The RLSS UK

Course

Introduction

Welcome!

Why am I here?

To gain an insight into the world of Lifesaving and develop the knowledge to lead a Rookie Festival or another Drowning Prevention Event.

Element 1

Course StructureThe programme consists of practical and theory sessions intended to allow participants the opportunity to develop their leadership skills in a structured learning environment.

There are two parts to the Lifesaving Leadership Award:

Part 1: Attend a Lifesaving Leadership training course Part 2: Contribute to the planning and delivery of an event in a practical environment (to be completed within 6 months of training).

On completion of the course you will be an Appointed:

Royal Life Saving Society UK Young Leader

Course Aims

• To give the leader a general understanding of the structure of the Royal Lifesaving Society UK and how valuable the volunteer element is to the delivery and implementation of Lifesaving initiatives (work).

• To equip the leader with the ability to lead a lifesaving specific warm up.

• To help ensure that all activity takes place in a safe working environment.

• To provide an understanding of the roles and responsibilities of Lifesaving event management.

Course Aims (Con’t)

• To equip the leaders with the skills to help plan, deliver and evaluate the running of a Lifesaving event.

• To give the opportunity to volunteer at a Lifesaving event and/or club.• To encourage leaders to develop their own skills within the Lifesaving

environment.• To give understanding about the different pathways available within Lifesaving.

Learning Agreement

• Active listening

• Valuing each others contributions/ideas

• Responding to individual needs/concerns

• Respecting each other

• Being open and honest

• …………

Introductions

Each member of the group should stand and inform everybody of the following:-

• Name

• Organisation (e.g. school)

• Name of a Leader they respect

The Background and Structure of the RLSS UK• Founded in 1891• The leading water safety & rescue organisation• National Governing Body for Lifesaving, Lifeguarding and Lifesaving Sport• International & Commonwealth links for lifesaving and lifesaving sport• IQL – Subsidiary company of RLSS UK that manages the Awarding Body function for

the National Pool Lifeguard Qualification (NPLQ)• Lifesavers Direct – Subsidiary company of RLSS UK providing online and mail order

sales of lifesaving materials and equipment• The Society has more than 11,000 members in 50 Branches with 3,000 active

Lifesaving/Lifeguarding Clubs and Approved Training Centres

RLSS UK Awards & Qualifications

Survive & Save Programme Life support Awards

• Life Support 3• Life Support• Save a Baby• Community Life

Support

Vocational Qualifications• National Pool Lifeguard

Qualification (NPLQ)• National Vocational Beach

Lifeguard Qualification (NVBLQ)

• National Rescue Award for Swimming Teachers and Coaches (NRASTC)

• First Aid• Emergency Response Awards

The Background and Structure of RLSS UK

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

Regions

Management Board

RLSS UK Head Office

Management and Operations

• Corporate Services

• Communications and Marketing

• Development Programmes

• Lifesaving Sport

• Volunteer Engagement

Leadership / Coaching Clinic

Why are GOOD leaders more effective?

Discussion

In your booklets write five things a GOOD leader should be.

Element 2

Etiquette and Conduct

Leaders are in a position of responsibility and are often acting as a role model for others. It is therefore important that you set a good example.

Below are some of the things you should aim to do: -

• Be professional

• Be confident

• Be consistent

• Behave appropriately

• Be presentable

Communication

To be an effective Leader it is very important to have a variety of well developed communication skills.

You will come across a wide range of participants, so you need to be prepared to be flexible and responsive to the needs of the players.

Tips• Face your audience.• Make your mouth visible.• Be clear and concise.• Communicate with confidence.• Be patient, you may need to explain

things more than once.

Discussion

• What makes a good session?

• How has a coach or sports leader

affected you whilst you have been taking

part in sport?

What makes a good session?• The golden rule for any session is

always to make it fun for the children. • Using games works well with all ages and

especially children.

• Start on time and get things going quickly.

• Go through at least a 5-10 minute warm up.

• Give plenty of praise and encouragement.

• Leave enough time for some game play.

• Make sure everybody is involved. • Finish with enough time for a 5-10

minute cool down and include fun games to keep their attention.

Making a session run smoothlyOrganising a group of children taking part in activity is not always easy but these handy hints should help you to make things run as smoothly as possible. • Be clear but not over the top - How things are said is as important as what is said. • Ensure everybody can see and hear.• A demonstration can be worth a thousand words. Keep the demonstration simple

- and repeat it. • Check everyone knows what can be achieved before they have a go. • Ask has anyone got a question about what they are about to do?• Provide feedback and any tips.

How to run a session

All sessions need to be planned beforehand so think about the following: • What are you going to do? • What do the children need/want to do? • What is the ability of the children

you are planning for? • Have you chosen appropriate activities? • Check the area to ensure it is safe • Understand the skills you are

about to teach• Set up equipment beforehand

Things to think about:• Lifesaving specific warm ups • Fun skills • Small-sided games or

activities• Cool down

Ideas for picking teams

Element 3

Safety and Hazards

Task – What hazards should you be looking for?

Physical Hazards – design, layout and structure of the area (pool, sports hall or activity space)

People Hazards – Other people in the areaActivity Hazards – Activities within the sessionTeaching Hazards – Teacher related issues

Give at least four examples of each

Safety and Hazards

People Hazards• Weak swimmers• People in poor health• Individuals in arm bands• Boisterous ‘show-offs’• People under the influence of alcohol/drugs• Youngsters not accompanied by an adult• Trough/gutter crawlers• Challenges presented by disabilities

Physical Hazards• Slippery floor surfaces• Diving boards• Troughs, gutters and handrails• Wave making machine inlets• Underwater drain and outlet covers• Floating equipment• Changes of depth of pool floor• Noise from water jets and turbulence• Effects of light on water causing • Effects of light on water casing glare• Spare and poorly stored equipment

Safety and Hazards

Activity Hazards• Misuse of equipment• Bombing, jumping into water• Pushing or fighting• Swimming underwater• Diving to depths / retrieval of bricks (always read

guidance notes)• Lifting techniques

Teaching / Coaching Hazards• Responding to a pupil feeling unwell, or feeling

unwell yourself• Dehydration or drowsiness from being in the pool

environment for long periods• Hypothermia (Cold)• A loss of concentration due to fatigue• Frustration when faced with an unruly pupil• Focusing for too long on one pupil/group in the

class• Becoming complacent• Being distracted by bystanders, administration,

equipment, injuries, etc.

Safety

STEP stands for …….

How can I change….

S - Space Where the activity is happening?

T – Task What is happening?

E – Equipment What is being used?

P - People Who is involved?

STEP helps you to fit your activity to your lesson.• It considers:• The activity area• What activity you want to do• The equipment available• The skill level of the participants and skill

level.

Why be an Official?

Officials play a very important role within any sport and Lifesaving is no exception. Consider that without officials, competitions could not take place

Being an officials gives you the opportunity to:• Meet new friends• Gain a sense of achievement• Increase confidence• Develop new skills and increase opportunities in

lifesaving• Help people to enjoy Lifesaving• Travel to new places• Continue involvement in Lifesaving

Element 4

Discussion

How has an officials affect you whilst

competing?

What would you expect from a referee or

official?

Make notes in your book

Qualities of a good official?

A referee should:Discussion

As a group consider what makes a good official, refer to you notes about what you would expect and note down the qualities you think an official needs.

ExamplesHonesty, good listener, assertive, respectful, maintain standards, good judgement, sense of humour, vision, caring, firm, fair, knowledgeable, calm, supportive, assertive, etc.

Responsibility of officials

As an official you will be responsible for:

• The health and safety of the participants

• Ensuring that the activity is carried out in accordance within the ‘spirit of the sport’

• Ensuring that the competition is held in accordance with the rules

As an official you can have a major impact on the competition, and you need to encourage enjoyment.

Element 5

Lifesaving Games and activitiesAim

To develop practical knowledge and skills for Leading

Objectives

By the end of this element you will be able to:• Demonstrate teaching games and activities

Element 6

Lifesaving EventAim

To develop practical knowledge and gain practical experience of leading Lifesaving activity

Objectives

By the end of this element you will be able to:• Lead in a Lifesaving activity (i.e. a Rookie Festival, School Assembly or other Drowning

Prevention activity)