Red Cross Skills and Water Safety

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?

 

 

 

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