The Canadian Red Cross is the leading provider of a number of water safety, first aid and CPR programs. Candidates have a number of options when registering for first aid and CPR which include learning CPR on infants, children and adults. This page will focus on other preventative and safety measures including water safety and assistant water safety courses.

AWSI-Learning

Objectives:

• Identify the learning characteristics for the age categories and identify appropriate teaching strategies for the age categories.
• Identify the four learning styles (visual, auditory, tactile, and kinaesthetic).
• Demonstrate an understanding of why and how people learn (learning process, domains of learning).

Evaluation Criteria:
• Identifies effective communication (verbal and nonverbal) tips for working with all age groups
• Identifies effective strategies for solving problems and resolving issues

Time: 1.5 hours (classroom)

Materials:
• Origami paper
• Flip chart paper and markers
• Interactive age characteristic chart

Activities:
Classroom session (1.5 hours)
Factors that affect communication: Choose an activity that the candidates are unfamiliar with (ex. Origami). Provide the class with verbal instructions only. Give the candidates time to try the activity. Ask the candidates how much success they had. 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

Go over the same activity again but this time provide a brief explanation, a demo, break it into manageable steps. Provide the candidates with constructive feedback and provide practise time. As a a group discuss how much success the group achieved and what affected the outcome.

> 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

Key points:
• Importance of recognizing different learning styles
• Ways to ensure all learning types are being reached
• Factors that affect communication: Lack of communication, lack of experience, lack of direction and feedback, limited practise feedback.
• Learning requires feedback
• Inclusion is linked to to learner readiness

Dinosaur: Split the candidates into 4 groups. Provide each group with a piece of flip chart paper and markers. Each group will receive instructions on what they are to draw. But the groups can not communicate with each other.

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. Give the groups a few minutes to complete their drawings. Hang the posters and let everyone know that the goal of the activity was to paint a brontosaurus (input). Depending on how the group perceived the instructions, they processed a different message (Storage). The actual painting was 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 intended.

Ask group 4 how they felt when they didn’t understand the goal.

Ask group 3 how they handled with directions that they understood but were not very specific enough to clearly identify the goal.

Ask group 1 and 2 how they felt about the directions. How easy was it to perform the task when they understood the directions and knew what the goal was. Relate this back to a 3-5 year old preschool class. Will all the children understand the verbal instructions you give them? Because the main way awe can influence learning is input. It is important to demonstrate (visual) as well as verbal.

Key points:
• Understanding the process of input, storage and retrieval. Age characteristics: Create and interactive chart with the age characteristics from page 4.5 and 4.6 of the AWSI manual using recipe cards. Allow candidates a few minutes to put them in order. Make sure the entire group is in consensus on the order. Go over the chart with the candidates and the manual and have them correct the chart to make sure its in the correct order. Relate some of the characteristics back to how this will affect their teaching.

Key points:
• Age characteristics and how they apply to activities in our lessons
• Meeting the needs

AWSI – Red Cross Swim

Objectives:
• Know the Red Cross history in Canada, programs and services, and Seven Fundamental Principles. Identify the various components of the Red Cross Swim program..
• Identify the components of the Haddon Matrix Injury Prevention Model (PEE [personal, environment, and
• equipment; PSSS. Prepare! Stay Safe! Survive!.
• Identify the difference between an “accident” and an “incident” and that “accidents” are predictable and preventable (injury prevention).

Evaluation Criteria:
• Identifies the components of the RC swimming and water safety program
• Identifies how to incorporate inclusion with lessons
• Identifies the link between injury prevention and the RC swim program
• Identifies the components of the Haddon Matrix Approach to Injury Prevention
• Identifies the difference between “accident”and “incident”
Time: 1.5 hours classroom

Materials
• Appendix C (Facilitators guide) handouts
• Appendix B (Facilitator guide) handouts
• Flip chart paper and markers
• Appendix D (Facilitator guide) handouts Activities

Classroom Session (1.5 hours)
**There is no activity that entirely covers objective 1 watch for it in practicum. Seven fundamental principles (15 min): Divide the class into groups of 2 or 3. distribute Appendix B ( facilitator guide) handouts. Have candidates complete and review the answer with the class. Give each group a piece of flip chart paper with a fundamental value on it. Ask candidates to relate it back to being AWSI`s

Key points:

• 7 fundamental principles
• RC history (when RC was established, what year)
Water Safety Program (15 min) : Divide class into groups of 2 or 3. Distribute
Appendix C (Facilitators guide) handouts. Have candidates complete it. Review the answers afterwards with the class.

Key points:
• The different programs RC has offered Injury prevention (20 min): Break class into small groups. Introduce the Haddon matrix (example on board). Ask candidates to share a scar/injury story. Ask them to
create a time line for the incident and then to fill in the Haddon matrix for it. Ask them to identify the factors that caused the incident and what could have been done differently to avoid the incident. Start a discussion with the class. Go over everyone’s posters and have the class talk about why the RC has based their program on injury prevention. Have candidates read p. 2.7 of the AWSI manual.

Key points:
• Understanding the Haddon matrix
• Definition and understanding of injury prevention (developing water safe behaviours, by affecting attitudes through the use of personal experience)
• How the program incorporates injury prevention
• It is the instructors role to ensure injury prevention is encorporated
• Accident Vs Incident
• 5 strategies for incorporating injury prevention. (language, small chunks, ask why, wise choices, simulate choices) and how these strategies for developing your water safety activities and evaluating current activities to identify whether they identify injury prevention or not.

Drowning Statistics (15 min): Split the class into groups and distribute current copies of the 10 year drowning report. Give each candidate a piece of flip chart paper and have them identify the components of a typical victim profile. Each group will present their victim profile and identify how RC swim could have made a difference.

Summary of information: Divide class into two groups Have one group for an inner circle facing out. Have the over group stand facing the inner circle. Give each person a RC question card appendix D. The inner circle begins by reading the information to the outer circle member. They discuss the answer together. The person keeps notes to present at the end. After a few minutes call rotate. The outer circle moves 1 space clock wise. Repeat until everyone have been at each question. Have the candidates read the questions out loud and record the answers. Provide extra information from ch. 2 when needed.

When registering for Red Cross safety and education programs candidates have a variety of options. These options include water safety training, first aid aid training and a variety of CPR courses to choose from. This article will focus on Red Cross water skills and water safety.

Skills and Water Safety

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.

Activity: Modelling – Classroom (Dry)

Materials: Flipchart, felts

Time: 20 minutes

Materials: Flipchart, felts

Activity: Place candidates into groups of 3. Have candidates go through the AWSI manual and go over items in the manual that may have a safety concern and write them down on a flipchart. Have them present to the class and explain why the feel it could be a safety concern

Key Examples:

Dives,

Entries into pool,

etc.

Key points: Go over the the progressions of water safety in skills (aka, siting dive first, kneeling dive second, standing dive last).

Go over the areas of water safety.

Activity: Haddon Matrix - Classroom (Dry)

Time 20 minutes

Materials: Accident/incident stories written on a paper to handout. Flipchart. Felts

Activity: Hand out a accident / incident story to three different groups into the class. Have them read about the Haddon Matrix and place the story into the haddon matrix and fill in the Haddon Matrix to there story as much as possible. Discuss there results one at a time and discuss how the students will use the haddon Matrix to prevent injuries and incidents from happening while they teach there lessons.

Goal: 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.

Activity: Safety Presentations

(5 hours)

This is the wet portion of Skills and water safety. Throughout these activities you will be modelling a AWSI instructor and will follow that up with a discussion being a WSIT and the students being AWSI students.  Modelling during the activity and WSIT during discussion after activity. You are a AWSI instructor unless otherwise posted.

Site Safety, Importance of Supervision, When and Where to swim

Time: 1 Hour

Materials: Swimming pool and Regular aquatics toys / materials

Activity: Pool Tour / Safari (make sure you stop and read the rules)

(15 minutes)

-Have all the students hold onto a noodle and as the awsi instructor walk backwards around the pool and throughout the aquatics area giving an introduction to the deep end, shallow end, hot tub, sauna, steam room, lifeguard, etc. Make sure you stop and ask the students if they see any fishy’s in the water along the way. Make sure you ask.

Why do we have rules?

Where’s the lifeguard?

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Entry Intro

(5 minutes)

-Have all the students sitting on the edge. Ask them. Is everybody sitting on the edge? Who gets in First? Why? (make sure everything is safe). Give the students a quick discussion on why teacher goes into the water first and we should always wait for an adult (mommy or daddy) before we go into the water.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Listening Game

(5 minutes)

-Have the students sitting on the ledge talking to each other. Ask the students who’s listening? Whoever’s listening say “Everybody look at Julia, she’s got her listening ears on and she’s quiet and ready to listen. Who else is listening?” Try to get everybody in the class involved.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Pop Quiz!

(5 minutes)

-Ask the students the following questions

Can we ever go swimming alone? Do we go with a buddy?

Who knows the perfect weather for swimming outside? What’s bad weather for swimming outside?

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Whirlpool

(5 minutes)

Make a whirlpool with your arm. Have the kids try to make a whirlpool. Would it be tough to swim in a whirlpool? Where can we find a whirlpool?

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Class creativity

(20 minutes)

As a WSIT: Divide the class into 3 groups and have them come up with a game / activity for Site Safety, Importance of Supervision, When and where to swim. Give the class 5 – 10 minutes to come up with a activity that meets the goals, memorable and fun and tell that class what learner type you are reaching.

Goals: Try to reach all learner types. Make it memorable and make it fun.

Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Entries and Exits

Time: 1 hour

Materials: Pool and normal pool equipment, Shaving cream.

Activity: Lumberjack game!

(5 minutes)

-What kind of tree are you? Chop chop chop. Fall in (assist if needed)

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: I’m being eaten by a boa constrictor

Sing the following song with the students sitting on the ledge. Have them enter through the progressions of the song.

Chorus: “I’m being eaten by a boa constrictor,

a boa constrictor, a boa constrictor,

I’m being eaten by a boa constrictor,

And I don’t like it very much!”

Oh no’s! He’s got my toes! (toes go into water)

Chorus

Oh jeez! He’s got my knee’s (knees go into water)

Chorus

Oh glum! He’s got my bum (Bum goes into water)

Chorus

Oh mommy! He’s got my tummy (tummy goes into water)

Chorus

Oh Darn! He’s got my arms (Arms go into water)

Chorus

Oh heck! He’s got my neck (Neck goes into water)

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Humpty Dumpty

(5 minutes)

-Sing humpty dumpty one at a time and help students into the water.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Go over the progressions of entries (from first entry to deep water jumps)

(10 minutes)

-with aids, without aids, with instructor, without instructor, etc.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Dives and Strides

(20 minutes)

As a WSIT: divide class into four groups. Give each group one of the following items to teach and to discuss safety concerns and where it lies in the progression of entries. Also have them explain what type of learner their activity is catering too.

1. Sitting Dive

2. Kneeling Dive

3. Disoreinting Entries

4. Front Dive

5 minute prep time.

Presentations

As a WSI: Stride Entries.

-you will present stride entries. Show them an example and have them try doing one themselves going one at a time from a single file. After a practice run place some shaving cream on the top of their heads and see if they can keep it on. Discuss safety concerns of stride entries and the discussion that can follow.

Discussion

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Go Go Gopher

(10 minutes)

-play go go gopher with the students. Have them line up along the wall arms reach apart by deep water. Tell them only to jump in when you say go. Say ready set go….pher! Then try go..lf, go…ld, go…at, go…dzilla!

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

PFD’s and Lifejackets

Time: 20 minutes

Materials: Lifejackets

Activity: Introduction to Lifejackets.

(10 minutes)

-Go over how to wear a PFD and how to check quality , zippers, buckles and straps

-show a poor quality lifejacket and a new lifejacket and ask the students if they can tell the difference.

-Jumps and movement in the water with life-jackets.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: PFD Train

(10 minutes)

-Have all the students put on lifejackets and hold onto one persons strap, while on back, and be pulled by instructor. Instructor chants “choo choo” as the students get pulled around the pool.

-Students also gain experience putting on the lifejackets and taking them off.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Cold Water Survival

Time: 1 Hour

Materials: Mats, hose, kickboards, pool, whiteboard, felts

Activity: Cold water huddle

(20 minutes)

-Have class jump into the water and get out as fast as possible. They will be cold and wet. Have them describe how they feel. Hopefully they will explain how they are cold. Have them each put on a lifejacket and get into a huddle position in a circle with the smallest people in the middle. Have them explain the difference in terms of heat loss. Have the students then try it again as a group in the pool.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity:  Ice Safety

(20 minutes)

-Place a bunch of mats, kickboards, and other floating things into a deep end corner of the pool. Run a hose over the students as they try to swim to and climb on and away from the mats. This activity simulates ice safety. Promote them to distribute their body weight as much as possible and to roll away from the unfrozen water. Have each student try it once.

Activity: Hypothermia Presentation

(20 minutes)

-Have all the students sit down and use the whiteboard to go over hypothermia. What it is. How to prevent it. How to treat it. How to provide basic care

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Boating

Time: 30 minutes

Materials: Boat, whiteboard, felts

Activity: Boating Pictionary

(10 minutes)

-Using whiteboard and felts go over boating safety playing pictionary. Draw scenarios on the board and have the students guess what’s needed for a boating trip as you draw. Go over and include: float plans and what things are needed on a boat before leaving.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Go on Boating trip

(20 minutes)

-With one boat taped on deck practise entering and exiting while others practice on a boat in the water. Follow this with a controlled capsize on the water. Mention boating regulations and go over materials needed a the importance of a float plan.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Rescues 

Time: 40 minutes

Materials: Pool, normal pool equipment, cards with one part of rescue breathing written on them (2x)

Activity: Identify buoyant objects

(5 minutes)

-Have the class collect as many buoyant objects that they can find within a safe distance from you. Have them bring it back and put it in a pile next to the pool. Select items one at a time and ask the class if they think it floats. Toss it into the pool and show the class whether it does or does not.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: What time is Mr. Shark (progression: change direction and return to edge)

(5 minutes)

-Face the class and have the entire class holding onto the ledge in the shallow end. Ask them to ask you “what time is it Mr.Shark?”. Respond with a time and have them take that many steps towards you.  At one point shout “Lunch time” and have them return to the edge as fast as they can.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Ring Race

(5 minutes)

-Through numerous different coloured rings in various depths and divide the class into two different groups. Have the students race to get as many different rings using head first and feet first surface dives. The team with the most points (each colour ring is given a value) wins the game. Emphasis is on doing head first and feet first surface dives with hand above head while coming up.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Rescue Race

(15 minutes)

-Divide the class into two different groups lined up on the deep end side. Place each of the rescue breathing cards upside down on the entire side of the pool (approximately 25 meters away). Have the students race to the other side of the pool, one at a time, a uncover the first step (or the following form the previous) and leave right side up and return to the other side to tag another race. Continue relay until the proper order of rescue breathing is complete on other side of pool. Make sure the students go one at a time and only leave one card in the proper order left right side up at a time.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Ladder Approach

(10 minutes)

-Have the class sit down in front of a whiteboard and draw a drowning person in a lake and someone on the dock not far from the drowning victim. Draw a ladder off to the side of the drawing. Ask the students what would be the safest thing they could do in that situations to save the victim, reminding them that entering the water is dangerous and the risks of what could happen if a victim were to grab onto a rescuer. Go through all the steps and fill them in on the ladder off to the side. Explain to the class why its called the ladder approach and the importance of keeping as safe as possible when rescuing a victim. Do not go further than reach.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Wise choices

Time: 30 minutes

Materials: Whiteboard, felts, kickboards, hose, life-jackets

Activity: Make a current

(5 minutes)

Have the class get into the water and get into a circle and start going counter-clockwise. Make them go as fast as they can and then tell them to let go and relax. The current will take them away. Explain to the students the dangers of currents.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Make a wave

(5 minutes)

-Have the class in a line, backs against the wall, each with a kickboard making waves. Have one person swim, one at a time along the waves. Explain to the students the dangers and difficulties of swimming in waves.

As a WSIT Ask: Why is this a good activity? Where is this in the progression of things? What are some safety concerns?

Activity: Drowning Discussion

(5 minutes)

-Have the class sit down next to a whiteboard and go over there swimming limitations, alcohol and personal choices and the responsibilities.

As a WSIT: 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.

Activity: Deep water Survival

(15 minutes)

-Divide class into two different teams. Throw as many lifejackets as there are students into the middle of your swimming lane. Get one team to start on one end of the lane and the other team to start on the other end of the lane. Have everybody swim to a lifejacket, put it on in deep water with no assistance, and get there team into a position for

Remainder of Dry Time

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.

Activity: Prepare, Stay Safe, Survive (Dry): Do this last!!!

 (20 minutes)

Post flip-charts 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 flip-charts?

 

 

 

The Red Cross is the foremost leader in safety training. The Red Cross is not only popular in CPR and first aid training courses but it also is the Canadian leader in water safety programs. This page is dedicated to the assistant water safety instructor (AWSI) communication lesson plan. These topics are covered in the AWSI instructor course provided through the Canadian Red Cross.

AWSI communication

Objectives to complete:

1. Identifies how communication affects learning

2. Domonstrate ability to communicate verbally and non-verbally 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 and how to proceed appropriately should a situation arise

Evaluation critiria (C3)

1. Identifies effective communication (verbal / non-verbal) tips for working with all age groups

2. Identifies effective strategies for solving problems and resolving issues

Time: 1 Hour (dry)

Materials: Aladdin Video, audio / visual equipment, flipchart, paper/ pens, headband cards

Activity: Characteristics of Communication (20 minutes)

• -Brainstorm what makes communication effective
• -Ensure the following is highlighted:
• -talk to not at
• -eye level
• -assertive
• -specific
• -body language match’s verbal
• -use names
• -Create brainstorm ideas in a chart format

Effective Communication                                   Strategy

-Eye Level                                             -Shoulders in water

-In the water always for feedback

Review communication concerns when teaching in an aquatic Environment

Concern                                                Solution

-language barrier                                   -visual cues (thumbs up)

-child with ear plugs                               -bring closer, ensure that they are getting the message

-learning challenges                               -adapt progressions

Activity: Tone, Volume, Voices, Direction (15 minutes)

• -Play the Aladdin Video (song: “You ain’t Never had a friend like me”)
• -Brainstorm as a group all the different types of communication that occurred (tone, volume, body language, facial expression, etc.)
• -record answers on a flip-chart
• -How do we use that communication as instructors?
• -What was the main message of this video?
• -point out how Aladdin used several ways to teach one message and how it relates to instructing
• -examples: visual, auditory, volume (loud, quiet, small / big voice), assertive tone, specific (ain’t never had a friend like me), characters, non-verbal communication, eye contact at level, entertaining, fun, fast paced, colors
• -kept reemphasizing the same method.

Key points to cover

• -communication key to being a good instructor
• -instruct with enthusiasm
• -verbal vs non verbal (matching)
• -keep it short / simple / specific

Activity: Headband Game (being specific, key points / perception checks)

• -Round one
• -give guesser a familiar object to place on forehead
• -have class only give vague answers to the guesser (ex:maybe, i guess so…) – five minute limit
• -guesser may or may not get the answer
• -Round two
• -second guesser given a familiar object
• -class to give specific answers (yes, clear answers and details)
• -Round three
• -guesser get a non-familiar object
• -class directed to give specific answers

Summary

• -Review each round: How did the guesser feel in Round 1?2? Why?
• -What happened to communication in Round 3 when no one knew the object?

Key points

• -being specific
• -process of communication
• -using key points / perception checks
• -good instructor link

Building Healthy Relationships (10 minutes)

• -Read the section on healthy relationships on pg. 3.3 to the end of the chapter
• -Quickly review the key points list on 3.3

Activity: Break into 3 groups:

• Group 1: identifies what they need as swimmers in a lesson
• Group 2: identify what they need as parents
• Group 3: identify what they need as fellow instructors

Have them present while acting in the role of who they are talking about (swimmer, parent, instructor)

Review with the gorup what to do if a swimmer wants to speak confidentially.

 

The Canadian Red Cross provides a number of programs and safety instruction courses to Canadians. The Red cross is extremely popular for CPR training (click here to register) and first aid courses. However, the Red Cross is also the leading provider of swim programs for youth and adults. This page focuses on the swim preschool program provided through the Red Cross.

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.

Evaluation Criteria

-Demonstrates the ability to plan activities appropriate for the age group and level of Red Cross Swim Preschool program
-Identifies the content item and matches it to the observation or performance criteria for each level of the Red Cross Swim Preschool program
-Demonstrates the ability to apply the Red Cross Swim Preschool program progressions in a peer teaching environment
-Identifies strategies to teach infants and toddlers through a caregiver in the water for parented levels
-Identifies effective teaching strategies to meet the needs of the preschool age groups and characteristics
-Demonstrates effective supports, holds and body positions for swimmers in the Red Cross Swim Preschool program
-Identifies the program support materials and use for the Red Cross Swim Preschool program

Dry Portion: 2 Hours

Activity: Age Characteristics

Objectives: Identify effective teaching strategies to meet the needs of the preschool age groups and characteristics.

Time: 30 minutes.

Materials: Magazine clippings of children in the following Age category

a) 0 – 12 months
b) 13 – 24 months
c) 22 – 36 months
d) 36 – 50 months
e) 48 – 60 months

And cut out of paper listing ball and cookie.

Flip-chart
Felts

Activity: Divide class into five groups and assign each group an age characteristic:
a) 0 – 12 months
b) 13 – 24 months
c) 22 – 36 months
d) 36 – 50 months
e) 48 – 60 months

Give each group a piece of paper with ball and cookie written on it and the magazine cut out relating to there age group. On a flipchart have the group write down the characteristics associated with that age group. Have the groups take turns presenting the characteristics and have the class discuss them.

Once the have completed presenting the characteristics have the group prepare to act out for the class how there age group would play with a cookie and a ball. After 5 minutes of prep time give each group a turn presenting.

Finally, after these presentations have each group list what considerations or activities should be incorporated into lessons, taking account the listed characteristics. Have each group share their findings with the class.
Activity: Safety Supervision
Materials: Paper and pen provided by each student, Flipchart and felts

Objectives:
Identify strategies to teach through a caregiver in the water, for parented levels.
Identify effective teaching strategies to meet the needs of the preschool age groups and characteristics.

Time: 1 Hour

Wet: Have the class observe a preschool class with parent (Parent n’Tot) and a preschool class without a parent. While observing have the learners list all possible class management and safety concerns observed. List all concerns

Dry: Place the class into appropriate groups and have them combine there answers onto a flipchart. After they are done there group discussions have them present to the class what they have learned. Questions up for discussion in groups and in class setting.

What safety concern are brought up and how, as an instructor, would you eliminate or address these concerns?

Activity: Communication (Enthusiasm)

Objectives:
Identify effective teaching strategies to meet the needs of the preschool age groups and characteristics.

Materials: Flipchart, felts.

Time: 30 minutes

Dry: Divide the class into two teams. Have them list out a number of different emotions relevant to teaching onto a flipchart. Then have a person from each time, one by one, run to the other end of the room where the list has been placed, and get an emotion from the list. S/he then must go back to his/her team and act out the emotions until the team guesses it. Play continues until the list is finished. Relate this to teaching preschoolers.

Discuss how body language and facial expression can affect communication with preschoolers?

On a flipchart, in your group, list the ways that instructors can use their bodies to communicate.
How does our body language influence the emotions and feelings of preschoolers in our classes?

Wet Portion:

Activity: Communication Scenarios

Objective:
Identify effective teaching strategies to meet the needs of the preschool age groups and characteristics

Materials: Laminated Sheets with the following scenarios written on them

• 1. Speak to adults as if speaking to infants
• 2. Speak to infants as if to adults
• 3. Be completely unenthusiastic
• 4. Be overly enthusiastic
• 5. Be very quiet
• 6. Be inattentive, mind is elsewhere
• 7. Be upset / angry
• 8. Be unprepared, stall, don’t know what to say
• 9. Be overly frustrated over lack of progress with candidates

Time: 1 Hour

Activity: Hand out a laminated sheet of paper with one of the scenarios written on them and hand out to the students. Give them 5 minutes to prepare a segment of a starfish class and incorporate there scenario to the class. After teaching with there scenario for a starfish class have the class determine the problem with the instructor and why it is an issue. Allow for time for questions comments and concerns.
Activity: Teaching Time

Objective:
Demonstrate the ability to apply the Red Cross Swim Preschool program progressions in a peer teaching
environment.

Materials: Prepared homework of lesson plans.

Time: 2.0 hours

Wet: Assign each student one of the 5 preschool levels to teach. If there are more than five have a few groups of two. They are to prepare prior to this activity a lesson plan of twenty minutes focusing on the main progressions of the level and creative ways to teach, critique and incorporate the progressions into there lesson plan. After each presentation have them explain the progression they included and how it fits into the entire preschool program.

Questions? Comments? Concerns? Does this make sense?

Keys: Go through the lessons in the correct order.
Activity: Experience the Canadian Red Cross Preschool Program

Objectives:
Identify effective teaching strategies to meet the needs of the preschool age groups and characteristics.
Demonstrate effective supports, holds, and body positions for participants in the Red Cross Swim Preschool
program.
Identify the program support materials and use for the Red Cross Swim Preschool program.

Materials: Instructors P&T lesson plan, Starfish lesson sheet.

Time: 1.5 Hour

Activity: Using a lesson plan lead the class through a P&T preschool class using dolls and infants actars. Lead the learners through songs and games for infants and candidates. Lead the class through a thirty minute class. Go through the holding positions appropriate for infants and preschoolers.

Give the class the starfish lesson sheet and give each student 5 minutes to prepare a unique 5 minute lesson segment of a parent and tot lesson. Allow time for discussion and comments after every presentation.
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.

Have them each select two criteria from the preschool program to teach the remainder of the class. Have the class act out as best they can and be as realistic as they can as they are acting as parents with children taking a preschool class.

 

 

 

 

The Red Cross swim kids program is one of many safety and instructional programs offered to Canadians through the Red Cross. The Red Cross is most famous for its first aid and CPR courses and first aid re-certification classes. This page will focus solely on the Red Cross Swim Kids program and provide a overview and detailed lesson plan for the course.

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.
Evaluation Criteria
-Demonstrates ability to plan activities appropriate for the age group and level of Red Cross Swim Kids program
-Demonstrates the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment
-Identifies how to teach the content item and identifies the performance criteria for each level of the Red Cross Swim Kids program
-Identifies effective teaching strategies to meet the needs of the children’s age group characteristics
-Identifies the program support materials and use for the Red Cross Swim Kids program
Dry Portion (1.5 Hours):
Formations and Placement

Objectives:
Demonstrates ability to plan activities appropriate for the age group and level of Red Cross Swim Kids program

Materials: Flipchart, felts

Time: 30 minutes

Activity:
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 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.

The Four Activities that the candidates will cycle through are as follows:

1. Swim Kids 2
2. Swim Kids 4
3. Swim Kids 6
4. Swim Kids 8
Progressions
Objectives:
-Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.
-Teach the content item and identify the performance criteria for each level of the Red Cross Swim Kids program.
-Identify the program support materials and use for the Red Cross Swim Kids program.
Materials: Red Cross Swim Kids Worksheets, Flipchart, Felts

Time: 30 minutes

Activity: 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. Allow for ten minutes for group time and five minutes per presentation.
Communication (Empathy):

Objective:
Identify effective teaching strategies to meet the needs of the children’s age group characteristics.

Materials: Cue Cards with instructor and learner elements, flipchart, felts

Time: 30 minutes

Activity: 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

Definition of Empathy: understanding and entering into another’s feelings

Wet Portion (5.5 hours):
Activity: Footsteps

Objective:
-Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.
-Teach the content item and identify the performance criteria for each level of the Red Cross Swim Kids program.

Materials: Laminated papers with major progressions and minor progression in the swim kids program

Time: 1 Hour

Activity: With all the students in the water take out a mat and place the laminated forms of all the major progressions (can be in the shape of a foot) on a mat, out of order. Have the students place the progression in the right order. Have the students then demo all the progressions one by one. Discuss the importance of doing the progressions in order and discuss what would happen if you were to skip a progression and how the next progression would go.

Separate the class into the number of groups of major progressions. Give each group a mat and have them put the smaller progressions to that large progression in order. Give them approximately 5 minutes to place the progressions in order. After that give them 5 minutes to prepare a 10 minute presentation on those progressions, as they describe them and demonstrate them to the class. Leave time for questions, comments and concerns after each group presents. The progressions can be taught with one presenter if class has lower level of participants.

Activity: Teaching Experience.

Objective:
-Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.

Materials: Laminated papers with formation, drill and scenario.

Time: 1 Hour

Activity (wet): Give out a laminated sheet with a formation, drill and scenario for each student. They each need to teach the remainder of the class. The class gets a scenario laminated paper which the instructor must cater to (instructor will not know). Allow for time after each instructor for comments, criticism, questions and concerns. Make sure you do this in the order of progressions and use a variety of formations.

Student Criteria can involve the following
-Attention deficit child
-extremely young class, immature
-older, mature class
-crying student
-abusive student
-student does not want to do anything
-angry student.
-no English student.

Ask students for input after each presentation.

Activity: Major Strokes

Objective:
-Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.
-Teach the content item and identify the performance criteria for each level of the Red Cross Swim Kids program.

Materials: Laminated form with stroke errors

Time: 1.5 Hour

Activity (wet): Divide the class into four groups. Give each group a major stroke. Give them each ten minutes to prepare to teach the class, using the appropriate formations, atleast 5 drills for that stroke. They must also identify how they can correct the stroke errors that were handed to them. They must explain what drill can be used to correct that error. They each receive 10 minutes for there presentations with time at the end for questions, comments and concerns. Leave room for input from other groups.

The four major strokes are as follows:
Front Crawl
Back Crawl
Breast Stroke
Elementary Backstroke
Activity: Fitness

Materials: Fitness Sheet

Time: 30 minutes

Activity (wet): Have the class swim a distance endurance swim of 400 meters. Then have them do a fitness drill and have them check there circulation after each interval.
Activity: Lesson Observation

Objectives:
-Identify effective teaching strategies to meet the needs of the children’s age group characteristics.
-Identify the program support materials and use for the Red Cross Swim Kids program.
Materials: Lesson Plans, Behaviour cards

Time: 1 Hour
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.
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.

The Red Cross is on the forefront of first aid, CPR, re-certifications and water safety programs. This article focuses on the planning aspects of a water safety instructor (WSI) course. This page includes a overview and detailed outline of the Red Cross WSI Course planning section.

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.

Evaluation Criteria
-Identifies the key components of daily and long term lesson plans
-Demonstrates ability to effectively develop and revise a long-term lesson plan
-Demonstrates ability to develop an effective daily lesson plan for any Red Cross Swim Preschool, Red Cross Swim Kids, and Aqua Adults and teens class
Long-Term Planning

Objective:
-Demonstrate the ability to create effective long-term and daily lesson plans, flipchart, felts
-Identify why WSI’s use lesson plans.

Materials: Travel brochures,

Time: 30 minutes

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

Objectives:
-Identify the key components of daily and long-term lesson plans.
-Demonstrate the ability to create effective long-term and daily lesson plans.
Materials: Flipchart, felts

Time: 30 minutes

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 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

Objectives:
-Identify the key components of daily and long-term lesson plans.
-Demonstrate the ability to create effective long-term and daily lesson plans.

Materials: Flipchart, Felts

Time: 30 minutes

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

Objectives:
-Identify why WSIs use lesson plans.

Materials: Paper, felts, Flipchart.

Time: 30 minutes

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?

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).

Evaluation Criteria
-Demonstrates the performance criteria for the Instructor Response Skills.

Activity: IER Experiences

Materials: Pen, Paper,

Time (wet): 40 minutes

Activity: Give candidates 10 minutes to get into groups of at least three and come up with an IER experience they have had within the last couple of years, one per person. Have them present what happened and what action they took and what they would do differently the next time. Have the class input there comments and discuss how to reduce or prevent this situation from happening again. Use these examples as the base for the pool scenarios. Have them answers the following questions.

What was the scenario?
How was it dealt with?
Was there anything you would have done differently?
Activity: Suggested Sample Instructional Emergency Response Scenarios

Materials: Have cue cards with the following scenarios written on them

Time (wet): 80 minutes

Activity: Role Playing. Assign roles of instructor, candidates and parents,etc. After each presentation Discuss and evaluate the performance. What if anything could have been done differently? Have the class pick up the discussion.

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 Teach surface support to a Red Cross Swim Kids 4 class.
Group #1 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.
Instructor #2 Teach shallow dive to a Red Cross Swim Kids 8 class.
Group #2 You are a Red Cross Swim Kids 8 class. One of you gets a cramp in your calf.
Instructor #3 Teach foot first surface dives to a Red Cross Swim Kids 10 class.
Group #3 You are a Red Cross Swim Kids 10 class. One of you simulates a
submerged victim.
Instructor #4 Teach front and side rolls to a Red Cross Swim Kids 5 class.
Group #4 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.
Instructor #5 Teach front stride dive to a Red Cross Swim Kids 6 class.
Group #5 You are a Red Cross Swim Kids 6 class. One of you will dislocate your shoulder
on entry.
Instructor #6 Teach submersion to a Red Cross Swim Basics (Adult) class.
Group #6 You are a Red Cross Swim Basics (Adult) class. One of you swallows your gum
while submerging and starts to choke.
Instructor #7 Teach stride entry to a Red Cross Swim Kids 7 class.
Group #7 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.
Instructor #8 Your Red Cross Swim Kids 10 class is swimming the 500m endurance swim.
Candidates are in a single loop formation.
Group #8 You are swimming your 500m distance swim, and one swimmer
hyperventilates and goes unconscious, non-breathing.
Instructor #9 You are reviewing Red Cross Swim Kids 5 dolphin dives (in preparation
for kneeling dives) in the shallow end.
Group #9 You are reviewing dolphin dives. One swimmer dives too deep and hits head.
Assistant Water Safety Instructor Course and Water Safety Instructor Course Facilitator Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In terms of waters safety, first aid and CPR programs the Canadian Red Cross is easily the leader in all three of those categories. This page will focus on the water safety aspects, specifically, the evaluation component of a water safety instructor (WSI) course. This page includes a outline and detailed information pertaining to Red Cross evaluation made simple.

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.

Evaluation Criteria
-Defines and demonstrates how to evaluate performance of swimmers using continuous evaluation and the 3X rule for content item completion in a peer-teaching environment
-Identifies the importance of evaluating according to Red Cross performance criteria
-Identifies how to evaluate progressively and determine the final result
-Identifies specified use of all Red Cross Swim program recognition products.

Filling out a Worksheet

Materials: Mock class list. Worksheets.

Time: 25 minutes

Objectives: Provide feedback/final evaluation in written form to participants of the Red Cross Swim program using the Red Cross Swim program evaluation products.
Define and demonstrate how to evaluate performance using continuous evaluation and the 3x rule for content item completion.
Create a mock class listing various skills that a class can and can not do. Hand out the worksheets to the candidates and have them fill it out. Review an accurate version with the rest of the class. Ask class if they have any questions comments or concerns.

Key points.

• Go over reverse side of the sheet to cover standards
• 3X rule of evaluation still applies

 Evaluation Made Simple

Materials: EMS task cards. (below)

Time: 25 minutes

Objective: Evaluate progressively and determine the final result.

Introduce candidates to the “Evaluation Made Simple” (EMS) section (WSI Manual page 7.3-7.4) 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 (Written below) 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.

Scenarios:

Parent / WSI
“My child has missed two lessons? What are you going to do for my child?”
Parent / WSI
“My child was brilliant throughout the session, you even said so! Why did s/he not complete the level? I didn’t see this coming, and you never warned me.”
Parent / WSI
“My child’s skills are obviously not as strong as the other five kids in his class, and it’s week 7 of a 10-week
session…what should we do to ensure s/he completes the level?”
Parent / WSI
“I see that in your class there is a child with special needs. It seems as though my child is not receiving enough attention because of this child.”
Parent / WSI
“I have been observing the class you are teaching and feel as though you are not making it challenging enough because it is a multi-level class.”
WSI / Child
It is the last day of classes. You have given a little girl an incomplete. As you hand her the card, tears stream down her face as she hands you a small gift and says “This is for you teacher.”
Adult Candidate / WSI
An adult learner has just completed Red Cross Swim Basics and is asking you what program to register in next.
Teen Candidate / WSI
One of your teen candidates is exhibiting signs of infatuation with you. The candidate takes it one step further and asks you out on a date. How would you deal with this situation?

Activity: Recognition Products

Objective: Identify the importance of evaluating according to Red Cross performance criteria.

Identify specified use of all Red Cross Swim program recognition products.

Materials: Flipcharts, Felts.

Time: 25 minutes

Break class into three groups and give them one of the following items to focus on:

• One group will focus on Progress cards
• One group will focus on Worksheets
• One group will focus on Journals

Have the groups brainstorm onto a flipchart what should be included in criteria from a parent’s point of view. Have them present to the class after 10 minutes of brainstorming. Discuss the following criteria listed below if it has not been discussed yet.

Tips:

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.

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

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.

Activity: What level?

Materials: 15 Flipcharts, felts

Time: 40 minutes

Objective: Identify the importance of evaluating according to Red Cross performance criteria.

Place the Flipcharts spread out throughout the classroom and write one of the preschool and swim kids levels on each of the flipcharts. Divide the class into four groups and have them go around, while only working from memory, and fill in the criteria they think belongs in that class. Give each group 1 minute at each level before making them rotate to the next one. Discuss what they put on each level and how close they were to the actual level criteria. Have them look at there worksheets and see. Ask the class why knowing this information would be useful?

Ex:
-Last minute lesson
-Evaluations / screenings.

Also ask the class how useful the worksheets and other course materials?

Ex:
-so we wouldn’t’t evaluate the students poorly.
-screenings

 

The Canadian Red Cross offers programs in water safety, babysitting, first aid and CPR. The Red Cross is the leader in instructional programs for all the previously mentioned courses. This page will focus on the Canadian Red Cross lesson plan structure for a water safety instructor (WSI) class. This is a detailed overview coupled with a detailed lesson plan of that section.

Canadian Red Cross

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).

Evaluation Criteria
-Identifies the roles and responsibilities of a WSI representing the Canadian Red Cross
-Identifies the requirements to maintain a current WSI certification
-Identifies how to represent the Canadian Red Cross in a professional manner.
-Identifies appropriate uses for the Red Cross Emblem
-Has read AWSI appendix H ”Understanding and Responding to Maltreatment”: and WSI appendix K2 “You and the Law”

Activity: PowerPoint Presentation

Materials: Visual Audio equipment.

Objective: Identify the roles and responsibilities of a WSI representing the Canadian Red Cross.
Identify how to represent the Red Cross in a professional Manner.

Time: 15 minutes

Show the Canadian Red Cross PowerPoint presentation. Discuss the slides and have the class identify the common theme that underlies the work of the Canadian Red Cross staff and volunteers (I.e. Promoting humanitarian values and injury prevention).

Activity: The Emblem

Materials: Flipchart, felts.

Objective: Identify appropriate uses for the Red Cross emblem.

Time: 10 minutes

Have the class read over section 2.1 of the Canadian Red Cross section of the WSI manual. Focus on the Use of the red cross name and emblem portion of that page. Take turns reading that section. With the class divided into groups of three have the groups grab a flipchart and a felt and have them write down places they have seen the red cross symbol. Also have them write down and brainstorm a list of recognizable logos, for example: Coke, McDonalds, Clothing labels, Ford, BMW and determine which ones are actually known worldwide.

Key points:
-Copyright of the Red Cross Emblem
-It is a worldwide known symbol

Activity: Appendix H

Materials: None

Time: 10 minutes

Objective: Identify potential signs of maltreatment/harassment and an appropriate course of action for handling potential disclosures (AWSI Manual, Appendix H).

Have the class read over together as a group Appendix H from the AWSI manual. Make everybody have a turn reading a section around the class. Leave some time at the end to go discuss any comments questions or concerns.

Activity: Code of Conduct

Materials: None

Time: 10 minutes

Objective: Identify the roles and responsibilities of a WSI representing the Canadian Red Cross.

Have candidates review the code of conduct on page 2.3 section on Responsibilities of water safety instructors. 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?

Activity: Roles and Responsibilities of a Canadian red Cross WSI.

Objective: Identify the roles and responsibilities of a WSI representing the Canadian Red Cross.
Identify the requirements to maintain a current WSI certification.

Materials: Flipchart, felts

Time: 15 minutes

Divide the candidates into appropriate groups. Have the candidates draw and describe the qualities and features 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. Ask them to identify how they will ensure that they demonstrate these 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. Recertification every two years.