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Royal Life Saving Society UK Lifesaving Instructor Course PowerPoint Presentation
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Royal Life Saving Society UK Lifesaving Instructor Course

Royal Life Saving Society UK Lifesaving Instructor Course

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Royal Life Saving Society UK Lifesaving Instructor Course

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  1. Royal Life Saving Society UK Lifesaving Instructor Course

  2. Course Summary • The Royal Life Saving Society UK • The Survive and Save Programme • The role of the Lifesaving Instructor • Safety Management • Learning and Teaching • Life Support • Assessing Skills • Teaching and Assessing Practical

  3. The RLSS UKAwards and Qualifications Activity How many RLSS UK awards and qualifications can you think of?

  4. The RLSS UK Structure Management Board • National Standing Committees • National Development and Programmes Committee • National Communications Committee • National Sport and Recreation Committee • RLSS UK Head Office • Management and Operations • Corporate Services • Communications and Marketing • Development Programmes • Lifesaving Sport • Volunteer Engagement Regions Branches Affiliated Lifesaving/Lifeguarding Clubs and ATCs RLSS UK Individual Members

  5. The RLSS UK Group RLSS UK Group IQL UK Ltd Lifesavers Direct

  6. The RLSS UK Any questions about the RLSS UK?

  7. The Survive and Save Programme

  8. The Survive and Save ProgrammeStructure

  9. The Survive and Save ProgrammeAdministration Register the course online at Oder candidate packs and/or Assessment Report Forms from Lifesavers Direct Check candidate pre-requisites Skip this stage if the candidate already holds the Core Element Teach and assess the Core Element Teach and assess the Award Send Assessment Report Form to RLSS UK HQ RLSS UK dispatches certificates and medals

  10. The Survive and Save Programme Any questions about the Survive & Save Programme?

  11. The Role of the Lifesaving Instructor

  12. Lifesaving InstructorRoles and Responsibilities The role of the Lifesaving Instructor is to teach and assess the lifesaving skills in a manor that promotes the learning and development of lifesaving candidates in a safe and friendly environment. As representatives of the Royal Lifesaving Society UK, Lifesaving Instructors should always strive to meet and exceed the standards of best practice detailed in the Society’s publications and guidance.

  13. Lifesaving InstructorAttributes Activity What are the attributes of a great Instructor?

  14. Lifesaving InstructorTeaching Awards • Lifesaving Instructors can teach: • Survive and Save Programme • Life Support Programme • Community Outreach Programme • Lifesaving Instructors aged 17 years must have an Instructor aged 18+ years in the teaching venue when they are teaching. • Lifesaving Instructors can also complete an online application to become a Rookie Lifeguard Instructor.

  15. Lifesaving Instructor Any questions about the role of the Lifesaving Instructor?

  16. Safety Management

  17. Safety ManagementWorking with Swimming Pools • Supervision and Rescue Requirements • Managing Health and Safety in Swimming Pools • Safe Supervision for Teaching and Coaching Swimming • Risk Assessment • NOP • EAP • PSOP • Impact on Lifesaving Classes • Lifesaving Instructors must be aware of the PSOP of the pool that they teach at, and should ensure that their teaching is always in line with the venues safety requirements.

  18. Safety ManagementWorking with Swimming Pools Activity Using the extract from ‘Managing Health and Safety in Swimming Pools’ assess the supervision requirements for the pool where you teach.

  19. Safety ManagementClass Management and Safety Activity Risk Assessment The Activity Risk Assessment is a visual appraisal by the Instructor before and during activity. Activity Using the Activity Risk Assessment Summary Sheet and your Survive and Save Programme Instructor’s Guide, perform an Activity Risk Assessment for a Bronze Medallion class, with confident swimmers, either at the pool where you teach or at the pool which is hosting this course.

  20. Safety ManagementSupervision • Supervision for Safety • Take a register • Count the candidates before, during, and after the session • Test candidates in shallow water before entering deep water • Ensure candidates inform you if they are leaving the pool and when they return • Ensure candidates understand the safety requirements • Ensure adequate rescue equipment is nearby (reaching poles, throw bags, etc) • Ensure Lifeguards are on duty (if required by the NOP) • Ensure there is a phone with an external line available for calling the emergency services

  21. Safety ManagementSupervision • Supervision for Effective Teaching • Candidate to Lifesaving Instructor ratio • Instructor position on the poolside Small group Large group

  22. Safety ManagementSafe Use of Water Space • Factors that affect the water space include: • The activity • Pool area • Pool depth • Candidate ability • Equipment • How can pool space be maximised? • What teaching techniques can be used? • How can risks be managed?

  23. Safety ManagementRules and Discipline “Rules, and the enforcement of rules, are a requirement of safe practice” • Activity • What rules should apply: • In the changing rooms • On the poolside • In the water

  24. Safety ManagementRules and Discipline What disciplinary methods can be used to enforce the rules? How can Instructors, Clubs, and Centres ensure that discipline is fair and equitable?

  25. Safety ManagementSafeguarding • Safeguarding Responsibilities of the Lifesaving Instructor: • An adult has a moral and statutory duty of care, custody and control of any child under the age of 18 years under their supervision. • The Lifesaving Instructor can be an important link in identifying cases where a young person needs protection. Everyone within RLSS UK has a duty to respond to complaints about poor practice or allegations of abuse. • Facilitated by RLSS UK, volunteer Lifesaving Instructors are required to complete an RLSS UK Criminal Records Disclosure form and an Enhanced Level Criminal Records Bureau (CRB) Disclosure.

  26. Safety ManagementSafeguarding • Practice never to be sanctioned: • Engaging in rough, physical or sexually provocative games, including horseplay • Sharing a room with a young person • Allow or engage in any form of inappropriate touching • Inappropriate language by anyone • Making sexually suggestive comments to a young person, even in fun • Reducing a young person to tears as a form of control • Allowing allegations made by a young person to go unchallenged, unrecorded, or not acted upon • Doing things of a personal nature for a young person that they can do for themselves • Inviting young people to your home or to stay with you at home unsupervised

  27. Safety ManagementSafeguarding • What to do if an allegation is made • If you operate in an RLSS UK Club environment, contact the Club Welfare Officer. If a Club Welfare Officer is not available: • Seek advice from the RLSS UK Safeguarding Officer, if unavailable • Contact the local Children’s Social Care (Social Services), if unavailable • Contact the local Police

  28. Safety ManagementSafety and Safeguarding Information and Support • Resources • Lifesaving Manual for Instructors • RLSS UK Safeguarding and Protecting Children and Vulnerable Adults Policy • RLSS UK Code of Practice • Support • Your local Club/Branch • RLSS UK HQ

  29. Safety Management Any questions about Safety Management?

  30. Learning and Teaching

  31. Learning and TeachingLearning Styles and Preferences Visual Auditory Kinaesthetic

  32. Learning and TeachingLearning Styles and Preferences Activity What is your learning preference, Visual, Auditory or Kinaesthetic?

  33. Learning and TeachingLearning Styles and Preferences Visual Learners • Learn best by: • Having a clear view of the Instructor • Seeing demonstrations, diagrams, charts, handouts, etc • Creating notes, including diagrams and colour • Mind mapping processes • Use of multi-media, including computers and video • Working in a quiet place, away from distractions and noise

  34. Learning and TeachingLearning Styles and Preferences Auditory Learners • Learn best by: • Listening to information, discussions, talking things through • Reading aloud to themselves • Verbally summarising, talking to oneself • Explaining the topic to someone else • Using mnemonics to aid memorisation • Using story telling

  35. Learning and TeachingLearning Styles and Preferences Kinaesthetic Learners • Learn best by: • Copying demonstrations • Making or drawing models • Underlining key points • Making visual gestures whilst explaining • Being physically active during learning • Avoiding being still for too long (tend to fidget in a lecture situation)

  36. Learning and TeachingTeaching Methods Activity Which Teaching Methods suit each Learning Style? • Demonstration • Lecture • Question and answer • Practical activities • Verbal activities • Rehearsal • Observational activities • Individual, pair, group or whole class (teamwork) activities • Tests • Guided discovery • Diagrams, pictures • Video • Handouts and worksheets • Copying text • Experimenting • Reading • Rote learning (repetition)

  37. Learning and TeachingPresentation Skills • Personal Skills • Dress – Appropriate for the task • Manner – Body language and confidence • Voice – Volume, pitch, clarity and speed • Positioning – Suitable to the activity/environment/candidates

  38. Learning and TeachingPresentation Skills - Positioning Classroom Pool Large group Small group

  39. Learning and TeachingTeaching on the Poolside • It’s all about communication: • Stand where you can be seen and heard • Project your voice, but try not to shout • Slow your speech down to increase the clarity • Use your arms to demonstrate (and your legs) • Use eye contact to engage your candidates • Use props and equipment • Use demonstrations from the poolside, or ask more able candidates to demonstrate in the water • Consider the VAK needs of your candidates • Maintain the focus of your class, don’t let the chatter-boxes get carried away

  40. Learning and TeachingThe PIE Approach

  41. Learning and TeachingTeaching Programmes

  42. Learning and TeachingPlanning • Activity • Choose one skill from chapter 4, 5, or 7 of the Lifesaving Manual for Instructor’s and create a session plan using the template provided. • Your session must include: • An Introductory activity or warm up • A main theme (the skill) • A game or activity to practice the skill • A concluding activity or summary

  43. Learning and TeachingPlanning • Planning and Teaching Initiative Rescue • Must be ‘realistic’ • Must link to the skills being learnt • Casualties must be recognisable • Casualties must be well briefed

  44. Learning and Teaching Any questions about Learning and Teaching?

  45. Life Support

  46. Life Support • Life support is the provision of basic CPR or basic lifesaving first aid to a casualty immediately after they become unconscious, ill or injured, until more qualified help arrives. • The aims of life support are: • To preserve life • To obtain further qualified assistance without delay

  47. Life SupportCPR - Chain of Survival Every minute delay reduces the chance of survival by 10%

  48. Life SupportCPR • Life Support Award and Life Support 3 Award • Why does RLSS UK have two awards? • What are the differences in the awards?

  49. Life SupportManikin Cleansing Activity Disassemble, clean, and reassemble a resuscitation manikin