Water Safety Handbook and review the chart that summarizes the behaviors of a Swimmer in Distress, Active Drowning Victim and Passive Drowning Victim." Leader's Note: Allow participants 2 or 3 minutes to review the chart. "I am going to imitate the behaviors of someone who is experiencing a water emergency. Based on the behaviors I am exhibiting, what type of victim am I?" Leader's Note: One-by-one, imitate the behaviors of a swimmer in distress, an active drowning victim and a passive drowning victim. Imitate the behavior of each victim until the participants can identify which victim you are portraying. As the participants identify which victim you are portraying, ask them to explain the behaviors of that type of victim. Deciding to Act Tell Participants: "Once you recognize that there is an emergency, you need to decide to act and how to act." To prepare for the moment when you have to make a decision to act, think about all the different emergency situations and what you might do." "If you decide to act, you may save the person's life." "Once you decide to act, make sure the scene is safe and you will not endanger yourself." "Look for any other victims. Look for bystanders who can help you give first aid or call for help." Calling for Help Tell Participants: If the victim is in the water, your first goal is to stay safe yourself. Once you ensure your safety, your goal is to help get the person out of the water. If the person is unconscious, send someone else to call EMS personnel while you start the rescue. 21
If the person is conscious, you can first get the person out of the water and then determine whether EMS is needed. If the victim is not in the water, as soon as you determine that there is an emergency, call EMS immediately. If you are in doubt about whether the victim needs professional help, do not hesitate call EMS personnel. "What are some serious conditions and situations that require you to call EMS?" Leader's Note: Allow time for a brief discussion. Conditions and situations that require you to call EMS include: Possible drowning Injury to the head, neck or back Difficulty breathing Persistent chest or abdominal pain or pressure No pulse Unconsciousness Severe bleeding, vomiting or passing blood Seizure, severe headache or slurred speech Poisoning Possible broken bones Multiple injuries "Make the call to EMS personnel yourself, or ask someone else at the scene to call." "If possible, send two people to make the call. Tell the caller(s) to report back to you and tell you what the dispatcher said." "Be sure the callers stay on the phone after giving all of the information to the dispatcher, in case there are any questions." "We are going to simulate an emergency call to an EMS operator. I will be the person making the call to the EMS operator. Who would like to be the EMS operator?" Leader's Note: You may need to coax your participants to volunteer to play the role of the operator. Reassure them that they will have a script to follow. If nobody volunteers after a few seconds, select a participant to play the role. Here is the emergency situation: You are hosting a group of adult friends at your home pool. After an afternoon of playing water basketball followed by a big barbecue, a male friend, who is about 45 years old, collapses on the pool deck. He does not appear to be breathing and does not show signs of circulation. One of the other guests says he is trained in CPR and has started following the emergency action steps. 22
Script: EMS Operator: 9-1-1. Is this an emergency? Caller: Yes it is. EMS Operator: What is your exact address? Caller: 1234 Any Street, Any Town - it is one street south of the intersection of Broad and Main. EMS Operator: What is telephone number from which you are calling? Caller: 123-456-7891. EMS Operator: What is your name? Caller: My name is [insert name]. EMS Operator: What is the problem? Caller: My friend has collapsed and does not seem to be breathing. He is about 45 years old. EMS Operator: Is everyone else okay? Caller: Yes, I think so. EMS Operator: What care is your friend being provided now? Caller: Someone else is checking to see if he needs CPR. EMS Operator: Emergency help is on its way. We'll stay on the line until they arrive and I'll continue to help you. Can you send someone out to the street to help direct the paramedics to the victim? Leader's Note: Thank the volunteer for his or her help. "Does anyone have any questions about the type of information the EMS operator needs in an emergency?" Leader's Note: Answer any questions participants may have. "Remember, do not hang up first because the dispatcher may need more information." "If you are in a situation when you are the only person other than the victim, you should Call First, that is, call 9-1-1 or the local emergency number, before providing care for: An unconscious adult or child 8 years old or older 23
An unconscious infant or child known to be at high risk for heart problems" "Call First situations are likely to be cardiac emergencies, such as sudden cardiac arrest, where time is critical." "Call Fast, that is, provide 1 minute of care, then call 9-1-1 or the local emergency number for: An unconscious victim less than 8 years old Any victim or submersion or near drowning Any victim of cardiac arrest associated with trauma Any victim of drug overdose" "Call Fast situations are likely to be related to breathing emergencies, rather than sudden cardiac arrest. In these situations, provide support for airway, breathing and circulation through rescue breaths and chest compressions, as appropriate." "If you were alone with the victim in the emergency situation we used to place the call for emergency help, would it be a situation of Call First or Call Fast?" Leader's Note: The answer is Call First, since the victim is an unconscious adult and you suspect cardiac arrest. TOPIC: REACH OR THROW, DON'T GO (Time: 10 minutes) Leader's Note: This section includes time to demonstrate reaching and wading assists and a demonstration and practice of a throwing assist on dry land. You will need to build additional time into the presentation if you wish to have participants practice reaching and wading assists on dry land. Reaching Assists Leader's Note: You will need a reaching pole and a mat or blanket for the following demonstrations. Tell Participants: "If a victim is close enough, a reaching assist can be used to help the person out of the water. You can use a reaching pole, a towel or any object that can extend your reach." "If there is no equipment available to perform a reaching assist, use your arm or leg." "I am now going to demonstrate a reaching assist with equipment and a reaching assist without equipment." Tell participants to refer to the American Red Cross Water Safety Handbook (pages 39-41) while you demonstrate the skills on land. Leader's Note: Using the skill charts below, explain and demonstrate a reaching assist with equipment and a reaching assist without equipment on land. 24
Skill Reaching Assist with Equipment Skill Component 1. Brace yourself on the pool deck, pier surface or shoreline by bending your knees or lying down. 2. Extend the object (reaching pole, an oar, a paddle, a tree branch, a shirt, a belt or a towel) to the victim. 3. When the victim grasps the object, slowly and carefully pull him or her to safety. Keep your body low, and lean back to avoid being pulled into the water. Skill Reaching Assist without Equipment Skill Component From the deck: 1. Lie down on the pool deck or pier surface. 2. Always try to use something between you and the victim, such as a towel, shirt or pants. 3. If you have no equipment, reach with your arm and grasp the victim's wrist or clothing. From a position in the water: 1. Hold onto a pool ladder, overflow trough (gutter), piling or another secure object with one hand. 2. Extend your free hand or one of your legs to the victim. Do not let go of the secure object or swim out into the water. 3. Pull the victim to safety. Throwing Assists Leader's Note: You will need throw bags for the following demonstration and skill practice. Make sure there is plenty of room to conduct this demonstration. "Use a throwing assist to rescue someone beyond your reach in a pool or open water." "Throw the victim a buoyant object tied to a line. He or she can grasp the object and be pulled to safety." "Make sure that throwing equipment at your pool is prominently displayed and is easily accessible." Tell Participants: "I have two different types of throwing equipment today: a ring buoy and throw bags. A ring buoy is common piece of equipment around swimming pools. Throw bags are also commonly used for water rescue." "I am now going to demonstrate a throwing assist using a throw bag. We are using throw bags today since we are practicing on land. Throw bags are not damaged by repeatedly striking the ground." 25
"I strongly encourage you to practice throwing assists at home using the equipment that you have selected for your pool." Tell participants to refer to the American Red Cross Water Safety Handbook (pages 42-43) while you demonstrate the skill on land. Leader's Note: Using the skill chart below, explain and demonstrate a throwing assist on land. Skill Throwing Assist Skill Component 1. Get into a stride position: the leg opposite your throwing arm is forward. This helps to keep your balance when you throw the object. 2. Step on the end of the line with your forward foot. Avoid stepping on the coiled line with your other foot. 3. Shout to get the victim's attention. Make eye contact and say that you are going to throw the object now. Tell the victim to grab it. 4. Bend your knees and throw the object to the victim. Try to throw the object upwind and/or up current, just over the victim's head, so the line drops within reach. 5. When the victim has grasped the object or the line, slowly pull him or her to safety. Keep your weight low and back. Lean away from the water as you bring the victim to safety. 6. If the object does not reach the victim, quickly pull the line back in and throw it again. Try to keep the line from tangling, but do not waste time trying to coil it. If the object is a throw bag, partially fill the bag with some water and throw it again. Tell Participants: "You will now have an opportunity to practice helping a swimmer who is having trouble in the water." Leader's Note: Tell participants that they will use a throw bag to perform a throwing assist. Divide the participants into three groups. Line the groups up about 20 feet from the pre-placed targets. Let the participants try to toss the throw bag at the target. Accuracy is rated by tossing the throw bag over the object so that the rope strikes the target. The activity is done when the participants in each group have had the opportunity to toss the throw bag. 26