Presentation on theme: "Royal Life Saving Society UK Lifesaving Instructor Course."— Presentation transcript:
Royal Life Saving Society UK Lifesaving Instructor Course
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 Course Summary
The RLSS UK Awards and Qualifications Activity How many RLSS UK awards and qualifications can you think of?
The RLSS UK Structure Branches Affiliated Lifesaving/Lifeguarding Clubs and ATCs RLSS UK Individual Members Project Working Groups RLSS UK members (volunteers), staff, and industry representatives supporting and developing the work of the Society Project Working Groups RLSS UK members (volunteers), staff, and industry representatives supporting and developing the work of the Society Regions Management Board RLSS UK Head Office Management and Operations Corporate Services Communications and Marketing Development Programmes Lifesaving Sport Volunteer Engagement RLSS UK Head Office Management and Operations Corporate Services Communications and Marketing Development Programmes Lifesaving Sport Volunteer Engagement
RLSS UK Group Lifesavers Direct IQL UK Ltd The RLSS UK Group
The RLSS UK Any questions about the RLSS UK?
The Survive and Save Programme
The Survive and Save Programme Structure
Register the course online at www.rlss.org.uk Oder candidate packs and/or Assessment Report Forms from Lifesavers Direct www.lifesaversdirect.co.uk Check candidate pre-requisites 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 Skip this stage if the candidate already holds the Core Element The Survive and Save Programme Administration
Any questions about the Survive & Save Programme? The Survive and Save Programme
The Role of the Lifesaving Instructor
Lifesaving Instructor Roles and Responsibilities The role of the Lifesaving Instructor is to teach and assess the lifesaving skills in a manner 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.
Activity What are the attributes of a great Instructor? Lifesaving Instructor Attributes
Lifesaving Instructor Teaching 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.
Lifesaving Instructor Any questions about the role of the Lifesaving Instructor?
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. Safety Management Working 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.
Safety Management Class 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.
Safety Management Supervision 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
Safety Management Supervision Supervision for Effective Teaching Candidate to Lifesaving Instructor ratio Instructor position on the poolside Small groupLarge group
Safety Management Safe 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?
Safety Management Rules 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
Safety Management Rules 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?
Safety Management Safeguarding 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.
Safety Management Safeguarding 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
Safety Management Safeguarding 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
Safety Management Safety 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
Any questions about Safety Management? Safety Management
Learning and Teaching
Learning and Teaching Learning Styles and Preferences Visual Auditory Kinaesthetic
Learning and Teaching Learning Styles and Preferences Activity What is your learning preference, Visual, Auditory or Kinaesthetic?
Learning and Teaching Learning 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
Learning and Teaching Learning 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
Learning and Teaching Learning 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)
Learning and Teaching Teaching 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)
Learning and Teaching Presentation 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
Learning and Teaching Presentation Skills - Positioning ClassroomPool Large group Small group
Learning and Teaching Teaching 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
Learning and Teaching The PIE Approach Implement Evaluate Plan
Learning and Teaching Teaching Programmes
Learning and Teaching Planning 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
Learning and Teaching Planning Planning and Teaching Initiative Rescue Must be ‘realistic’ Must link to the skills being learnt Casualties must be recognisable Casualties must be well briefed
Learning and Teaching Any questions about Learning and Teaching?
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
Life Support CPR - Chain of Survival Every minute delay reduces the chance of survival by 10%
Life Support CPR Life Support Award and Life Support 3 Award Why does RLSS UK have two awards? What are the differences in the awards?
Life Support Manikin Cleansing Activity Disassemble, clean, and reassemble a resuscitation manikin
Life Support CPR Life Support Class Demonstration
Life Support CPR Activity Prepare a Life Support session plan.
Life Support First Aid Activity Working in group’s, take it in turns to teach the following first aid skills to each other: Bleeding/Wound Dressing Bandaging Arm Sling Pulse check
Life Support First Aid Any questions about Life Support and First Aid?
Assessing Skills Purpose of Assessment Assessments evaluate the candidate’s competence against the established criteria
Assessing Skills The Survive and Save Programme
Assessment Before Order the Candidate Packs/Assessment Report Forms Arrange a time and place for the assessment with the candidates/venue Check candidate’s pre-requisites Make copies of the assessment matrix Prepare any equipment needed Ensure that you have all of the information required for the assessment form During Brief candidates clearly, telling them what you expect them to do Remind candidates to verbalise their assessment of the situation After Inform candidate of the result Arrange for re-assessment if required Complete the paperwork Arrange for the candidate to take their next award Assessing Skills Organising an Assessment
Assessing Skills Assessing During Teaching - Feedback Observe and/or question Compare to established criteria Give feedback
Assessing Skills Types of Feedback Positive Feedback Informs the candidate about what they are doing well Negative Feedback Informs the candidate about what they are not doing well Constructive Feedback All feedback should be constructive, improving the candidates self knowledge and helping them to set new goals for achievement Bad Feedback If feedback is communicated poorly, it can de-motivate, humiliate, or embarrass the candidate. This can be avoided by getting to know the candidate, and giving feedback in a manor that they will be comfortable with (possibly away from the class)
Assessing Skills Any questions about Assessing Skills?
Practical Teaching and Assessing
Practical Teaching and Assessing Activity In groups deliver your Life Support session. Give each other feedback on your presentation skills.
Practical Teaching and Assessing Activity Spot the mistakes made by a Life Support candidate.
Practical Teaching and Assessing Activity In groups, take it in turns to lead the teaching of the aquatic lifesaving skills (chapters 4, 5, and 7).
Practical Teaching and Assessing Activity In groups, take it in turns teach the class using your lesson plan.
Practical Teaching and Assessing Activity Spot the mistakes made by a Lifesaving candidate (aquatic skills).
Next Steps 1.Complete 10hrs Experience Building with a qualified Lifesaving Instructor (who should complete your Assessment Report Form). 2.Make sure you have achieved the course pre-requisites – Life Support 3 and Individual Membership. 3.Send your completed Assessment Report Form to RLSS UK HQ – You will be sent a Card of Authority detailing your qualifications 4.Consider becoming a Rookie Lifeguard Instructor visit www.rlss.org.uk