instructor guide - united states coast guardedept.cgaux.org/pdf/paddlesports.pdffamiliarize yourself...

Instructor Guide

Copyright © 2010 Boat Ed, www.boat-ed.com

A Teaching Guideto ResponsiblePaddling

Equal opportunity to participate in and benefit from Boating Education programs is available to all individuals without regard to their race, color, national origin, sex, age, or handicap. Complaints of discrimination should be sent to the Office for Equal Opportunity, U.S. Department of Interior, Office of the Secretary, Washington, DC 20240.

Published by Boat Ed, a division of Kalkomey Enterprises, Inc., 14086 Proton Road, Dallas, TX 75244, 214-351-0461. Printed in the U.S.A.

Copyright © 2010 by Boat Ed. All rights reserved. No part of this publication may be reproduced in any form or by any process without permission in writing from Boat Ed. Effort has been made to make this publication as complete and accurate as possible. All references contained in this publication have been compiled from sources believed to be reliable, and to represent the best current opinion on the subject. Boat Ed is not responsible or liable for any claims, liabilities, damages, or other adverse effects or consequences to any person or property caused or alleged to be caused directly or indirectly from the application or use of the information contained in this publication. P0610

www.kalkomey.com

Danforth is a registered trademark of Tie Down Engineering, Inc. Kevlar is a registered trademark of DuPont.PowerPoint is a registered trademark of Microsoft Corporation.


3

Preparing To TeachFollow these steps to teach confidently and effectively.

◆ Master the subject matter, and plan how to present it. ◆ Familiarize yourself with the instructor aids available to you.• Class Plan (see pages 4-5). A two-page quick reference that gives a recommended schedule for a four-hour class.• Lesson Plans (see pages 6-21). Overview of the Student Manual, including the following:

- Objectives. Statements of what students should have learned at completion of the lesson. These will help you set goals and keep on course.

- Suggested Props. List of props to bring with you to class. Using these props in addition to this Teaching Guide, the Student Manual, and the PowerPoint presentation will help you present the material.

- Topic and Suggested Method of Presentation. A summary of the material covered in that section with ideas for ways to present the material beyond simply repeating what is in the Student Manual and on the PowerPoint presentation. In the margins for each topic, you will see these icons:

indicates the page number of the Student Manual on which the material is covered.

indicates that there are also illustrations in the Student Manual you may want to use.

- Review Questions. Questions to ask to determine students’ comprehension of the material covered in that lesson. • Student Manual. You should study all of the material in the Student Manual before you teach. • PowerPoint Presentation. You should watch the PowerPoint presentation before you teach to decide how you want to

incorporate it into your lessons. A summary to use at the end of each lesson to review the most important points is included also.

◆ Decide what level of printed instructor aids is appropriate for you. Your teaching experience and familiarity with the material will determine which printed aids you need to use to prepare to teach and what to have in front of you while teaching. • Experienced. If you have taught this course before and are well acquainted with the material, the lesson objectives, and

classroom activities, you may only need to use the Class Plan. This plan will help you keep on schedule and remind you of the key topics to be covered in each lesson.

• Familiar. If you are familiar with all of the material in the Student Manual but have not taught the material before, you will want to use both the Class Plan and the Lesson Plans provided in this guide. The Lesson Plans will help you focus on the key information, plan how to present it, and give you ideas for questions and activities to reinforce the learning.

• Novice. If you are new to some of the material and have not taught this course before, you will want to use the Class Plan and the Lesson Plans provided in this guide, as well as the Student Manual. You may want to organize a three-ring binder and put each chapter of the Student Manual behind the Lesson Plan for that chapter.

◆ Choose and obtain the teaching aids you want to use. Variation in the presentation of the material is essential to holding the attention of students and helping them retain the information. Even adults have an attention span of only 20-30 minutes, so breaking up the class routine with various teaching aids is critical. Consider using:• Props. Decide which of the props in the Lesson Plans you want to use, and add any of your own.• Audio/visual aids. In addition to the PowerPoint presentation, you may wish to copy illustrations from the Student

Manual to transparencies to display using an overhead projector.• Sample documents. Get samples of documents such as a registration form, a certificate of registration, a validation decal,

an accident report form, the U.S. Coast Guard’s Navigation Rules, and a float plan. • Guest speakers. Ask a U.S. Coast Guard officer, law enforcement officer, or marine industry professional to speak for

10-20 minutes. The guest appearance of a law enforcement official is an excellent way to reinforce the message that boating safety isn’t just a good idea—it’s the law!

Teaching the Paddlesports Safety Course


4

Principles of Learning MethodsDiscover how people learn by studying the principles of learning methods. These principles demonstrate that to teach effectively, we must use different teaching techniques to reach all individuals.

Teaching Techniques ◆ For each chapter, do the following:• Tell the students what you will teach them.• Teach the lesson.• Summarize what they should have learned. ◆ An effective way to achieve this is by doing the following.• Introduction. Briefly state the lesson’s objectives.• Lecture, hands-on activities, and questions.

- Reinforce the key safety, responsibility, and legal topics. - Encourage discussion and questions from students. - Use props, sample documents, the PowerPoint presentation, or visual displays as needed. - Ask review questions aloud, and have students answer aloud. If there is any confusion, clarify the material.

• Summarize. Restate key points. ◆ Observe these teaching “do’s.”• Teach with confidence. Remember, you know the material better than anyone else in the room.• Treat the students courteously. Let the students know that there are no “dumb questions.”• Speak clearly and loudly enough to be heard in the back of the room.• Vary your voice to avoid monotony. Use volume, inflection, and pauses to emphasize key points.• Divide course material with other instructors, if possible. The “break” for students will avoid monotony and help with the

responsibility of teaching a class.• Maintain eye contact with your students. This keeps their interest and helps you assess their comprehension.• Encourage discussion. For example, ask the students to explain the benefits of boating safety practices or the dangers of

unsafe practices.• Encourage participation in demonstrations. If no one volunteers, select someone to help with a demonstration. Also make

sure to give every student an opportunity to participate.• When releasing the students for a break, clearly indicate when you plan to resume the class.• Be punctual when you start class and resume after breaks. Take a 10-15 minute break at least every 1½ to 2 hours. • Maintain order in the classroom—remember that you are in charge.• Encourage students to follow along in the Student Manual.

Students remember


5

◆ Avoid these teaching “don’ts.”• Don’t simply read the material. Instead, speak to the students, paraphrasing in your own words.• Don’t allow one or two students to dominate the class discussion. Try to get all to participate.• Don’t allow yourself to get off schedule. Otherwise, you will not be able to cover all of the material.• Avoid telling “war stories.” Instead, use concise descriptions of personal experience only to make important points.• Don’t use profanity or tell off-color jokes. You will lose respect as an instructor. • Avoid annoying or distracting mannerisms, such as jingling coins in your pocket or twirling a pointer. • Avoid using demonstrations by the instructor. Do this only when it is impossible or impractical for the students themselves

to do the demonstrating. • Don’t let your cell phone interrupt your teaching. Return any calls you receive during breaks.

Preparing the Classroom ◆ Arrive at least a half hour prior to the start of the course. ◆ Confirm that the classroom is furnished with the following:• Appropriate lighting• Climate control (heat or air conditioner)• Ample space, free of barriers and obstructions• Adequate seating for all students• Clean, working restrooms• Clean drinking water• Telephone, in case of an emergency• First-aid kit (optional) ◆ Develop an emergency evacuation plan for each facility you use. ◆ Set up the following:• Computer with PowerPoint presentation• Flip chart with markers• Overhead projector• Table with relevant demonstration items or equipment ◆ Distribute manuals, certificate applications, and other materials.

Beginning the Class ◆ Introduce yourself and your team of instructors. ◆ Welcome everyone. ◆ Thank the host club, organization, agency, or facility. ◆ Offer help for those with special needs. ◆ Review the schedule, including breaks, and the location of the restroom facilities. ◆ Explain that there is no smoking during the class and how smokers may be accommodated during breaks. ◆ Check for proper paperwork (if necessary). ◆ Describe any exams or other paperwork that are to be completed at the end of the course. ◆ If the class is small enough, ask the students to introduce themselves and tell briefly what they hope to learn from the class. ◆ Mention some of the props around the room that you will be referring to during the class. ◆ Introduce the next speaker and lesson topic.


6

The Paddlesports Safety Course Class PlanThis Class Plan lists the key topics to be covered in the course, along with the start times and the amount of time you should spend on each lesson. It is recommended that you use this Class Plan to remember the topics you need to cover and to keep the class on schedule. If you are teaching the course as a full-day class, be sure to include an hour lunch break midday.

Start Time Duration Key Topics Suggested Props

0:00 10 min Kick Off

◆ Class logistics

◆ Course introduction

0:10 20 min Lesson One: Know Your Paddlecraft ◆ Canoe ◆ Drawings or photographs of canoes that show the different characteristics to be discussed ◆ Kayak ◆ Drawings or photographs of kayaks that show the different characteristics to be discussed ◆ Samples of different types of hull materials ◆ Canoe paddles – at least two that are different lengths and have different shafts ◆ Kayak paddles – at least two that have different feathering; lengths; and blades that are different widths, symmetrical or asymmetrical, and flat or spoon shapes

◆ Canoe and kayak parts–terms and definitions

◆ Paddlecraft types, hull shapes and materials, size, weight

◆ Canoe and kayak paddles

0:30 30 min Lesson Two: Before You Get Underway

◆Sample capacity plate ◆Owner’s manual ◆Blank float plan for each person in the class ◆Cartop carrier rack or picture of a rack ◆Canoe, kayak, or box ◆Strip of carpet or other material ◆Straps for securing a paddlecraft to a carrier rack ◆Pre-departure checklist (use the PowerPoint presentation to create this) ◆Examples or pictures of: • The three layers of clothing, including a wetsuit or drysuit• Hats and helmets• Footwear (correct and incorrect)• Gloves ◆Gear that might be loaded into a canoe or kayak, such as water bottles, soda cans, and other items listed on page 13 of the manual ◆Maintenance checklist (use PowerPoint presentation to create) ◆Storage checklist (use PowerPoint presentation to create) ◆Whistle

◆ Paddlecraft capacity

◆ Float plans

◆ Transporting a canoe or kayak

◆ Pre-departure check

◆ Clothing, hat or helmet, footwear, and gloves

◆ Loading a paddlecraft

◆ Maintenance and storage

◆ Operator’s responsibilities

1:00 40 min Lesson Three: Operating Your Boat … Safely

◆Canoe or box and a paddle ◆Kayak or box ◆List of places that offer a hands-on paddling course ◆Dock line or rope ◆Boat fenders (bumpers) ◆Pictures of various lateral and non-lateral markers found on waterways ◆Marine chart (map) ◆Tide chart

◆ Boarding and exiting

◆ Securing a paddlecraft

◆ Sharing the waterway with others

◆ U.S. Aids to Navigation System

◆ Hazards on rivers, lakes, and coastal seas

◆ Fishing and hunting


7

Start Time Duration Key Topics Suggested Props

1:40 10 min Break

1:50 50 min Lesson Four: The Legal Requirements of Boating

◆Your state’s Boating Handbook (or other document that explains your state’s boating laws) – at least one and enough copies for each student also, if possible ◆Sample Certificate of Number (registration card), if required for paddlecraft ◆Canoe or kayak ◆Examples of different types of PFDs (life jackets) or pictures of PFDs ◆Lantern or flashlight with a white light ◆Sound-producing devices, such as a whistle and/or a horn ◆Non-pyrotechnic visual distress signals – electric light and orange flag ◆Chart showing various combinations of visual distress signals ◆Pictures of the aquatic nuisance species that may be found in your area ◆Non-phosphate detergent ◆Boating Accident Report form for each student

◆ Vessel numbering and documen-tation (registration, HIN)

◆ Age requirements for paddlers

◆ Unlawful operation

◆ Homeland security

◆ Alcohol and drug laws

◆ Personal flotation devices (life jackets)

◆ Required navigation lights

◆ Sound-producing devices and visual distress signals

◆ Trash disposal

◆ Protection of the environment

◆ Reporting accidents

◆ Enforcement of laws

2:40 45 min Lesson Five: Boating Emergencies … What To Do

◆Canoe, kayak, or box ◆Paddles ◆Life jackets that are different sizes ◆One or more life jackets that are not in good condition ◆Cooler (ice chest) ◆Bowl of ice water ◆Pictures that illustrate hypothermia, heat exhaustion, heat stroke, heat cramps, and dehydration ◆Blank chart for discussion of hypothermia and heat-related illnesses – one for each student; list Hypothermia, Heat Exhaustion, Heat Stroke, Heat Cramps, and Dehydration across the top and label the sections Prevention, Symptoms, and Treatment with the items for each section listed below (refer to the PowerPoint presentation to help you create the blank chart) ◆Portable radio (a weather radio, if possible)

◆ Risk management—laws for life jackets

◆ Boating accidents—capsizing, swamping, and falling overboard

◆ Emergency rescue techniques

◆ Personal injuries—cold water immersion and hypothermia, heat exhaustion, heat stroke, heat cramps, and dehydration

◆ Weather emergencies

3:25 5 min Break

3:30 30 min Certification Exam


8

Objec

tives

The

stud

ents

sh

ould

be

able

to… ◆Identify the basic parts of a canoe and a kayak.

◆List the basic types of paddlecraft. ◆Explain how the characteristics of paddlecraft, such as the hull shape, hull material, length and width, and weight, affect their speed, maneuverability, and stability. ◆Explain how to select a paddle for a canoe or kayak.

Learning the Parts of a CanoeTopic: Every paddler should know the terms for the different parts of a canoe.Suggested Method of Presentation:

◆ Use the PowerPoint presentation beginning with the illustration of the canoe with the names of the parts deleted. ◆ Explain each part. If you have a canoe available, also point out the parts on the boat.

Learning the Parts of a KayakTopic: Every paddler should know the terms for the different parts of a kayak.Suggested Method of Presentation:

◆ Use the PowerPoint presentation beginning with the illustration of the kayak with the names of the parts deleted. ◆ Explain each part. If you have a kayak available, also point out the parts on the boat.

◆ For those parts that are the same as the canoe, such as the bow and stern, ask the students to name the part.

Understanding Paddlecraft CharacteristicsTopic: To select the appropriate canoe or kayak, the paddler must know which features will work best for the type of outing, the waterway, and his or her ability.

◆ Basic Types: Both canoes and kayaks are designed for particular types of outings and waterways. Suggested Method of Presentation: Use the PowerPoint presentation to present the three major types of paddle-craft. As each one is listed, discuss it, including what type of paddling each one is designed for and its main features. • White-water paddlecraft• Recreational paddlecraft• Touring paddlecraft, including an explanation of initial stability and secondary stability ◆ Hull Shapes: Another characteristic of paddlecraft which must be considered is the shape of the hull. Suggested Method of Presentation: • Using the PowerPoint presentation, show each shape and discuss its features.

- Bottom shapes – flat, round, and vee - Side shapes for canoes – straight, tumblehome, and flare - Bow-to-stern rocker shape – rockered or flat

• To review the information, use models or photographs of canoes and/or kayaks and ask the students to tell the bottom shape, side shape (for canoes), and rocker shape.

Lesson One Know Your Paddlecraft 0:10Start Time

3

• Stern• Stern and bow seats• Port• Bow

• Keel or centerline• Hull• Gunwale• Thwart

• Starboard• Beam• Freeboard• Draft

• Stern• Deck• Cockpit

• Port• Bow• Keel or centerline

• Toggle or grab handle• Hull• Hatch

• Starboard• Cockpit coaming• Spray skirt

3

4

4

4-5


9

◆ Hull Materials: The hull material affects the durability, maintenance, weight, and cost of your paddlecraft. Suggested Method of Presentation: Use the PowerPoint presentation to list the types of hull materials that are available. For each one, discuss its features and cost. Show samples of as many different materials as possible.

◆ Length and Width: The length and width of a paddlecraft affect its speed and maneuverability. Suggested Method of Presentation: • Using the PowerPoint presentation, compare these features of paddlecraft.

- Long vs. short - Wide vs. narrow

• Ask the students questions such as the following. - If you want to go faster and you don’t have to worry about stability, what type of paddlecraft would you select? Answer: long and narrow

- If you are a beginner and need a paddlecraft that is more maneuverable and more stable, what type would you select? Answer: shorter and wider

◆ Weight: Look for a good balance between weight and durability when choosing a paddlecraft. Suggested Method of Presentation: Explain when the weight of paddlecraft is a factor that should be considered. ◆ Summarizing Paddlecraft Characteristics: Using the same models or photographs from the discussion of hull shapes, help the students decide when each hull would be used. Discuss:• Where the paddlecraft would be used – white-water rapids, calm rivers, sheltered coastlines, etc. and … • When it would be used – speed is important, maneuverability vs. stability, etc. and … • Who would be using it – beginners, experienced paddlers, etc.

Selecting Your PaddleTopic: You select your paddle for the type of craft you will be using – a canoe or a kayak.

◆ Canoe Paddles: Every canoeist should know the terms for the different parts of a canoe paddle and how to select the correct paddle. Suggested Method of Presentation: Use the PowerPoint presentation beginning with the canoe paddle with the names of the parts deleted. Explain each part. If you have a paddle available, also point out the parts.

• Length: Canoeists should select the length of paddle that is best for them. Suggested Method of Presentation: - Using two paddles that are different lengths, follow the first procedure in the Student Manual to demonstrate how to determine if a paddle is the correct length. (If possible, one paddle should have a straight shaft and the other should have a bent shaft.)◊ Have a student hold each one to see if either paddle is the correct length.◊ Repeat the above with another student.

- Simulate selecting a paddle following the second procedure.◊ Have a student sit in a chair at the front of the room, and hold a piece of paper at “water level.” Check to

see if either paddle is the correct length.◊ Repeat the above with another student.

• Shaft: Canoeists also should consider the type of shaft when selecting a paddle. Suggested Method of Presentation: - Use the PowerPoint presentation as you explain when each type of shaft works best.

◊ Straight shaft◊ Bent shaft

- Using the two paddles from above, tell what type of shaft each one has.

6

6

6

• Polyethylene plastic hulls• PolyLink3/triple tough hulls• Fiberglass hulls• Thermoform or ABS hulls

• Kevlar hulls• Aluminum hulls• Wooden or wooden strip hulls

7

7

- Blade - Shaft

- Grip - Throat

- Tip - Power face

- Back face


10

◆ Kayak Paddles:• Parts: Every kayaker should know the terms for the different parts of a kayak paddle.

Suggested Method of Presentation: Use the PowerPoint presentation beginning with the illustration of the kayak paddle with the names of the parts deleted. As you name each part, explain what it is. If you have paddle available, also point out its parts. Be sure to point out the differences between canoe paddles and kayak paddles, mentioning particularly the number of blades. - Blade - Shaft - Grip - Throat

• Feathering and Length: Kayakers should select the paddle with the feathering and length that are best for them. Suggested Method of Presentation: - Explain what feathering is. Then show two paddles with different feathering, and tell what the degree of feath-ering is on each one.

- Using two paddles that are different lengths, show how to determine if the paddle is the correct length by following the procedure in the Student Manual. ◊ Have a student hold each paddle to see if either one is the correct length.◊ Repeat the above with another student.

- Explain that other factors also affect the length of paddle they might use. Discuss how the type of outing could affect their decision.◊ White-water paddling◊ Touring paddling◊ Recreational paddling

• Blades: Kayakers also should consider the features of the blade when selecting a paddle. Suggested Method of Presentation: - Width:

◊ Using the PowerPoint presentation, list the three types of paddling and discuss which blade width is best.* White-water paddling* Touring paddling* Recreational paddling

◊ Using the paddles from above, ask the students about the width of the blades and when you would use each. - Symmetrical vs. Asymmetrical Blades:

◊ Using the PowerPoint presentation, give an overview of the two types of blades.◊ Show drawings or photographs of paddles with each type of blade and discuss who would use them.◊ Using the paddles from above, ask the students what type of blade each one has.

- Flat vs. Spoon Blades:◊ Using the PowerPoint presentation, give an overview of the two blade shapes.◊ Show drawings or photographs of paddle blades in the two different shapes and discuss when you would use

them. ◊ Using the paddles from above, ask the students what shape blade each one has.

1. Which side of a boat is the port side? Answer: left

2. Which part of the boat is the stern? Answer: rear

3. What are the three basic types of canoes and kayaks? Answer: white-water, recreational, and touring

4. What is a boat’s initial (primary) stability? Answer: its stability when it sits still and flat in the water

5. What are the three basic shapes for the bottom of the hull on canoes and kayaks? Answer: flat bottom, round bottom, and vee bottom

6. What are three common hull materials? Answer: Any three of: polyethylene plastic, PolyLink3/triple tough, fiberglass, thermoform or ABS, Kevlar, aluminum, and wood or wooden strip

7. When you say that a kayak paddle has feathered blades, what do you mean? Answer: The blades are at an angle to each other, usually 90 degrees.

8. What paddle-blade shape best “grabs” the water for more power? Answer: spoonRe

view

Ques

tions

8


11

◆Explain how to find a paddlecraft’s capacity. ◆Prepare a proper float plan. ◆Describe the correct way to transport a canoe or kayak. ◆Describe the proper way to dress for a paddlecraft trip. ◆Explain how to load gear into a paddlecraft properly. ◆Explain how to maintain and store a paddlecraft. ◆Name the responsibilities they have when paddling with others.

Knowing Your Paddlecraft’s CapacityTopic: Every paddler should know how to find their paddlecraft’s capacity.Suggested Method of Presentation:

◆ Show the sample capacity plate in the PowerPoint presentation, and explain the information on it. ◆ Using the PowerPoint presentation, list places where you can find the capacity information for a paddlecraft. ◆ Show the capacity information given in an owner’s manual. ◆ Use the rule-of-thumb formula and PowerPoint presentation to show how to calculate the capacity (number of people and weight of people) for a canoe that is 17 feet long and 3 feet wide.

Filing a “Float Plan”Topic: Paddlers always should let someone know the plans for their outing.Suggested Method of Presentation:

◆ Using the PowerPoint presentation, list the basic information that should be left with a responsible person. ◆ Pass out blank float plans. Discuss the questions and why the answers are important.

Transporting Your PaddlecraftTopic: Most canoes and kayaks are transported on top of a vehicle. When transporting a paddlecraft on a carrier rack on top of a vehicle, paddlers should know how to load it and secure it properly.Suggested Method of Presentation: If you brought a canoe or kayak to the class on top of your vehicle, take students outside while you present this topic. Otherwise, use the PowerPoint presentation.

◆ Choosing a Cartop Carrier Rack: Instead of using the luggage rack on a vehicle, paddlers must use a cartop carrier rack that is designed for a canoe or kayak. Suggested Method of Presentation:• Show the students either a carrier rack or a picture of a carrier rack to explain how it is strong enough and

designed to hold the boat securely.• Emphasize that the rack must be attached to the top of the vehicle securely. ◆ Mounting the Boat on a Cartop Rack: Paddlers should know how to load a canoe or kayak onto a cartop rack and secure the boat in place. Suggested Method of Presentation:• Work with students to load a canoe or kayak onto an actual cartop carrier rack. If you do not have a boat and

carrier rack available to demonstrate this topic, set up a row of chairs in the classroom to act as the vehicle. Using a boat (or a box as a substitute for a boat) and a strip of carpet or other material, follow the steps in the PowerPoint presentation and have two students load the boat onto the vehicle.

• Using straps designed to secure a boat to a cartop rack, have other students follow the steps in the PowerPoint presentation to secure the boat (or box) to the rack or to the row of chairs.

◆ Tips: Paddlers should be aware of these additional tips when transporting a paddlecraft. Suggested Method of Presentation: Using the PowerPoint presentation, list the additional tips for transporting a paddlecraft.

Chapter One / Lesson Two Before You Get Underway 0:30Start Time

9

9

Objec

tives

The

stud

ents

sh

ould

be

able

to…

10

10

10

10


12

◆ Transporting a Motor: For canoes with an optional motor, paddlers must know how to transport the motor. Suggested Method of Presentation: • Explain that the motor can be transported separately or attached to the canoe before you leave.• For a canoe that has the motor attached to it, use the PowerPoint presentation to discuss the proper way to use a

trailer to transport the canoe.

Conducting a Pre-Departure CheckTopic: For safety on the water, paddlers should complete a pre-departure checklist before going boating.Suggested Method of Presentation:

◆ Using the PowerPoint presentation, list the items that should be included on a checklist as you discuss each one. Be sure to include the items that all paddlers and passengers should wear. ◆ Pass out checklists for the students to take with them.

Dressing for a Paddlecraft TripTopic: Since paddlers, especially kayakers, often end up in the water, dressing properly is critical.

◆ Selecting Your Clothing: Since the water can be much colder than the air, dressing in layers allows you to remove or add clothing as necessary. Suggested Method of Presentation: • Explain the 120° Rule for wearing a wetsuit or drysuit.• Show examples (or pictures) and the PowerPoint presentation as you discuss each layer of clothing.

- Discuss why cotton should not be worn as the first layer. - Be sure to include a life jacket.

◆ Selecting a Hat or Helmet: Paddlers should consider wearing a hat or helmet. Suggested Method of Presentation: Show examples (or pictures) of hats and helmets as you discuss when you would wear each one and its advantages. ◆ Selecting Appropriate Footwear: Paddlers should select footwear that is appropriate to their outing. Suggested Method of Presentation: As you show examples (or pictures) of different types of footwear, including some (such as flip-flops) that would not be appropriate, discuss fit and features. ◆ Selecting Gloves: Wearing gloves can protect a paddler’s hands. Suggested Method of Presentation: Show examples (or pictures) of different types of paddling gloves, and discuss how they can protect a paddler’s hands.

Loading Gear in a PaddlecraftTopic: Since paddlers usually take along a lot of gear and supplies, paddlers should know how to load the boat properly to avoid capsizes or steering difficulties.Suggested Method of Presentation:

◆ Show the illustration in the PowerPoint presentation to give students an overview of how to load a paddlecraft. ◆ Using a canoe or kayak (or chairs or a box), show the students where various items should be loaded into the boat to keep it stable, asking students where they think some of the items should go. ◆ Load some bottles and cans so that they will roll around to demonstrate how irritating it can be. ◆ Have a student sit in the boat with a soda can between his or her legs. Ask the student to try to get out of the boat without removing the can.

Maintaining and Storing Your PaddlecraftTopic: Maintaining and storing a paddlecraft properly will extend its life.Suggested Method of Presentation:

◆ On a canoe or kayak, show how to perform a maintenance check on the boat and equipment. If a boat is not available, use the PowerPoint presentation to list the items that should be checked to keep the boat well-maintained. ◆ Pass out a maintenance checklist for students to take with them. ◆ Show how to store the boat and equipment properly. If a boat is not available, use the PowerPoint presentation to list the steps to follow to store the boat and equipment. ◆ Pass out a storage checklist for students to take with them. ◆ Show the maintenance schedule that is included in the owner’s manual.

11

11

11-12

11-12

12

13

12

12

14


13

Knowing Your Responsibilities When Paddling With OthersTopic: Before paddling with passengers or with other boats, paddlers should discuss common rules and communication methods.Suggested Method of Presentation:

◆ Ask the students what their skill levels are. Use this information to show how you would decide the route for your outing and how long it will take. ◆ Pretend that you are taking the students on an outing. Using the checklist in the PowerPoint presentation, go over the information that they need to know before leaving. ◆ With the students using a pen or pencil as a substitute for a paddle:• Do the hand and paddle signals as a group as you display each one on the PowerPoint presentation.• Have the students demonstrate the signals without the PowerPoint presentation as you call them out at random. ◆ Agree with the students what different whistle signals will mean. Then blow the whistle, and have students tell you what it means.

1. What does a boat’s capacity information tell you? Answer: the maximum number of people and/or the weight the boat can carry safely in good weather

2. What three things should be included on your float plan before you embark on an extended outing? Answer: i. boat’s description: size, make, etc. ii. passengers/others with you: number, names, and addresses iii. trip plan: destination, route, expected departure and return times

3. Can you use the luggage rack on your car to transport a paddlecraft instead of getting a special carrier rack? Answer: no

4. What are the three tie-down connections that are used to secure a paddlecraft to a carrier rack? Answer: i. Tie the strap to one side of the carrier, go across the paddlecraft, and tie the strap on the other side of the carrier. ii. Tie the paddlecraft’s bow to the front bumper of the car. iii. Tie the paddlecraft’s stern to the rear bumper of the car.

5. What are three things on the pre-departure checklist that all paddlers and passengers should wear? Answer: may include: • alifejacketwithawhistleattached • appropriateclothingfortheconditions • ahatorhelmet • sunscreen

6. What are three reasons that you should not wear cotton as the first layer of clothing when dressing for a paddlecraft trip? Answer: i. It absorbs moisture. ii. It dries slowly when it gets wet. iii. It is a poor heat insulator.

7. What do you want to avoid when selecting footwear? Answer: It should not hinder your swimming or fall off too easily if you capsize.

8. What are three ways that gloves can protect your hands? Answer: may include: • Theyhelppreventblisters. • Theykeepyourhandswarmsothatyoucanhold onto the paddle. • Theypreventsunburn. • Theyprotectagainstrocksinwhite-watercapsizes.

9. What can happen if you hold a container between your legs while paddling? Answer: It can make it difficult to pull your legs from the boat if you capsize.

10. What are three maintenance tips for checking the hull when your boat is out of the water? Answer: may include: • Removeoxidation. • Checkfordamagefromrocks. • Patchanycracksorholes. • Cleanthehull. • Checkwoodencanoesfordryrotandwetrot. • TreatthehullwithanappropriateUVinhibitorif recommended.

11. What is the operator of a boat responsible for ensuring that everyone understands? Answer: common rules and communication methods

12. Demonstrate the following hand and paddle signals: i. Stop ii. Help/Emergency iii. All clear iv. I’m OK Answer: (show drawings)

15Re

view

Ques

tions


14

◆ Demonstrate how to board a canoe and a kayak from a shoreline and from a dock. ◆ Demonstrate how to exit a canoe and a kayak. ◆ Demonstrate how to secure a paddlecraft on shore or at a dock. ◆ List safety procedures to take when sharing the waterway with others. ◆ Explain what to do when encountering the buoys and markers of the U.S. Aids to Navigation System. ◆ Describe the hazards that may be found on rivers, lakes, and coastal seas. ◆ List safety practices to follow when fishing or hunting from a canoe or kayak.

Boarding and Exiting Your PaddlecraftTopic: Paddlers should know the proper ways to board and exit a canoe or kayak.

◆ Boarding and Exiting a Canoe: Paddlers should know the proper way to board and exit a canoe from the shoreline and from a dock. Suggested Method of Presentation: As you explain the procedures, display the PowerPoint illustrations. Also emphasize the importance of keeping three points of contact.• From a shoreline:

- Set up the canoe (or box) on the floor (“shore”). Have one student board the canoe as you explain what to do. - Have the student exit the canoe as you tell him or her what to do. - With the same canoe (or box), instruct two students as they board the canoe. - Have the students exit the canoe as you tell them what to do.

• From a dock: - Set two chairs beside the canoe (or box) to act as a dock. Have one board the canoe as you tell him or her what to do. Include using the paddle for extra stability.

- Have the student exit the canoe as you tell him or her what to do. - With the same canoe (or box) and chairs, instruct two students as they board the canoe. - Have the students exit the canoe as you tell them what to do.

◆ Boarding and Exiting a Kayak: Paddlers should know the proper way to board and exit a kayak from the shoreline and from a dock. Suggested Method of Presentation: As you explain the procedures, display the PowerPoint illustrations. Also emphasize the importance of keeping three points of contact.• From a shoreline:

- Set up the kayak (or box) on the floor (“shore”). Have one student board the kayak as you explain what to do. - Have the student exit the kayak as you tell him or her what to do. - With same kayak (or box), instruct two students as they board the kayak. - Have the students exit the kayak as you tell them what to do.

• From a dock: - Set two chairs beside the kayak (or box) to act as a dock. Have one student board the kayak as you explain what to do.

- Have the student exit the kayak as you tell him or her what to do. - With same kayak (or box) and chairs, instruct two students as they board the kayak. - Have the students exit the kayak as you tell them what to do.

Learning How To PaddleTopic: In addition to this course, students should take a hands-on course with a qualified instructor to learn how to paddle a canoe and/or kayak.Suggested Method of Presentation: Pass out a list of hands-on paddling courses that are available in your area, and list the strokes and techniques that may be included in a hands-on course.

Chapter One / Lesson Three Operating Your Boat … Safely 1:00Start Time

16-20

20

16-17

18-20

21

Objec

tives

The

stud

ents

sh

ould

be

able

to…


15

Securing Your PaddlecraftTopic: Paddlers must secure their boat on the shoreline or at a dock so that it doesn’t drift away.Suggested Method of Presentation: Set a canoe or kayak (or box) on the floor (“shore”). Set up a chair a few feet away to act as a tree. Have three different students secure the boat as you tell him or her what to do in each of the situations presented in the PowerPoint presentation.

◆ On a smooth, sandy shore ◆ On a rocky shore ◆ At a dock

Sharing the Waterway With OthersTopic: Since paddlecraft are small and difficult to see, paddlers must follow certain safety procedures when sharing the waterway with others.Suggested Method of Presentation: Using the PowerPoint presentation, list safety procedures to take when sharing the waterway with others as you discuss them.

U.S. Aids to Navigation System (ATONS)Topic: The U.S. Aids to Navigation System uses buoys and other markers as “traffic signals” to guide paddlers along some waterways.

◆ Lateral Markers: Paddlers should know the meaning of the buoys and other lateral markers that indicate the edges of safe water areas. Suggested Method of Presentation: • Use the PowerPoint presentation to show examples of the different types of lateral markers.

• Explain the meaning of “Red Right Returning.” ◆ Variations on the U.S. Aids to Navigation System: Paddlers using the Intracoastal Waterway (ICW) and Western Rivers System should know the meaning of the lateral markers used on those waterways. Suggested Method of Presentation: Use the PowerPoint presentation to show examples of the different types of lateral markers used on the ICW and Western Rivers System.• ICW markers with a yellow triangle or yellow square• Western Rivers System daymarks ◆ Non-Lateral Markers: Paddlers should know the meaning of non-lateral markers that they will see while paddling. Suggested Method of Presentation: Use the PowerPoint presentation to show examples of the different types of non-lateral markers as you discuss them.

◆ Summarizing the U.S. Aids to Navigation System: Show pictures of different lateral and non-lateral markers. For each one, ask the students to tell you what they would do if they saw that marker.

Learning About Local Hazards on Your WaterwayTopic: Various hazards are found on waterways.

◆ Rivers and Lakes: Before boating on rivers and lakes, paddlers should be aware of any local hazards. Suggested Method of Presentation: Using the PowerPoint presentation, list and explain the hazards that may be found on rivers and lakes.

21

21

22-24

22

- Nun - Can

- Lighted buoys - Triangular daymark

- Square daymark

23

24

• Squares, diamonds, circles, and crossed diamonds• Safe water markers

• Inland waters obstruction markers• Mooring buoys

25-26

25

• Low-head dams• Strainers• Rapids

• Waterfalls• Bridges• Fences

• Low Power Lines• Changing water levels


16

◆ Coastal Seas: Before boating on coastal seas, paddlers should be aware of any local hazards. Suggested Method of Presentation: Using the PowerPoint presentation, list and explain the hazards that may be found on coastal seas.

◆ Summarizing Local Hazards on Your Waterway: To summarize the different types of hazards:• Show a marine chart of a local river, lake, or coastal sea area to point out the hazards.• Show a tide chart of a local coastal area, and explain how to use it.• Explain that paddlers also should ask other boaters or marinas for information.

Fishing and HuntingTopic: Paddlers should know the risks and safety precautions if they are going to fish or hunt from a canoe or kayak.Suggested Method of Presentation: Explain that people fishing and hunting from canoes or kayaks often drown.

◆ Using the PowerPoint presentation, list the types of events that cause many of these accidents. ◆ Using the PowerPoint presentation, list the safety precautions that anglers or hunters should take.

1. When boarding or moving around in a canoe or kayak, what rule should you remember about your hands and feet? Answer: maintain three points of contact

2. Should you pack gear into a paddlecraft before or after you put the boat in the water? Answer: after

3. How can you use your paddle for extra stability when you board a canoe from a dock? Answer: Place your paddle straight across the gunwales, and hold onto the paddle as you board.

4. What are your primary goals when sharing the waterways with others? Answer: keeping a sharp lookout and avoiding a collision

5. What are the “traffic signals” that guide boaters safely along some waterways? Answer: buoys and markers

6. What phrase can you use to help you remember the correct course in the lateral system of U.S. Aids to Navigation? Answer: Red Right Returning

7. What does a solid green buoy with an odd number indicate? Answer: the edge of the channel of a boater’s left side when entering from the open sea or heading upstream

8. What does a white buoy with an orange open diamond indicate? Answer: danger

9. What does a white buoy with an orange crossed diamond indicate? Answer: areas that are off-limits to vessels

10. What type of hazard can be created by water flowing around and through fallen tree branches? Answer: strainer

11. What are three river hazards that paddlers should avoid? Answer: may include: • Low-headdams • Strainers • Waterfalls • Bridges • Highwaterorlowwater

12. What are three coastal hazards that paddlers should avoid? Answer: may include: • Tides • Ripcurrents • Waves • Shippinglanes

13. From 1996 through 2002, what were approximately half of those killed in a canoe or kayak accident doing? Answer: fishing

14. What should hunters who are in a canoe or kayak always wear? Answer: life jackets

25

26

Revie

w Qu

estio

ns• Tides• Rip currents

• Waves• Shipping lanes


17

◆State whether their state requires paddlecraft to be registered. ◆Locate the HIN on their canoe or kayak. ◆Give any age or education restrictions for paddlecraft operators in their state. ◆List the reckless behaviors that should be avoided when paddling. ◆Explain the dangers of consuming alcohol or drugs while boating and the penalties for doing so. ◆Give the classifications and uses of personal flotation devices, and state the legal requirements. ◆Give the legal requirements for navigation lights, sound-producing devices, and visual distress signals. ◆Explain how to dispose of trash properly. ◆Explain how to prevent the spread of aquatic nuisance species and protect submerged aquatic vegetation. ◆Explain when and how to report a boating accident.

Your Vessel’s Certificate of Number and DecalsTopic: Laws regarding paddlecraft registration vary from state to state.Suggested Method of Presentation:

◆ Using your state’s Boating Handbook, tell the students whether or not your state requires paddlecraft to be regis-tered. If so:• Show them a certificate of number (registration card).• Explain how to obtain a certificate of number and registration decals.• Explain that the registration card must be carried on the paddlecraft and be available for inspection by a law

enforcement officer.• Show them how to place the registration decals on a paddlecraft correctly.• Show them how to find the expiration date on the decals. ◆ Tell the students that if they mount a motor on a paddlecraft, the boat must be registered and they must have a Certificate of Number and registration decals to operate the boat legally.

Hull Identification NumberTopic: All paddlecraft manufactured after 1972 are required to have a Hull Identification Number.Suggested Method of Presentation:

◆ Using the PowerPoint presentation, show where the HIN is located and explain the 12- or 17-digit serial number. ◆ Show where the HIN is located on your canoe or kayak, and give other places where the HIN could be found. ◆ Tell them they should write down the HIN for their paddlecraft, and store it away from the boat.

Who May Operate a PaddlecraftTopic: Laws regarding age and education requirements vary from state to state.Suggested Method of Presentation: Tell the students whether or not your state has age and/or education require-ments for paddlers. If so:

◆ Use your state’s Boating Handbook to explain the requirements. ◆ Mention an age and ask what the requirements would be for that person.

Unlawful Operation of a PaddlecraftTopic: Negligent and reckless operation of any vessel, including canoes and kayaks, is prohibited by law.Suggested Method of Presentation:

◆ Using the PowerPoint presentation, give the definition of reckless operation. ◆ Using your state’s Boating Handbook as a reference, list examples of reckless and illegal operation.

Chapter One / Lesson Four The Legal Requirements of Boating 1:50Start Time

27

Objec

tives

The

stud

ents

sh

ould

be

able

to…

27

27

27


18

Homeland Security RestrictionsTopic: Recreational boaters, including paddlers, have a role in keeping our waterways safe and secure.Suggested Method of Presentation: Using the PowerPoint presentation, list the homeland security rules. Explain that these rules must be obeyed.

Alcohol and DrugsTopic: Alcohol and drugs affect balance, vision, coordination, judgment, and reaction time. When paddlers lose their balance, they can cause a canoe or kayak to capsize.Suggested Method of Presentation: Using your state’s Boating Handbook, tell the students the laws regarding alcohol and drugs. Include:

◆ How your state determines if a person is intoxicated, including the blood alcohol concentration percentage ◆ Implied consent to be tested ◆ Your state’s penalties for boating while intoxicated

Personal Flotation Devices (Life Jackets)Topic: All vessels, including paddlecraft, must have at least one wearable, USCG-approved life jacket of the proper size for each person on board.Suggested Method of Presentation:

◆ Show different types of life jackets or the pictures of life jackets in the PowerPoint presentation. If possible, show both an actual Type III and Type V since these styles are often worn by paddlers.• Discuss the features of the life jackets.• Show where to find the USCG–approved label and any restrictions given.• Emphasize the importance of wearing life jackets. ◆ Using your Boating Handbook and the PowerPoint presentation, give the laws regarding life jackets. Include:• Requirements for children• Requirements for wearing them on paddlecraft• Federal law requires everyone under the age of 13 to wear a life jacket that is the proper size

Navigation LightsTopic: Paddlecraft must carry one lantern or flashlight with a white light.Suggested Method of Presentation:

◆ Use the PowerPoint presentation to explain when the light must be used. ◆ Show how to display the light so that it is visible in all directions. ◆ Using your state’s Boating Handbook, explain if there are any additional lighting requirements for paddlecraft.

Sound-Producing DevicesTopic: Sound-producing devices help when visibility is limited or when paddlers need to signal other boaters.Suggested Method of Presentation:

◆ Use the PowerPoint presentation as you discuss the different types of sound-producing devices. ◆ Explain that sound signals are a combination of short and prolonged blasts.• Short blasts last about one second.• Prolonged blasts last 4-6 seconds. ◆ Demonstrate some of the common sound signals. If you have a whistle, you should blow it. If you have a horn, let the students give the signals. Cover the signals for changing direction, restricted visibility, and warning. ◆ To review, signal with a sound-producing device and ask students what it means. ◆ Using your state’s Boating Handbook, explain the specific requirements for your state. Include:• What types of devices are required based on the length of the paddlecraft• How far away the sound signal must be audible

28

28

29

30

30


19

Visual Distress SignalsTopic: Paddlers use visual distress signals to signal for help in an emergency.Suggested Method of Presentation:

◆ Show the PowerPoint illustrations of the different types of visual display signals as you explain the two types of VDSs and tell whether each one is a day or night signal.• Pyrotechnic – orange smoke, red meteor, and red flare• Non-pyrotechnic – electric light and orange flag ◆ Demonstrate how non-pyrotechnic signals work. Show them how:• The electric light flashes the international SOS distress signal automatically• A boater waves the orange flag to signal for help• Boaters wave their arms to signal for help if they do not have other VDSs on board ◆ Show the PowerPoint examples with various combinations of VDSs. Ask students how each combination satisfies the requirements for day signals, night signals, or both. ◆ Explain the VDS requirements for paddlecraft on federally controlled and state waters.

Other Requirements and RegulationsTopic: Paddlers should know about any additional equipment requirements or regulations on state or local waterways.Suggested Method of Presentation: Using your state’s Boating Handbook, tell the students about any additional requirements in your state, such as a bailing device, transporting regulations, and permit for marine events

Discharge of Trash Topic: Dumping trash into state or federally controlled waters is illegal.Suggested Method of Presentation:

◆ Tell them they are required by law to bring all of their trash back to shore to throw it away. ◆ Explain how litter can kill birds, fish, and marine mammals.

Protection of the EnvironmentTopic: Introducing non-native species into a waterway can upset the ecosystem and hurt the environment.Suggested Method of Presentation:

◆ Show pictures of the types of nuisance species found in your state, and explain why they are harmful. ◆ Use the PowerPoint presentation to explain how to prevent the spread of aquatic nuisance species. As you discuss the procedures, show the students:• How to inspect a paddlecraft before leaving a body of water• An example of non-phosphate detergent (or provide names of some you have used) ◆ Use the PowerPoint presentation to discuss submerged aquatic vegetation. Explain:• What it is• Why it is important• How to protect it

31

32

31

32


20

Boating Accidents and Casualties … What the Law Requires You To DoTopic: Paddlers must know the requirements for reporting accidents and rendering aid.Suggested Method of Presentation:

◆ Use the PowerPoint presentation to list a paddler’s requirements for rendering aid. Explain:• What types of accidents must be reported• When accidents must be reported• How accidents must be reported ◆ Pass out the Boating Accident Report form. Discuss:• How to complete it• When and where it must filed• How to get more copies

EnforcementTopic: Paddlers should know who enforces the boating laws and their requirements for compliance.Suggested Method of Presentation:

◆ List the law enforcement officers who have the right to stop a paddlecraft on state or federally controlled waters. ◆ Explain what paddlers must do if they are signaled to stop.

1. What is the number that is assigned and imprinted by the boat manufacturer and is unique to your boat? Answer: Hull Identification Number

2. Because it is considered reckless operation, where should you not allow passengers to ride on a canoe or kayak while underway? Answer: on the bow or gunwale of a canoe or on the deck of a kayak

3. What activity is illegal if your blood alcohol concen-tration (BAC) is above the legal limit? Answer: operating a vessel

4. What are three requirements for a life jacket to be legal? Answer: U.S. Coast Guard-approved, good condition, and readily accessible

5. Name the five types of PFDs. Answer: offshore life jacket, near-shore vest, flotation aid, throwable device, special-use device

6. What type of PFD is good to have if you need to help another boater or swimmer quickly? Answer: Type IV throwable device

7. What is the only way that life jackets can save lives? Answer: They must be worn.

8. What navigation lights are required for paddlecraft? Answer: a lantern or a flashlight with a white light

9. What piece of equipment should you tie to your life jacket or around your neck? Answer: a whistle

10. What are two visual distress signals (VDSs) that can be used at night? Answer: may include: • Redflares • Redmeteors • Electriclight

11. What two items are illegal to dump into federally controlled or state waters? Answer: garbage and plastics

12. To help control and reduce algae growth in waterways, what should you use to clean your boat? Answer: plain water or non-phosphate detergent

13. When are you required to report a boating accident? Answer: if it results in death, serious injury, or signif-icant property damage

32

32

Revie

w Qu

estio

ns


21

◆Properly size a life jacket for a wearer and check a life jacket’s condition. ◆Take the proper safety actions if a paddlecraft capsizes or is swamped or if someone falls overboard. ◆Explain emergency rescue techniques. ◆Explain the danger and stages of cold water immersion and the keys to surviving it. ◆Recognize the symptoms of hypothermia. ◆Give the causes and symptoms of heat-related illnesses – heat exhaustion, heat stroke, heat cramps, and dehydration – and explain how to prevent and treat them. ◆Obtain weather forecasts, recognize weather warnings, and know what to do if caught in severe weather.

Know Your Rescue Priorities Topic: Paddlers should know the rescue priorities in case an emergency occurs.Suggested Method of Presentation: Use the PowerPoint presentation to list the three priorities in order. Emphasize that they should be done in that order.

Minimize Risk of Drowning–Wear Life JacketsTopic: Paddlers should remember and follow the laws regarding life jackets.Suggested Method of Presentation: Use the PowerPoint presentation to list each of the three laws as you discuss them.

◆ Readily Accessible: • Using a canoe or kayak (or box), have one or more students place life jackets where they think they would be

readily accessible. Discuss why their choices are correct or incorrect.• Explain that a better choice is to wear the life jacket at all times. • Have a student sit in a canoe or kayak and try to maintain control of the paddle while trying to put on a life

jacket. ◆ Proper Size: Have students try on the life jackets to determine whether the jackets fit properly. ◆ Good and Serviceable Condition: • Show at least one life jacket that is not in good condition, and discuss what’s wrong with it.• Explain additional ways to make sure life jackets are in good condition.

Reducing the Risk of Capsizing, Swamping, or Falling OverboardTopic: Since canoes and kayaks are more prone to capsizing than larger vessels, paddlers should know what to do in case of emergencies involving capsizing, swamping, or falling overboard.Suggested Method of Presentation: Discuss each of the emergency situations.

◆ Preventing and Preparing for Capsizing, Swamping, or Falling Overboard: • Using the PowerPoint presentation, list the steps to take to try to avoid these emergency situations.• Use students to demonstrate how to balance their weight in the boat while staying centered and keeping their

center of gravity low. ◆ Capsizing, Swamping, or Falling Overboard: Use the PowerPoint presentation to list the steps to take if one of these situations does occur. As you list the steps:• Turn a canoe or kayak upside down, and have a student show how to hold onto it and get their body out of the

water.• Show other items, including paddles and a cooler, and discuss which ones someone in the water could hold onto

for support.

26Chapter One / Lesson Five Boating Emergencies … What To Do 2:40Start Time

36

36

Objec

tives

The

stud

ents

sh

ould

be

able

to…

36-37


22

◆ Rescuing Someone Who Falls Overboard: • Using the PowerPoint presentation, list the steps to take to rescue the victim.• Using a student as the victim, show how you would rescue them if you were in a:

- Canoe - Kayak

Learning Emergency TechniquesTopic: Paddlers should know and practice boat-based rescue techniques before an emergency occurs.Suggested Method of Presentation:

◆ Use the PowerPoint presentation to list and briefly describe these boat-based rescue techniques:• Performing a boat-over-boat rescue• Towing a swimmer with a kayak• Bulldozing a boat ◆ Remind them that they should take a hands-on class to learn rescue techniques.

Coping With Cold Water Immersion and HypothermiaTopic: Paddlers should know the risks from cold water immersion, including death, that occur when a vessel capsizes or someone falls overboard.Suggested Method of Presentation:

◆ Have a student place one hand in a bowl of ice water for about 30 seconds and then try to pick up a pencil or book with that hand. ◆ Use the PowerPoint presentation as you list and explain the four stages of cold water immersion.• Stage 1: initial “cold shock”• Stage 2: short-term “swim failure”• Stage 3: long-term immersion hypothermia• Stage 4: post-immersion collapse ◆ Use the PowerPoint presentation to list the symptoms of hypothermia. Also show pictures to illustrate the symptoms of hypothermia as you list them. ◆ Using the PowerPoint presentation, explain how paddlers can protect themselves from cold water immersion. ◆ Use the PowerPoint presentation to list the steps a person should take if he or she falls into cold water. ◆ Using the PowerPoint illustrations as examples, have students demonstrate the HELP positions to use to reduce heat loss while in the water.• One person• Two or more people ◆ Pass out the blank charts for students to fill in the information on hypothermia as you use the PowerPoint chart present it.

Understanding Heat-Related IllnessesTopic: Paddlers can experience heat-related illnesses as a result of warm temperatures, their clothing, and/or how strenuously they paddle.Suggested Method of Presentation: Show pictures and have students fill in their charts as you use the PowerPoint presentation to discuss the prevention, symptoms, and treatment of:

◆ Heat exhaustion ◆ Heat stroke ◆ Heat cramps ◆ Dehydration

37

38-39

40-42


23

Handling Weather EmergenciesTopic: Changes in the weather can create emergencies for paddlers.

◆ Avoiding Severe Weather: Paddlers should listen to weather reports and pay attention to the weather conditions when they are on the water. Suggested Method of Presentation:• Show students how to monitor weather reports with a weather radio (or any portable radio).• Using the PowerPoint presentation, list the danger signs for bad weather. ◆ What To Do If Severe Weather Strikes: If they get caught in severe weather, paddlers should know how to prepare the boat, themselves, and others. Suggested Method of Presentation: • Prepare the boat:

- Using the PowerPoint presentation, list the steps to take. - Show how to secure gear. - On a kayak, show how to make sure the hatches and spray skirt are secure.

• Prepare yourself and others: Using the PowerPoint presentation, list the steps to take.

1. What are the three rescue priorities in order of how you should do them? Answer: i. People ii. Boat iii. Gear

2. What is the rescue technique where one boat pushes another boat to a swimmer? Answer: bulldozing

3. What is the primary danger that occurs immediately upon being immersed in cold water? Answer: involuntary gasping, resulting in water inhalation and drowning

4. What is the condition that occurs when cold water pulls heat from the body and the body’s core temper-ature drops? Answer: hypothermia

5. If you are trapped in cold water, you should assume the “HELP” position. What does “HELP” stand for? Answer: Heat Escape Lessening Posture

6. What condition is the opposite of hypothermia and occurs when the core body temperature increases, usually as a result of hot and humid conditions, plus a lack of water? Answer: heat exhaustion

7. To prevent dehydration while on the water, how often should you drink some water? Answer: every 15-20 minutes

8. If a thunderstorm approaches, should you head toward the nearest shore? Answer: yes

43

43

43

Revie

w Qu

estio

ns


instructor guide - united states coast guardedept.cgaux.org/pdf/paddlesports.pdffamiliarize yourself...

Documents