WSI_ENG_FM_2008 11/3/08 1:45 PM Page i

Canadian Red Cross Water Safety Services

Water Safety
Instructor Manual
WSI_ENG_FM_2008 11/3/08 1:45 PM Page ii

Copyright © 2008 The Canadian Red Cross Society

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without prior written permission from The Canadian Red Cross Society.

The emergency care procedures outlined in this guide reflect the standard of knowledge and
accepted emergency practices in Canada at the time of publication. It is the reader’s respon-
sibility to stay informed of changes in the emergency care procedures.

Cette publication est également disponible en français.

Design and composition by Jansom

Illustrations by Jackie Wald and Christine Tripp
Red Cross Swim Preschool mascots by Pete Emslie
Printing/Binding by Printcrafters

Printed and bound in Canada by:

The StayWell Health Company Ltd.
2 Quebec Street, Suite 107, Guelph, ON N1H 2T3
A division of
StayWell
780 Township Line Road, Yardley, PA 19067-4200 USA

ISBN: 978-1-58480-263-1
08 09 10 11 12 / 5 4 3 2 1
WSI_ENG_FM_2008 11/3/08 1:45 PM Page iv

WSI.iv Acknowledgements

Pilot Course Conductors & Pilot Site Sponsors Gena Fowler

Gail Botten Mary Ann Gauvin
Barney Chanda Shelley Kwong
Stacy Coy Sarah Lewis
Tiffany Ellin Cathy Marinelli
Gena Fowler Marie-Claude Vaudrin
Mary Ann Gauvin Rachel Webber
Glen Haines
Barb Hurlbut Pilot Site Sponsors
Rachelle Kopp AquaLengths
Johane Lafleur Black Gold Aquatics, City of Leduc
Brent McSween City of Edmonton O’Leary Pool
Aileen Nauss Collège Laval
Carrie Ramsay Fort Saskatchewan Harbour Pool
Debbie Schlick Grand Bank Swimming Pool
Mark Skinner Hanover Regional Aquatic Center
Elsa Stanley Rec Tec
City of Burlington Sackville Sports Stadium
City Of Prince George Town of Estavan, Souris Valley Aquatic Centre
Portage la Prairie Town of Georgina
Town of Ladysmith
Saint John’s Canada Games Aquatic Centre
Universite Sainte-Anne
Town of Vaughan
Ville de Cowansville
Vision Plein Air - Aquadôme
We would also like to extend a very special thank
We would also like to recognize the contributors
you to the following indviduals who were instrumen-
to the Red Cross Swim Programs, a program devel-
tal in providing leadership and vision to the creative
oped through a cooperative effort of committee mem-
process: Karen Shank, Eric Ritterrath, Carolyn Tees,
bers and Authorized Providers who ran pilot pro-
Shelley Dalke, Colleen Lavender, Monique Edwards,
grams and provided feedback:
Michèle Mercier and Yvan Chalifour. And finally, we
would like to acknowledge the efforts of Synchro
Red Cross Swim Kids Committee Members Canada and our publisher, StayWell.
Leslee Taylor (Co-chair) In 2007-2008, the Red Cross updated its adult
Wayne Young (Co-chair) swimming program and created a swimming program
Louise-Julie Brassard for teens. We’d like to thank the Committee Members
Isabelle Gariépy involved in developing the Red Cross Swim Basics,
Chris Gauthier Red Cross Swim Sports and Red Cross Swim Strokes
Barb Hurlbut programs. They include: Chris Barfoot, Lisa Brandie,
Bert Lennox Marie Duhamel, Terri Edwards, MaryAnn Gauvin,
Aileen Nauss Bev Glass, Greg Kobernick, Shelley Kwong, Brenda
Kevin Paes Lance, and Christina Smirl.
Lois Walkling We would also like to extend a special thanks to
the following individuals who provided leadership
Red Cross Swim Preschool Committee Members and vision to this project: Gail Botten, Yvan Chali-
Marie-Eve Bousquet (Co-chair) four, Shelley Dalke, Cathy Forner, Michèle Mercier,
Lesley Elaschuk (Co-chair) Aileen Nauss, Kevin Paes, Eric Ritterrath, Sylvie San-
Karine Bell terre, and Carolyn Tees.
WSI_ENG_FM_2008 11/3/08 1:45 PM Page v
Contents
Chapter 1: Introduction
You and the Red Cross Swimming and
Water Safety Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1
About the Water Safety Instructor Course . . . . . . . . . . . . . . . 1.1
Key Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1
Certification Requirements . . . . . . . . . . . . . . . . . . . . . . 1.1
Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1
What the Course Will Teach You . . . . . . . . . . . . . . . . . . . . . . 1.1
Required Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2
Course Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2
Summary of Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2
Chapter 2: Canadian Red Cross
Use of the Red Cross Name and Emblem . . . . . . . . . . . . . . . 2.1
Canadian Red Cross. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1
Our Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1
How We Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1
Social Justice and Diversity in Red Cross . . . . . . . . . . . 2.2
Red Cross Water Safety Services . . . . . . . . . . . . . . . . . . . . . 2.3
The Seven Fundamental Principles in Relation
to Water Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.3
Responsibilities of Water Safety Instructors. . . . . . . . . . . . . 2.3
Representing The Canadian Red Cross Society. . . . . . . . . . . 2.4
Chapter 3: Planning
Long-Term Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1
Gather Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1
Prioritize Your Material. . . . . . . . . . . . . . . . . . . . . . . . . 3.1
Write Down Your Plan . . . . . . . . . . . . . . . . . . . . . . . . . 3.1
Daily Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3
Creating a Daily Lesson Plan . . . . . . . . . . . . . . . . . . . . 3.3
Review and Adjust Your Plan . . . . . . . . . . . . . . . . . . . . 3.5
Planning Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . 3.6
Using Your Daily Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . 3.6
Before the Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.6
During the Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.6
After the Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.7
Considerations When Planning for Preschool Lessons . . . . . 3.7
Lesson Planning with Themes . . . . . . . . . . . . . . . . . . . 3.8
Considerations When Planning for Adult and Teen Lessons . 3.8
Considerations When Planning for Multi-Level Classes . . . . 3.10
Self-Perception Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.10
Chapter 4: Red Cross Swim Preschool
Program Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.1
The Role of the Caregiver . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2
Medical Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3
Temperature Control . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3
Ear Infections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3
Eye Irritation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3
Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3
Respiratory Limitations . . . . . . . . . . . . . . . . . . . . . . . . 4.3
Water Intoxication . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.4
Safety Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.4
Responsibilities of the Instructor . . . . . . . . . . . . . . . . . 4.4
Safety Features of the Facility . . . . . . . . . . . . . . . . . . . 4.5
Teaching the Red Cross Swim Preschool Program . . . . . . . . 4.6
Communication and Feedback . . . . . . . . . . . . . . . . . . . . . . 4.6
Age Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.7
Teaching the Infant—0 to 12 Months . . . . . . . . . . . . . . 4.7
Teaching the Toddler—12 to 24 Months . . . . . . . . . . . . 4.8
Teaching the Toddler/Preschooler—2 to 5 Years . . . . . . 4.9
Reinforcement and Encouragement . . . . . . . . . . . . . . . . . . 4.10
Body Positions and Holds . . . . . . . . . . . . . . . . . . . . . . . . . 4.10
Basic Caregiver Support Position . . . . . . . . . . . . . . . . . 4.11
Front Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.11
Back Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.12
Submersion Techniques . . . . . . . . . . . . . . . . . . . . . . . 4.13
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.14
Learning Through Play and Imitation . . . . . . . . . . . . . 4.14
Skill Development . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.15
Learning Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.16
Level-by-Level Summary . . . . . . . . . . . . . . . . . . . . . . . . . . 4.16
Starfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.16
Duck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.19
Sea Turtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.22
Salamander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.25
Sunfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.29
Crocodile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.32
Whale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.36
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WSI.vi
Chapter 5: Red Cross Swim Kids
Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.1
Key Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.1
Age Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.1
Teaching Swimmers Ages 6 to 8 Years . . . . . . . . . . . . . 5.1
Teaching Swimmers Ages 8 to 10 Years . . . . . . . . . . . . 5.2
Teaching Swimmers Ages 10 to 12 Years . . . . . . . . . . . . 5.2
Teaching Tips About Learning . . . . . . . . . . . . . . . . . . . . . . 5.3
Correct Gently . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3
Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3
Communication Teaching Tips. . . . . . . . . . . . . . . . . . . 5.3
Class Management Teaching Tips . . . . . . . . . . . . . . . . 5.4
Holding Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.4
Level-by-Level Summary . . . . . . . . . . . . . . . . . . . . . . . . . . 5.4
Level 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.5
Level 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.8
Level 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.11
Level 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.14
Level 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.16
Level 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.19
Level 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.21
Level 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.24
Level 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.27
Level 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.31
Chapter 6: Red Cross Swim Program for
Adults and Teens
Program Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.1
Red Cross Swim Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2
Red Cross Swim Strokes . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2
Red Cross Swim Sports . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2
Program Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3
Red Cross Swim Journal. . . . . . . . . . . . . . . . . . . . . . . . . . 6.3
Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3
Adult Learning Characteristics . . . . . . . . . . . . . . . . . . . . . . 6.4
Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4
Previous Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4
Self-Concept. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4
Physical State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4
Learning Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.5
Planning for the Adult Learner . . . . . . . . . . . . . . . . . . . . . . 6.5
Communicating with the Adult Learner. . . . . . . . . . . . . . . . 6.5
Teen Learning Characteristics . . . . . . . . . . . . . . . . . . . . . . . 6.6
Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6
Self-Concept. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6
Physical State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6
Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6
Planning for the Teen Learner. . . . . . . . . . . . . . . . . . . . . . . 6.7
How to Teach Red Cross Swim Basics . . . . . . . . . . . . . . . . . . 6.7
Contents
How to Teach Red Cross Swim Strokes . . . . . . . . . . . . . . . . . 6.7
How to Teach Red Cross Swim Sports . . . . . . . . . . . . . . . . . 6.7
Red Cross Swim Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Swim Workout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Triathlon Swim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Lifesaving Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Boating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Diving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Water Polo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Underwater Hockey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Synchronized Swimming. . . . . . . . . . . . . . . . . . . . . . . . . 6.8
Surfing & Boogie Boarding . . . . . . . . . . . . . . . . . . . . . . . 6.9
How to Evaluate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.9
Red Cross Swim Basics. . . . . . . . . . . . . . . . . . . . . . . . . . . 6.9
Red Cross Swim Strokes. . . . . . . . . . . . . . . . . . . . . . . . . . 6.9
Red Cross Swim Sports . . . . . . . . . . . . . . . . . . . . . . . . . . 6.9
Red Cross Swim Basics Worksheet . . . . . . . . . . . . . . . . . . . 6.10
Chapter 7: Evaluation Made Simple
After You Instruct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1
A Note About Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1
Why Evaluate?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1
To Screen Swimmers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1
To Help Swimmers Improve . . . . . . . . . . . . . . . . . . . . . . . 7.1
To Decide Whether Swimmers Complete the Level . . . . . . 7.3
Completing a Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.3
Evaluation Made Simple . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.3
Continuous Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.4
3X Rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.4
Evaluating the Red Cross Swim Preschool Program . . . . . . . 7.5
Identiying Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.5
Evaluating the Red Cross Swim Kids Program . . . . . . . . . . . 7.5
Recognition Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.5
Red Cross Swim Preschool . . . . . . . . . . . . . . . . . . . . . . 7.5
Red Cross Swim Kids . . . . . . . . . . . . . . . . . . . . . . . . . . 7.6
Red Cross Swim Program for adults and teens . . . . . . . 7.6
Writing Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.6
Paperwork!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.6
Chapter 8: Strategy Resource
Developing Swimmer . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.2
Shallow Water Orientation . . . . . . . . . . . . . . . . . . . . . . 8.2
Submersion and Breathing . . . . . . . . . . . . . . . . . . . . . 8.5
Front Floats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.8
Back Floats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.8
Front Glides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.10
Front Glides with Kick . . . . . . . . . . . . . . . . . . . . . . . . . 8.12
Back Glides with Kick . . . . . . . . . . . . . . . . . . . . . . . . . 8.13
Head-First Sculling on Back . . . . . . . . . . . . . . . . . . . . 8.14
Deep Water Orientation . . . . . . . . . . . . . . . . . . . . . . . 8.16
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Contents
Strokes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.16
Front Crawl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.16
Back Crawl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.19
Elementary Back Stroke . . . . . . . . . . . . . . . . . . . . . . . 8.21
Breast Stroke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.22
Skills and Water Safety . . . . . . . . . . . . . . . . . . . . . . . . . 8.24
Site Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.24
Entries and Exits . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.27
Dives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.28
Forward Roll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.29
Stride Entry (The Jump) . . . . . . . . . . . . . . . . . . . . . . . 8.30
Standing Shallow Dive . . . . . . . . . . . . . . . . . . . . . . . . 8.31
PFDs and Lifejackets. . . . . . . . . . . . . . . . . . . . . . . . . . 8.32
Boat Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.32
Stay Warm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.33
Rescue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.34
Rescue of Others—Wet . . . . . . . . . . . . . . . . . . . . . . . . 8.39
Rescue of Others—Dry. . . . . . . . . . . . . . . . . . . . . . . . . 8.41
Making Wise Choices . . . . . . . . . . . . . . . . . . . . . . . . . 8.41
Fitness Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.42
Fitness for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.42
Kicking Drills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.44
Arm Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.45
Eggbeater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.45
Travelling Legs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.46
Sidestroke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.46
Butterfly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.48
Songs and Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.51
Games with Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.56
What Are Games? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.56
Why Games? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.56
What Rules? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.57
What Games? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.57
What Type of Games? . . . . . . . . . . . . . . . . . . . . . . . . . . 8.59
WSI.vii
Appendices
Appendix A2
Evaluation Criteria: WSI Course and
Teaching Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.1
Appendix B2
Code of Conduct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.3
Appendix C2
WSI Candidate Instructional Emergency Response (IER)
Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.4
Appendix D2
WSI Candidate Instructional Emergency Response
Performance Criteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.5
Appendix E2
WSI Candidate Teaching Experience Assignment
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.7
Appendix F2
WSI Teaching Experience Roles and Responsibilities . . . . . A2.9
Appendix G2
WSI Teaching Experience Assignments . . . . . . . . . . . . . . . A2.11
Appendix H2
WSI Candidate Teaching Experience Evaluation Form . . . . A2.21
Appendix I2
Use of the Red Cross Emblem . . . . . . . . . . . . . . . . . . . . . A2.23
Appendix J2
Risk Management Checklist for Water Safety. . . . . . . . . . A2.24
Appendix K2
You and the Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A2.25
Appendix L2
Adult Learning Inventory Form . . . . . . . . . . . . . . . . . . . . A2.26
Appendix M2
Water Safety Instructor Course Feedback. . . . . . . . . . . . . A2.27
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WSI.1
WSI_ENG_Ch1-7_2008 10/27/08 2:25 PM Page 1.1
Introduction
YOU AND THE RED CROSS SWIMMING
AND WATER SAFETY PROGRAM
Congratulations on deciding to become a Red Cross
Water Safety Instructor (WSI)! When you become a
WSI, you’ll become part of the Red Cross team, help-
ing to deliver our injury prevention message and keep
Canadians safe across the country. Research proves
that developing water-safe attitudes and teaching
swimming and water safety skills can reduce drown-
ings and water-related injuries and make Canadians
safer in, on, and around the water. Being an Instructor
is being a leader. And being a Red Cross Water Safety
Instructor is being a leader in the best swimming and
water safety program in the world!
You are the key to the success of our program, to
the success of your swimmers, and to the creation of
an environment in which all Canadians have healthy,
positive attitudes toward swimming and water safety.
You are our “aquatic link.”
Your commitment begins now.
ABOUT THE WATER SAFETY
INSTRUCTOR COURSE
The Water Safety Instructor course prepares you to
instruct the Red Cross Swim programs. You’ll focus
on strategies to teach and develop swimming and
water safety skills in the Red Cross Swim Preschool,
Red Cross Swim Kids, and Red Cross Swim Pro-
gram for adults and teens curricula.
Key Benefits
By taking this course, you will have the opportunity to:
• develop excellent instructional skills;
• continue the development of your injury preven-
tion approach to instruction;
• be part of a nationwide program that is available
to all communities across Canada; and
• continue your professional development with
national organizations that are partnered with the
Red Cross (see www.redcross.ca for a complete list)
Certification Requirements
Prerequisites: To take the Water Safety Instructor
course, you must be 16 years old by the last day of the
course and you must be certified as an Assistant Water
Safety Instructor (AWSI).
Evaluation: You must successfully complete the
WSI core course and WSI Teaching Experience.
Certification
After you have successfully completed the certifica-
tion requirements, you’ll be issued a Red Cross
Water Safety Instructor certification card. This certi-
fication allows you to teach all levels of the Red
Cross Swim Program for the duration identified on
the card. To maintain a current certification, you
will need to attend a WSI Recertification Workshop
prior to the expiry date on your certification card.
Experienced WSIs may also supervise AWSIs who
are helping with a class or fulfilling their Teaching
Experience requirement.
WHAT THE COURSE WILL TEACH YOU
The Red Cross Water Safety Instructor course is the sec-
ond step toward becoming a leader in, on, and around
the water. This is your chance to develop skills and gain
confidence to become the best WSI possible.
Many of the rewards will be personal. Some
Instructors find their niche here and pursue aquatic
careers. Others have built from the basic concepts we
teach in the AWSI and WSI course and applied them
to their work in other fields. Many continue to be
involved in some of the other programs provided by
Red Cross (i.e., First Aid Services, Volunteer Services,
Disaster Services, International Services, or Respect-
ED: Violence and Abuse Prevention). For more infor-
mation on the programs and services within the Red
Cross, go to www.redcross.ca, or contact your local
Red Cross office.
1.1
WSI_ENG_Ch1-7_2008 10/27/08 2:25 PM Page 1.2
1.2
In this manual, you’ll find all kinds of useful
information in the chapters that follow, including
information about the following:
1. Red Cross in Canada.
2. How to create effective long-term lesson plans as
well as daily lesson plans using the previously
acquired information on communication, safety
supervision, teaching methods, and learning styles.
3. How to adapt your teaching methods for the dif-
ferent age groups as well as the skills and perfor-
mance criteria for:
• Red Cross Swim Preschool
• Red Cross Swim Kids
• Red Cross Swim Basics
• Red Cross Swim Strokes
• Red Cross Swim Sports
4. How to evaluate your swimmers performance in
the Red Cross Swim Program
5. Teaching strategies to assist you in teaching and
correcting skills
REQUIRED MATERIALS
For the Water Safety Instructor course, the Water
Safety Instructor Manual is required because it helps
you and Red Cross in many ways:
1. support the quality and integrity of the program;
WSI Manual • Introduction
2. help you to provide quality instruction;
3. ensure national consistency within the Red Cross
Swim program; and,
4. ensure the program is recognized as a Red Cross
program.
COURSE EXPECTATIONS
Being a WSI is a lot of fun, but it’s also a lot of respon-
sibility. You need to take the Water Safety Instructor
course seriously so that you’ll be fully prepared to
deal with those responsibilities. That means:
• making sure you have the most current materials
throughout the duration of your course;
• attending 100% of the course;
• participating in 100% of the course;
• providing proof of all the prerequisites (16 years
of age, the Assistant Water Safety Instructor
Certification);
• completing post-course requirements; and
• completing the Teaching Experience requirements.
SUMMARY OF EVALUATION
Throughout this manual and throughout our Instruc-
tor Development Program, you will learn and devel-
op the essential tools to be an effective WSI.
The detailed evaluation criteria are found in
Appendix A2. Throughout this course you should
refer to these criteria to stay on track.
WSI_ENG_Ch1-7_2008 11/3/08 1:50 PM Page 3.8
3.8
shape the program activities. Since many of the skills
that you teach will be repeated often, it is important
for you to make them fun. What better way to do that
than to present them in different creative packages?
And choosing a theme makes your lesson planning
easier by giving it a focus.
ONE MORE TIME…
Repetition is an important method to reinforce any
skill, but it is especially important at the preschool
level for two reasons. First, younger children have
limited motor skills, so they can only progress to a
certain point until they reach their next develop-
mental stage. That means you will have to repeat
skills until their bodies are ready for the next step
in the progression. Second, younger children tend
to require more repetition to master a skill.
Lesson Planning with Themes
How do you plan a lesson using themes? It’s simple.
Just follow these steps (Figure 3.4):
1. Choose your theme. Start by reviewing the
observation/performance criteria for the Red
Cross Swim Preschool program level that you are
instructing. Themes like “Welcome to PFDs”, and
“Safety” can all provide focus for a lesson. Or
choose themes such as “The Wet Head Club” or
“A Day at the Circus.” Your imagination is the
only limiting factor!
2. Choose your skills for that lesson. Check your
long-term plan and any evaluation notes you
have on class progress.
3. Now choose songs, games, and activities that
review your skills and tie in with your theme.
When you are planning your lessons for the
Red Cross Swim Preschool program, keep these
key principles in mind:
• Screen your class, especially caregivers, for
experience and comfort level in the water.
• Focus on both the caregiver and the child.
Remember you are instructing both, and your
lesson plan content should reflect this.
WSI Manual • Planning
OTHER THEME IDEAS
• Bubble day
• Ball day
• A visit to the zoo, aquarium, or park
• Mini-Olympics
• Any special day or holiday
• Happy Birthday
• It floats!
• Boat cruise
• Happy faces
• Locomotion
• Music
CONSIDERATIONS WHEN PLANNING
FOR ADULT AND TEEN LESSONS
The Red Cross Swim Program for adults and teens
was created to give both adults and teens the oppor-
tunity to gain knowledge and skills in swimming and
water safety in a safe and enjoyable environment.
Each person comes into your class with a varying
range of experiences, interests, needs, and abilities.
Accommodating this diversity will not always be easy.
When developing your lesson plans, you will need to
consider the following:
• Have you reviewed the registration forms for any
important health-related information?
• Did each swimmer complete the Adult Learning
Inventory Form?
• Have you discussed the individual goals with
each swimmer?
• Do you have a water safety message to be dis-
cussed throughout your lesson today?
• Do you have a fun, interactive strategy that will
appeal to the social needs of your group?
• Have you reviewed your progressions to make
sure that each swimmer will experience small
successes?
• Did you plan a warm-up activity? Remember that
for some of them, this may be their only form of
this type of physical activity.
WSI_ENG_Ch1-7_2008 11/3/08 1:50 PM Page 4.4
4.4
exertion. After a relatively short rest period however,
they can easily resume physical exercise.
Never try to “teach” children to hold their breath or
go underwater for a long time—it can create an unsafe
situation. These activities should be strictly avoided.
Water Intoxication
Rapidly swallowing large quantities of water can
cause problems in very young children. Infants can
swallow large amounts of water easily, especially if
they are involuntarily submerged.
Water intoxication (hyponatremia) can result in
lethargy (tiredness), vomiting, increased urine out-
put, seizures, and brain swelling. These changes are
caused by fresh water rapidly diluting the blood,
which means that water passes into the brain cells.
The faster this happens, the more severe the effects.
A child probably needs to swallow about 100ml
of water per kilogram of body weight before there’s a
risk of serious water intoxication. In other words, a
10-kilogram baby would have to swallow one litre of
water. This volume is a theoretical estimate, howev-
er—the real range is not yet known.
Remember: Water intoxication does not happen
frequently. However, you should be aware of the
symptoms. These include:
• bloated stomach,
• increased irritability, and
• vomiting.
You should also make caregivers aware of the
symptoms of water intoxication since symptoms tend
to appear after the swim, rather than during it.
SAFETY SUPERVISION
Safety supervision is extremely important in
preschool aquatics. Anytime young children are near
water, they must be supervised by a responsible adult.
Make caregivers aware of their responsibilities in
supervising their children in an aquatic environment.
Caregivers and Instructors must continually be aware
of where young children are, and what they are
doing. Personal flotation devices (PFDs) and buoyant
aids are not substitutes for supervision. If caregivers
participate in preschool classes, they must take the
prime responsibility for the safety of their young chil-
WSI Manual • Red Cross Swim Preschool
dren and supervise them on a one-to-one basis. You
should teach caregivers basic water safety knowledge
and make sure that reaching assists and first aid
equipment are available for use.
Responsibilities of the Instructor
As an Instructor, you are responsible for the follow-
ing (Figure 4.3):
• Supervising the preschool children (e.g., watch for
signs of hypothermia, unplanned submersions).
• Supervising the caregivers while they are teaching
their young children. (Caregivers may be non-
swimmers and timid of the water themselves.)
Safety first:
• Keep a constant watch on your classes. Arrange
to meet children and their caregivers at the same
place before each lesson, somewhere safely away
from the water. Help caregivers to redirect their
child’s attention from the water by letting them
know what children can safely do while they’re
waiting for class to start.
• Establish the same sort of routines and cues that
you would use for any class you instruct. Remem-
ber, you’re communicating to the caregiver now,
and they’ll want to know why you’re asking them
to do things a particular way.
• Make sure you teach the class how to enter and
exit the water safely. Caregivers may need to pair
up. Supervise entries and exits carefully every
lesson (Figure 4.4).
Figure 4.3 Use formations that allow you to see all
swimmers in your class.
WSI_ENG_Ch1-7_2008 11/3/08 1:50 PM Page 4.17
Red Cross Swim Preschool • WSI Manual
Item: When and How to Get Help
• Caregiver describes 2 situations in which people
might need help.
• Caregiver knows when to get help.
• Caregiver knows how to contact EMS/9-1-1 in an
emergency and what information is needed.
(EMS is the emergency medical services system
and may be 9-1-1 or a community alternative.)
Common Error: Caregiver hangs up the phone
before the EMS/9-1-1 operator.
Corrective Strategy: Give the caregiver playing the
role of the EMS/9-1-1 operator a “safety tip” closing
remark to end the call. Have the caregivers calling
EMS/9-1-1 stay on the phone until they receive the
safety tip of the day.
Item: Choking Prevention
• Caregiver knows the objects that may cause
choking.
• Caregiver is given a demonstration of how to
identify an airway obstruction and is shown how
to respond to a conscious airway obstruction.
• Caregiver receives information on where to learn
this technique.
Common Error: Caregiver underestimates the
size of objects that will block an airway.
Corrective Strategy: Cut a small hole in the bot-
tom of a plastic or paper cup approximately the size of
a popcorn kernel for infants and a raisin for toddlers.
Give caregivers objects of varying sizes to drop into
the cup, so they can identify which objects are poten-
tial choking hazards. Identify how pieces of plastic
bag, balloons, etc., can block the airway as well.
Starfish
Observation Guidelines
Swimming
Item: Getting Wet (Assisted)
• With help, child experiences water on the face,
head, and body.
• Child becomes accustomed to the water and its
temperature, smell, and colour.
Common Error: Child begins to cry during activ-
ity and caregiver continues activity.
4.17
Corrective Strategy: Remind caregivers to watch
child for signs of discomfort. If the child is uncom-
fortable, have the caregiver stop the current activity
and repeat a previous step or activity with which the
child was comfortable.
Item: Supports and Hold Techniques for
the Caregiver
• Caregiver can demonstrate appropriate supports
for child in the water, including:
1. Basic caregiver and child positions: caregiver (with
shoulders in the water where possible) supports
child under the arms while maintaining eye contact
2. Side by side positions
3. Back float positions
4. Submersion positions
5. Entry and exit positions
Common Error: Caregiver does not lower shoul-
ders underwater.
Corrective Strategy: Provide support for caregiver
during the holding positions to increase caregiver’s
comfort and ability.
Item: Submersion (Optional)
NOTE: This is an optional, voluntary activity and
should occur only if and when caregiver and child are
interested, relaxed, and ready.
• Caregiver gently submerges child. Child’s ear is
placed on caregiver’s chest so child can hear heart
beat, just like when in the womb. Caregiver
counts “1, 2, 3, Go.” Caregiver and child com-
pletely submerge underwater slowly. Caregiver
re-establishes face to face contact with child as
soon as they surface.
• Child performs submersion and moves underwa-
ter toward caregiver.
• Child performs submersion and assisted underwa-
ter movement toward caregiver.
Common Error: Caregiver loses balance during
submersion and causes child to panic.
Corrective Strategy: Teach the caregiver a stable
body and foot position for submersion techniques
before working on submersion.
WSI_ENG_Ch1-7_2008 11/3/08 1:50 PM Page 5.22
5.22
Level 7
Skills and Water Safety
Item: Mild and Severe Airway Obstruction
• Identifies 3 items that can cause people to choke,
e.g., gum, food, toys
• States why it’s important not to eat or chew gum
while playing in the water
• Identifies 3 reasons why people might stop
breathing, e.g., choking, drowning, injury
Common Error: Swimmer identifies items for
blockage that are too large to fit into mouth to cause
blockage.
Corrective Strategy: Give swimmers an empty
paper towel/ toilet paper tube and a variety of objects
that may or may not cause choking. Have the swim-
mers use the tube to identify which objects could
potentially cause choking.
Item: Choking Rescue, Mild and Severe Airway
Obstruction, Conscious Person
• Shows universal sign for choking: clasping both
hands at throat
• Determines whether blockage is mild or severe by
asking if person can cough or speak
• Encourages person to stay calm and continue
coughing
• Describes why it is important to stay with the per-
son and call for help
• If severe blockage, calls for help and:
1. Surveys the scene;
2. Stands behind person and wraps arms around
waist;
3. Makes fist with one hand and places thumb
side of fist on middle of abdomen, slightly
above navel;
4. Grasps fist with other hand and gives quick,
inward and upward thrusts; and
5. Continues giving abdominal thrusts until the
object is forced out, the person starts to
breathe or cough forcefully, and/or the person
becomes unconscious
Common Error: Swimmer does not determine if
blockage is mild or severe by asking if person can
cough or speak.
WSI Manual • Red Cross Swim Kids
Corrective Strategy:
• Stop the scenario. Ask swimmers to recite the
steps again and practise while you call out the
steps for everyone to follow.
• Prepare a flip chart with the steps listed in
order. Have the swimmers work on one step
at a time, and make sure they understand
each step (especially proper landmarking)
before moving to the next one.
• Consider preparing a handout that swimmers
can take home and use to practise and review
with their caregivers and siblings.
Item: Throwing Assist with a Line
• Demonstrates throwing a line to a distressed con-
scious swimmer at least 3m away:
1. Calls for help and speaks clearly to the dis-
tressed swimmer while maintaining eye contact
2. Places feet shoulder width apart, with the line
secured under the front foot
3. Faces person, throws assist
4. Gets into stable position (lying down) before
person grabs assist
5. Smoothly pulls person to point of safety
NOTE: Assist must land within 1 arm length
behind or to the side of the distressed person
• Explains reasons for not going into the water dur-
ing a rescue and avoiding direct contact
Common Error: Swimmer stands while pulling in
distressed swimmer.
Corrective Strategy: Stop the activity for that
team and have them identify what needs to change
and why.
Item: Reaching Assist with an Aid
• Identifies characteristics of good reaching assists,
e.g., buoyant, light, easy to hold
• Gives 4 examples of a good reaching assist, e.g.,
kickboard, paddle, ring-buoy, inner tube
• Demonstrates safe reaching assists to distressed
swimmer:
1. Gets into stable position (lying down on angle)
2. Speaks clearly and continually, maintaining
eye contact
WSI_ENG_Ch1-7_2008 11/3/08 1:50 PM Page 5.26
5.26
Item: Rescue Breathing, Adult and Child
NOTE: Use dolls, mannequins, or Actars™, or simu-
late with partners, without mouth-to-mouth contact.
Recommend the use of a barrier device when demon-
strating.
• Demonstrates rescue breathing sequence for an
adult and child:
1. Ensures no further danger and checks the
scene
2. Checks for responsiveness (tap and shout)
3. If person is unresponsive, shouts for help and
tells bystander to call EMS/9-1-1
4. Rolls person onto back (if necessary) and
opens airway (head tilt/chin lift)
5. Checks for breathing (look, listen, feel for
5–10 seconds)
6. If doesn’t hear normal breathing, simulates 2
rescue breaths (tight seal, nose pinched);
each breath should last one second
7. Adult: Performs rescue breathing at a rate of
1 breath for every 5–6 seconds
8. Child: Performs rescue breathing as for adult,
demonstrating modifications—(1) opens air-
way gently, breathes at a rate of 1 breath every
3–5 seconds or 12–20/minute; (2) expels less
air; each breath should last one second
Common Error: Swimmer only uses pulse check
when checking for signs of circulation.
Corrective Strategy: Review all signs of circula-
tion and have swimmers identify to a partner each
sign as they check for signs of circulation.
Item: Feet-First Surface Dive
• Demonstrates Self-Safety
• Presses down with arms, performing any power
kick (scissor, whip, eggbeater) to provide upward
body lift, then uses upward arm press to assist
vertical descent, keeping legs together
• Once head submerges, presses palms upward
with arms outstretched to assist descent
• Where site permits, descends 2m
Common Error: Swimmer doesn’t press arms
down or kick up to gain vertical lift before diving.
Corrective Strategy: Hold an object (your hand or
a noodle) a foot or so above the swimmers’ head, and
WSI Manual • Red Cross Swim Kids
tell them to try and hit it with their head before they
go under the water.
Item: Stride Entry
• Demonstrates Self-Safety
• Enters water with legs in stride or whip kick posi-
tion
• Leans forward slightly during entry to increase
surface resistance and presses down with out-
stretched arms
• Keeps head above water at all times
Common Error: Body is vertical on entry and
head submerges.
Corrective Strategy: Have swimmers “throw
themselves” toward a pole you are holding about 1m
away. Swimmers are to try and reach it with their
hands (this drill will pull the torso forward, out of
vertical line).
Level 8
Swimming
Item: Front Crawl 75m
• Maintains near-horizontal body position, face in
the water, keeping head straight
• Rolls body on long axis, no hip sway
• Flutter kick from hips with relaxed feet
• Extends hand entry forward of head and in line
with shoulders
• Recovers arms above water in a controlled, alter-
nating manner
• Keeps elbows high during recovery
• Hand catches water at full extension point with
shoulder rotation to initiate pull
• Executes bent arm pull
• Extends pull past hips
• Breathes to the side as needed (no pause), exhal-
ing underwater
• Co-ordinates relaxed breathing with alternating
relaxed arms recovery above water
Common Error: Swimmer is using a straight-arm
pull rather than a bent-arm pull.
Corrective Strategy: In the water, stand behind
the swimmers and extend your arm. Have them
extend their same arm and line up their elbow with
yours. Leaning forward in the water, have them keep
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.1
Red Cross Swim Program
for Adults and Teens
There are many reasons to encourage adults and teens
to participate in the Red Cross Swim Program. You can
help participants of any age improve fitness, relieve
stress, acquire prerequisite skills for an aquatic career,
recover from a health problem or injury, and have a lot
of fun while doing so!
For adults and teens who don’t have much expe-
rience in the water, Red Cross Swim Basics gives
them the skills to enjoy aquatic activities safely, pro-
mote water-safe behaviours, and prevent drownings.
Red Cross Swim Strokes takes aquatic skills to
the next level, helping swimmers to continue devel-
oping and improving their strokes. Swimmers who
want to work in aquatic recreation can refine their
strokes and meet the performance criteria for swim-
ming technique and distance.
For adults and teens who have some basic swim-
ming skills, Red Cross Swim Sports offers lots of
opportunity for fun, variety, friendship, and fitness.
It’s also a great program for teens who have finished
the Red Cross Swim Kids program but are too young
to take the Assistant Water Safety Instructor course,
helping to keep them involved in lifelong aquatic
activities they can enjoy.
With Red Cross Swim Basics, Red Cross Swim
Strokes, and Red Cross Swim Sports, you have an
opportunity to share your knowledge, skills, and
experience with your swimmers—and you can also
learn a great deal from them.
Each person comes into your class with an
incredible range of experiences, interests, needs, and
abilities. Accommodating this diversity will not
always be easy, but learning who your swimmers are
and what they want will help you apply an individu-
alized approach to instructing. That’s what the Red
Cross Swim Programs are all about.
PROGRAM OVERVIEW
Red Cross Swim Basics, Red Cross Swim Strokes, and
Red Cross Swim Sports provide teens and adults with
the opportunity to gain knowledge and skills in
swimming and water safety in a safe and enjoyable
environment. Red Cross Swim Basics, Red Cross
Swim Strokes, and Red Cross Swim Sports have four
objectives:
• To develop swimming skills by introducing
aquatic activities and sports according to each
swimmer’s interests;
• To provide water safety skills and knowledge
according to each swimmer’s interests and ability;
• To create a positive learning environment by
helping swimmers set and achieve personal goals;
and
• To provide encouragement and flexible opportu-
nities for swimmers to continue enjoying aquatic
activities.
Our program is unique. Although we use tradi-
tional Red Cross teaching methods, the structure is
different from other Red Cross programs. Some
aspects of the program will be familiar:
• The teaching knowledge and skills that you are
learning as a Red Cross Water Safety Instructor
apply to these programs.
• The content in the Red Cross Swim Basics and
Red Cross Swim Strokes comes from the Red
Cross Swim Kids and Red Cross Swim Preschool
programs.
However, in Red Cross Swim Strokes, swimmers
don’t need to meet specific performance criteria to
complete the level. This is strictly a stroke improve-
ment level, and can be offered as part of the Red Cross
Swim Kids program as well as to adults and teens.
Red Cross Swim Sports consists of nine sport
modules that may be offered independently as single
two-day sessions or combined together to create sport
camps. Some of the skills in these modules are not
part of the Red Cross Swim Kids and Red Cross Swim
Preschool continuum. Instead, this program offers
you the opportunity to have fun and use aquatic skills
and knowledge that you may have gained through
your own aquatic interests.
6.1
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.2
6.2 WSI Manual • Red Cross Swim Program for Adults and Teens
Red Cross Swim Basics
Red Cross Swim Basics is a single-level program that
covers basic swimming skills. It is aimed at teens and
adults with little or no swimming experience.
Purpose:
• To develop or increase swimmers’ comfort in the
water through basic flotation, movement, and
breathing skills.
• To foster the basic knowledge, skills, and atti-
tudes they need to prepare, stay safe, and survive
in, on, and around water.
Prerequisites:
• Completion of a fitness screening form, if
required by the program site.
• A keen interest in developing skills and knowl-
edge that promote safe enjoyment of aquatic
environments.
Red Cross Swim Strokes
This program is aimed at swimmers who have mas-
tered the basics of learning to swim and are ready to
focus on developing and improving their strokes and
increasing the distance they can swim.
Purpose:
• To build swimmers’ confidence and improve their
performance in any of the strokes taught in the
Red Cross Swim Kids program.
Prerequisites:
• Completion of a fitness screening form, if
required by the program site.
• Ability to swim at least 3 × 5m front crawl at a
Red Cross Swim Kids 3 level.
Red Cross Swim Sports
For teens and adults with basic swimming skills, the
nine Red Cross Swim Sports modules offer lots of
ways to have fun, stay fit, and be active in the water.
Purpose:
• To introduce a variety of aquatic recreational
sports in a fun-filled, non-competitive environ-
ment that can help swimmers achieve their per-
sonal fitness goals.
General Prerequisites:
• Completion of a fitness screening form, if
required by the program site.
• Unless otherwise stated, ability to swim 10m
(wearing a PFD/lifejacket if necessary).
• Ability to stay comfortably at the surface of deep
water, wearing a PFD/lifejacket if necessary (use of
flotation devices is permitted in all sport modules
except diving, since the goal of the program is to
promote safe participation in aquatic activities).
Additional Prerequisites for Specific Modules:
Swim Workout:
• Ability to swim 50m continuously.
Triathlon Swim:
• Ability to swim 100m continuously.
Lifesaving Sport:
• Ability to swim 25m.
Boating:
• Comfort with swimming while wearing a PFD/
lifejacket.
Diving:
• Comfort with swimming in deep water (without
a PFD/lifejacket).
• Ability to perform disoriented entries.
• Ability to change direction in deep water.
Water Polo:
• Comfort with swimming in deep water or while
wearing a PFD/lifejacket.
Underwater Hockey:
• Ability to swim 15m.
• Ability to swim comfortably underwater.
Synchronized Swimming:
• Ability to tread water for 2 minutes.
• Ability to perform disoriented entries.
• Ability to swim 15m.
Surfing & Boogie Boarding:
• Comfort with swimming in deep water or while
wearing a PFD/lifejacket.
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.3
Red Cross Swim Program for Adults and Teens • WSI Manual
PROGRAM MATERIALS
Red Cross Swim Journal
When swimmers register for Red Cross Swim Basics,
Red Cross Swim Strokes or Red Cross Swim Sports
(or when they arrive on the first day of lessons), they
will receive a Red Cross Swim Journal (Figure 6.1).
This journal contains tips on swimming and fitness,
as well as charts where swimmers can record their
goals, track their progress, and make notes about
your feedback.
The Red Cross Swim Journal is a learning tool
for your swimmers and you. Discuss individual
goals with each swimmer and have swimmers
record these goals in their journal. The Adult
Learning Inventory Form is another useful tool to
help your swimmers set realistic goals (see
Figure 6.1 Red Cross Swim Journal
6.3
Appendix L2). Don’t forget to make notes on your
worksheets/attendance forms about each swim-
mer’s goals and areas of interest!
WORKING TOGETHER
Try having your swimmers fill out the Adult Learn-
ing Inventory Form together on the first day of
lessons so that they can learn a little about each
other. Once they’ve done that, take a few minutes
to review the form with the swimmers.
Worksheet
Red Cross Swim Basics
The worksheet for the Red Cross Swim Basics is sim-
ilar to the Red Cross Swim Kids worksheets. Use this
worksheet to record attendance and to track when
each swimmer achieves the performance criteria. The
skills and performance criteria in this level come
from the Red Cross Swim Kids program (swimming
skills from Red Cross Swim Kids 1–5 and water safe-
ty skills from Red Cross Swim Kids 6–7).
Red Cross Swim Strokes and Red Cross Swim Sports
Red Cross Swim Strokes and Red Cross Swim Sports
do not have worksheets. Instead, track each swim-
mer’s progress/participation in the Red Cross Swim
Journal. Because the Red Cross Swim Sports modules
are designed as participation programs, you don’t
need to track completion of items—just participa-
tion. For safety reasons, you also need to record
attendance at each lesson.
Lesson Plans
Red Cross Swim Basics
The set of 10 lesson plans for Red Cross Swim Basics
has been developed based upon a 60-minute lesson.
The lesson plan is an outline with daily fitness tips, a
few suggested activities, and space for you to identify
drills that will meet the needs of your swimmers.
Red Cross Swim Strokes
You’ll find the performance criteria for each level on
the Red Cross Swim Strokes Chart. Because the swim-
mers will be working on a variety of strokes, tech-
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.4
6.4 WSI Manual • Red Cross Swim Program for Adults and Teens
niques, and distances, you will need to create cus-
tomized lesson plans for this level.
Red Cross Swim Sports
Each module has two 60-minute lesson plans. The
lesson plans identify the skills to teach for each mod-
ule and provide instructions for teaching new skills.
In the case of the water polo and underwater hockey
modules, the lesson plans also include a brief intro-
duction to game rules.
ADULT LEARNING CHARACTERISTICS
Teaching adults is not the same as teaching younger
learners. Adults have certain characteristics that
influence their learning experience. These character-
istics vary a lot from person to person, so be flexible
and consider them when planning your lessons.
There are five main categories of adult learning
characteristics:
1. Motivation
2. Previous experience
3. Self-concept
4. Physical state
5. Learning limits
Motivation
Understanding motivation means understanding why
people do things.
• Adult swimmers take lessons because they
choose to participate. As a result, they are gener-
ally highly motivated.
• Adults feel good about their successes, however
large or small. When they master a skill, they gain
a sense of control. Competence builds confidence!
Previous Experience
Previous experience refers to the knowledge, skills,
and attitudes your swimmers already have.
• Some of your swimmers will have a wealth of
experience when it comes to swimming and/or
water safety. For example, one swimmer may
know a lot about safe boating; another swimmer
may be a fitness enthusiast who wants to learn
deep-water running.
• Beginners may have the same fears and anxieties
as a young swimmer learning to swim. Take time
to carefully review their previous experience and
use informal discussions for further assessment.
• Previous experience also affects the way in which
adults learn. In general, adults have already
developed their own strategies or approaches to
learning. Sometimes this means changing your
teaching method and using an individualized
approach.
Self-Concept
Self-concept is the perception that people have of
themselves.
• Adult learners are usually fairly confident in their
abilities. However, some adults may be very inse-
cure in the water, so it’s important to make sure
they experience success early in the program.
• Take your swimmers through progressions that
encourage success at each step. Make sure that
each swimmer has the freedom and time to prac-
tise so that he or she can feel successful. You need
to build success into each lesson by helping
swimmers set and reach realistic goals.
• Your swimmers will view you as the water
“expert,” so it’s important for you to be confident
during your lessons by preparing well and com-
municating in a mature, respectful way.
Physical State
Physical state refers to the physical characteristics of
the swimmers.
• Physical state can vary dramatically depending on
the ages of your swimmers and how active they
are. At around the age of 30, physical capacity
may begin to decline slowly. As people age, there
are predictable changes that happen. However,
remember the following:
1. Aging occurs at different rates for different
people, so don’t focus on age. A 50-year-old
can be in much better physical condition
than a 30-year-old.
2. A physical limitation can be the result of a
disease (e.g., arthritis), disability, or injury,
rather than aging. Be aware of the physical
limitations of your swimmers and respect
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.5
Red Cross Swim Program for Adults and Teens • WSI Manual
those limitations. Always focus on what they
can do and adapt when needed.
3. If something feels uncomfortable or painful
for a swimmer, encourage him or her to stop
the activity.
• Talk to your lesson supervisor about a fitness
screening form. This type of form will give you
important information about the health of your
adult swimmers.
• One common change that comes with age is a
gradual decline in flexibility. Using all of our
joints in a variety of regular activities can help
prevent this loss. Your swimmers may need time
to loosen their joints and muscles, especially in
colder water. Give swimmers an opportunity to
stretch and warm up as much as they need.
• As people age, their body fat increases and their
lean body mass decreases gradually, until about
age 70. As a result, their buoyancy increases.
After 70, people tend to become thinner and their
buoyancy decreases.
• Changes in muscle strength depend on how
active someone is. Although strength declines
gradually, muscles that are used regularly stay
relatively strong. Muscles that aren’t used as
much become weaker.
• The speed of nerve impulses decreases as people
age. This means that some older swimmers may
take longer to learn new skills. It does not mean
that older people are any less able to learn, only
that it may take a little longer. Pace your lessons
in a way that lets swimmers call on their past
learning experiences, process information, and
practise. For example, pause occasionally
between instructions to give everyone enough
time to absorb the information and ask questions
if needed. With your feedback and support,
everyone will be successful.
• In terms of body temperature, older adults may
not be able to generate enough heat to stay warm.
They are also at higher risk of overheating if the
conditions are too hot.
• One of the greatest benefits of the water is that it’s
a relatively “soft” environment that lets people
move more easily than on land—even swimmers
who have lost a lot of physical capacity.
6.5
Learning Limits
Learning limits involve the amount of time and
energy (both physical and psychological) that your
adult swimmers are willing or able to devote to the
lessons or to a specific skill. These limits can vary
from one swimmer to the next. For example, one
swimmer may always have to leave your lesson early,
whereas another may take a long break halfway
through each lesson. Some may need more mental
time to prepare themselves for doing an activity, while
others jump right into it.
• As an Instructor, it’s important for you to develop
a sense of the learning limits of a particular class
or swimmer and to respect these limits.
• Within each lesson, focus on what each swimmer
wants to know and what your swimmers can do.
Be flexible! Your enthusiastic and caring attitude
will help create an atmosphere of trust and respect.
PLANNING FOR THE ADULT LEARNER
• Develop a long-term plan and individual daily
lesson plans based on each swimmer’s interests
and goals. This may seem complicated, but
remember:
• Adults like to practise on their own.
• They can help each other in partners or
groups.
• They have already developed individual
strategies for learning new things.
• They are highly motivated and determined to
learn!
• Give feedback on an ongoing basis and encourage
swimmers to give each other feedback too.
• Incorporate fun, fitness, games, and social
interaction into your lessons. Tag, tug of war,
keep away, water polo (using noodles, tubes, or
PFDs/lifejackets), and partner games are good
choices for adult learners.
COMMUNICATING WITH THE ADULT
LEARNER
Vision and hearing can affect learning, so pay partic-
ular attention to the way you communicate with
adult learners:
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.6
6.6 WSI Manual • Red Cross Swim Program for Adults and Teens
• Stand where everyone can see you clearly and
be closer to swimmers when you do your
demonstrations.
• Speak slowly, clearly, and loudly so that everyone
can hear.
• Talk directly to the group in a conversational tone
of voice—avoid a monotone.
• Use simple, clear, and meaningful words or
phrases.
• Coordinate your body language with your verbal
cues.
• Try to eliminate outside noises that may distract
your swimmers or interfere with their hearing.
• Watch your swimmers’ faces to see if they are hear-
ing and understanding you. Have your class or
specific swimmers use a special cue (e.g., thumbs-
up) to show you that they understood you.
• Ask someone in the back of the group to let you
know if anyone can’t hear.
• When someone asks you a question, repeat it so
that everyone can hear it.
• Use larger print on water safety handouts.
• Make sure that everyone can easily see your
visual aids.
TEEN LEARNING CHARACTERISTICS
There are four main categories of teen learning char-
acteristics:
1. Motivation
2. Self-concept
3. Physical state
4. Conduct
Motivation
Understanding motivation means understanding why
people do things.
• Like adults, teens take lessons because they
choose to participate and want to succeed. As a
result, they are generally highly motivated.
• Peer relationships are particularly important at
this stage, so include lots of group activities.
• Teens are keen to explore new things and test
their physical skills and abilities. Give them
opportunities to stretch and grow! They’re also
looking for meaningful participation and
responsibilities, so stress the leadership role they
can play in promoting water safety through their
actions.
Self-Concept
Self-concept is the perception that people have of
themselves.
• Teens explore their emerging identity by “trying
on” different personalities and styles and mimic-
king role models. Use positive feedback to rein-
force positive behaviours and attitudes. And don’t
forget to be a good role model yourself!
• At the same time, their body image is evolving as
they physically grow and change. Many teens feel
self-conscious about their bodies, so be sensitive
to this.
• Teens appreciate approval and recognition from
adults and their peers, so recognize their accom-
plishments.
• Build success into each lesson by helping
swimmers set and reach realistic goals.
Physical State
Physical state refers to the physical characteristics of
the swimmers.
• Most teens are still growing and changing physi-
cally. Although they may have developed good
muscle strength and endurance, growth spurts
can still affect their coordination.
• Coordination also depends on their previous
experience.
Conduct
Conduct refers to how people behave and how they
interact with others.
• Teens seek more autonomy and may test limits
and rules. At the same time, however, they can
appreciate clear structure and limits that give
them a sense of security. Apply rules consistently
and explain the reasons for them.
• If you run into conflicts, work with your swim-
mers to resolve them rather than impose your
own solution.
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.7
Red Cross Swim Program for Adults and Teens • WSI Manual
PLANNING FOR THE TEEN LEARNER
• Teens like peer-oriented learning, so have activi-
ties where they help each other.
• Structure each lesson or activity so that swim-
mers of various abilities can participate together
without identifying those who have a lower fit-
ness or skill level.
• Customize daily lesson plans based on your
swimmers’ interests and goals.
• Incorporate fun, fitness, games, and social inter-
action into your lessons. Action games that
require team strategy, such as water polo (using
noodles, tubes, or PFDs/lifejackets), or water vol-
leyball, are good choices for teen learners.
HOW TO TEACH RED CROSS SWIM
BASICS
• On the first day of lessons, assess the ability of
each swimmer. Customize your lesson plans to
reflect the abilities of the swimmers.
• Use the Red Cross Swim Basics Worksheet to
track daily attendance and accomplishments.
• Help your swimmers set attainable goals (e.g., to
swim 5m continuously with effective propulsion
by the end of the lesson set) and improve their
technique at their own pace.
• Use the Red Cross Swim Basics lesson plans as a
guide for your class.
• If necessary, help your swimmers choose strokes
that suit their goals and abilities.
• Use the progressions in the Red Cross Swim Kids
program to develop your swimmers’ basic
swimming skills and improve their strokes.
• Help swimmers whenever necessary, encouraging
them to work toward total independence.
• Check in with swimmers to determine when they
are ready for a new skill (e.g., going into deep
water).
• Incorporate water safety into your lessons, based
on your swimmers’ interests, abilities, and ages.
• Use the stroke drills found in Chapter 8,
“Strategy Resource.”
• As with all levels, if a swimmer isn’t comfortable
or feels pain, stop the activity.
6.7
HOW TO TEACH RED CROSS SWIM
STROKES
• On the first day of lessons, assess the ability of
each swimmer (look at stroke mechanics as well
as the distance they have swum). Record this
information in the Red Cross Swim Journal for
each swimmer.
• Track each swimmer’s attendance using the
master lesson registration sheet.
• Have each swimmer identify an attainable goal
for each stroke (e.g., be able to meet performance
criteria and distance for Red Cross Swim Kids 4
in front crawl by the end of the lesson set). Use
the Red Cross Swim Strokes Chart to help identi-
fy goals.
• If the swimmer has a Red Cross Swim Kids
progress card, refer to the card for stroke work to
be completed.
• Use the Red Cross Swim Strokes Chart to create
your daily lesson plans.
• Help your swimmers improve their technique at
their own pace using the progressions in the Red
Cross Swim Kids program.
• Use the stroke drills found in Chapter 8,
“Strategy Resource.”
• As with all levels, if a swimmer isn’t comfortable
or feels pain, stop the activity.
HOW TO TEACH RED CROSS SWIM
SPORTS
• Structure your lesson to include lots of opportu-
nity for fun and interaction with other swimmers.
• Track each swimmer’s attendance using the
master lesson registration sheet.
• You will encounter a variety of swimming abili-
ties in these classes, so plan for safety. If you have
weak swimmers, use flotation devices such as
PFDs/lifejackets, noodles, etc., to make the activ-
ity safe and fun for everyone.
• Decide what skills to focus your lesson on based
on your swimmers’ abilities.
• Plan to include appropriate water safety tips in
each lesson (for Water Safety Tips sheets, visit the
Canadian Red Cross website at www.redcross.ca).
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6.8 WSI Manual • Red Cross Swim Program for Adults and Teens

RED CROSS SWIM SPORTS • Parts of the paddle

• Bow stroke
Swim Workout • Draw stroke
Goal: To help swimmers improve strokes, increase • Pry stroke
swimming distance, and swim faster. • Reverse stroke
• Rescues
• Dive starts (from the pool deck or off the starting
blocks) Diving
• Open turns Goal: To introduce safe diving basics.
• Workout components
• Safe diving check
• Using a pace clock
• Diver’s attention
• 1,350m workout
• Diving positions
• 1,150m workout
• Straight dive
• Tuck dive
Triathlon Swim
• Pike dive
Goal: To introduce aquatic skills for participating in
• Standing front dive from pool deck
triathlon events. • Approach on the springboard
• Introduction to triathlon swimming training • Front jump layout
• Training principles: F.I.T.T. • Standing front dive from 1m springboard
• Open-water swimming skills
• Sighting Water Polo
• Drafting Goal: To introduce basic skills for participating in
• Stretches water polo games.
• 1,850m workout • Eggbeater 30 sec
• 2,000m workout • Dribbling the ball
• Passing the ball
Lifesaving Sport • Dry pass
Goal: To introduce basic skills for participating in • Wet pass
lifesaving sport events. • Head-up front crawl
• Obstacle relay
Underwater Hockey
• Mannequin carry 50m
Goal: To introduce basic skills for participating in
• Line throw
underwater hockey games.
• Head-first surface dive
• Mannequin tow with fins 100m • Underwater swimming
• Rescue medley relay • Swimming with fins, mask, and snorkel 15m
• Mannequin carry relay • Passing the puck
• Moving with the puck 15m
Boating • Stick-handling and puck-handling drills
Goal: To introduce safe boating skills and knowledge.
Synchronized Swimming
• Boating equipment
Goal: To introduce basic skills for participating in
• Safe entries and exits
synchronized swimming activities.
• Swimming with a PFD/lifejacket
• Exposure to cold water: HELP, Huddle • Floats
• Transporting a boat to the water’s edge • Front and back float
• Paddling strokes • Sailboat float
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.9

Red Cross Swim Program for Adults and Teens • WSI Manual 6.9

• Skills • Use the Red Cross Swim Journal to help you track
• Back tuck somersault these goals and each swimmer’s progress.
• Oyster
• Extended roll to back Red Cross Swim Basics
• Partner plank Red Cross Swim Basics is based on a foundation of
• Partner pull through continuous evaluation that challenges individual
• Swimming swimmers to continually improve their existing skills
• Waltz crawl and learn new ones.
• Head-up breast stroke • Use the performance criteria on the Instructor
• Sculling Worksheet (Figure 6.2) to determine the mini-
• Stationary mum standards for each item in the level.
• Head first • Provide ongoing feedback and evaluation.
• Eggbeater
• Target feedback to each swimmer and provide
• Mini-routine (sequence) practice opportunities that match each swimmer’s
individual learning needs.
Surfing & Boogie Boarding
• Use the Red Cross Swim Journal to track your
Goal: To introduce basic skills and knowledge for
swimmers’ completion of skills.
participating in surfing and boogie boarding activities.
• Use the Personal Best Fitness stickers to recog-
• Ocean safety knowledge nize each swimmer’s achievements for time and
• Currents (rips, undertows) distance.
• Different parts of a wave
• Transition from lying down to standing up Red Cross Swim Strokes
• Surfing rules and safety • Use the Red Cross Swim Journal to track your
• Paddling and kicking (catching a wave) swimmers’ progress by recording their accom-
• Eggbeater plishments at the end of the first and last day of
• Turning your board around swimming (Figure 6.3).
• Stance and balance • Use the performance criteria on the Red Cross
• Turtle manoeuvre Swim Strokes Chart.
• Use the Personal Best Fitness stickers to recog-
HOW TO EVALUATE nize each swimmer’s achievements for time and
• Encourage swimmers to develop at their own distance.
pace, gradually increasing their fitness and
improving their strokes and skills. Red Cross Swim Sports
• Take time with each swimmer to determine his or • Use the Red Cross Swim Journal to track each
her individual goals for the set of lessons. Some swimmer’s participation in the lessons. Each
swimmers may want to simply practise a stroke; sport has a few items to check off to track partic-
others may want to work toward completing spe- ipation. If required, swimmers can use the Red
cific performance guidelines; still others may Cross Swim Journal as proof that they have partic-
want to learn more about water safety. ipated in physical activities for school credits
(where applicable).
 Figure 6.2 Instructor Worksheet
Session:

Location:
Day/Time:
Instructor:

Name and Attendance

| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |

Shallow Water Entrie

s and Exits
Submerge Head
Exhale through Mo
uth and/or Nose
Weight Transfer, Sha
llow Water
Deep Water Activities
(Assisted)
Deep Water Float 5
sec
Change Direction De
ep Water
Surface Support, De
ep Water 20 sec

Recommended Class Size: 1:8–10 (With Assistant WSI, increase ratio by 4)

Self-Safety—Safe Div
ing
Sitting Dive
Introduction to PFD
/Lifejacket
Skills and Water Safety

Intro to Sculling, Sha

llow Water
Throwing Assist wit
hout a Line
Throwing Assist wit
ha Line
Instructor Worksheet

Reaching Assist with

an Aid

Total Enrolled:
Rhythmic Breathing
5 Times
Front Float and Rec
overy 3 sec
Back Float and Recove
ry 3 sec
Front Glide with
(In One Lesson) Flutter Kick 3 × 5m
Back Glide with Flu
(In One Lesson) tter Kick 3 × 5m
Side Glide with Flutter
Kick 3m (Assisted)
Swimming

Roll-Over Glide wit

h Flutter Kick 6 sec

Total Completed:
Front Swim 3 × 5m
(In One Lesson)
Red Cross Swim Basics
Adults & Teens
Copyright © 2008 The Canadian Red Cross Society.
WSI Manual • Red Cross Swim Program for Adults and Teens 6.10
Page 6.10 2:26 PM 10/27/08 WSI_ENG_Ch1-7_2008
 Red Cross Swim Basics
Adults & Teens
WSI_ENG_Ch1-7_2008

Performance Criteria
NOTE: Instructors—keep swimmers active and wet! • Extends arms over head, with hands clasped SWIMMING
• Chin tucked, leans forwards into water
SKILLS AND WATER SAFETY • Pushes with feet from side of pool RHYTHMIC BREATHING 5 TIMES
• Finishes in a front glide position NOTE: Encourage swimmer to turn head to side during inhalation.
Prepare! Stay Safe! Survive! • Exhales through mouth and/or nose underwater and inhales through mouth
10/27/08

SHALLOW WATER ENTRIES AND EXITS INTRODUCTION TO PFD/LIFEJACKET just above surface
NOTE: Progression from assisted to unassisted. NOTE: Instructor may assist. • Performs rhythmic and relaxed breathing with noticeable and effective
• Performs shallow water entries and exits, appropriate to the site, e.g., wading NOTE: Shallow water: water that is no more than chest height, relative to each exhalation and inhalation on EACH repetition
in, using ramp, stepping off ladder, jumping in, slipping in from seated position swimmer. • Performs at least 5 repetitions in any body position
at water level • Puts on Personal Flotation Device (PFD)/lifejacket; properly fastens all zippers,
ties, and buckles FRONT FLOAT AND RECOVERY 3 SEC
• Demonstrates safe exits
2:26 PM

• Wearing PFD/lifejacket, moves (walks, runs, hops, kicks, etc.) through shallow • Assumes stable floating position on front with face in water
SUBMERGE HEAD water • Floats for at least 3 seconds, in a relaxed manner

Figure 6.2 Instructor Worksheet

NOTE: Initiated by swimmer, in a relaxed manner. • Wearing PFD/lifejacket, floats in any position in shallow and deep water, in a • Comfortably recovers to original position
• Puts entire head in the water at least 3 seconds relaxed manner BACK FLOAT AND RECOVERY 3 SEC
• Opens eyes underwater
INTRO TO SCULLING, SHALLOW WATER • Assumes stable floating position on back, ears under the water
EXHALE THROUGH MOUTH AND/OR NOSE • Explores how to feel, manipulate, and move the water by sculling with lower • Floats for at least 3 seconds, in a relaxed manner
• Exhales/blows bubbles through mouth, just below the surface arms and hands • Comfortably recovers to original position
Page 6.11

• Exhales through mouth and/or nose with entire head in the water • Puts lower arms/hands underwater, with fingers together, palms facing down FRONT GLIDE WITH FLUTTER KICK 3 × 5M (IN ONE LESSON)
WEIGHT TRANSFER, SHALLOW WATER • Moves palms (fingers) in various directions (palms up, down, one up and NOTE: Minimal assistance may be provided to start glide.
• Transfers weight experimenting with buoyancy and centre of gravity: e.g., one down) • Performs front glide with basic flutter kick: alternating up and down leg
retrieves objects from bottom, touches different body parts on bottom, does • Swings lower arms/hands out and in with even pressure motions
handstand, somersaults, log rolls, etc. • Body can be in different positions (standing, floating, sitting/leaning on • Performs kick for at least 5m with body approaching horizontal
buoyant aid) • Maintains streamlined body position with arms fully extended in front of head
DEEP WATER ACTIVITIES (ASSISTED) • Movement over a distance is not required
NOTE: Instructor may assist. BACK GLIDE WITH FLUTTER KICK 3 × 5M (IN ONE LESSON)
• Where site permits, demonstrates Self-Safety during deep water entries THROWING ASSIST WITHOUT A LINE NOTE: Minimal assistance may be provided to start glide.
(ladder, slip in, front standing jump) NOTE: Swimmers practise throwing to target (not a person) first. • Performs back glides with basic flutter kick: alternating up and down leg
• Explores flotation and movement in deep water, maintaining a streamlined • Throws aid to a distressed, conscious swimmer 5–10m away motions
body position (kicking, propulsion with arms, on back, front) • Identifies characteristics of a good throwing assist, e.g., buoyant, accessible, • Performs kick for at least 5m with body approaching horizontal
• Demonstrates safe exit easy to throw, not easily blown away, easy to hold • Maintains near-horizontal body position with arms resting alongside of body
• Identifies 3 examples of a good throwing assist, e.g., ring-buoy (with or and hands at hips using effective propelling action
DEEP WATER FLOAT 5 SEC without a line), PFD/lifejacket, kickboard
• Floats in a relaxed manner for at least 5 seconds in deep water, on front, SIDE GLIDE WITH FLUTTER KICK 3M (ASSISTED)
back, or vertically THROWING ASSIST WITH A LINE NOTE: Instructor may assist or swimmer may use aid (kickboard, noodle etc.).
• Holds stable position with slight or no leg movement • Demonstrates throwing a line to a distressed conscious swimmer at least 3m • Glides on preferred side with one arm extended above the head and the
• Comfortably recovers to original position away: other beside the body, with no movements of the hands
Red Cross Swim Program for Adults and Teens • WSI Manual

CHANGE DIRECTION DEEP WATER
• Performs front jump entry into deep water and surfaces in a vertical position
• After surfacing, turns in one direction and then in the opposite direction
(complete rotations)
• Orients self and swims back to the point of safety
• Explains why this skill is important to know
SURFACE SUPPORT, DEEP WATER 20 SEC
• Performs relaxed float on front for 5 seconds, rolls to back float for 5 seconds,
and then continues to float, swim in place, or tread water (or combination) for
at least 10 more seconds, in a relaxed manner
SELF-SAFETY—SAFE DIVING
NOTE: Ensure safe depth and width of site.
• States 3 wise choices related to diving:
1. Always enter the water feet first, first time.
2. Obey all posted signs about diving.
3. Proceed carefully.
• Identifies injuries/consequences associated with unsafe diving (e.g., spinal injury)
• Describes why site area is (or is not) safe for diving
1. Calls for help and speaks clearly to the distressed swimmer while • Performs flutter kick on preferred side for at least 3m
maintaining eye contact • Glides with head turned to side, ear resting in water near shoulder
2. Places feet shoulder width apart, with the line secured under the front foot
3. Faces person, throws assist ROLL-OVER GLIDE WITH FLUTTER KICK 6 SEC
4. Gets into stable position (lying down) before person grabs assist • Performs front glide with flutter kick, for at least 3 seconds
5. Smoothly pulls person to point of safety • Rolls over to back and continues kicking for at least 3 seconds
NOTE: Assist must land within 1 arm length behind or to the side of the • Repeats back to front glides with flutter kick
distressed person. • Starts roll with head and shoulders
• Explains reasons for not going into the water during a rescue and avoiding FRONT SWIM 3 × 5M (IN ONE LESSON)
direct contact • Swims with face in the water
REACHING ASSIST WITH AN AID • Body approaches horizontal position
• Identifies characteristics of good reaching assists, e.g., buoyant, light, easy to hold • Performs flutter kick
• Gives 4 examples of a good reaching assist, e.g., kickboard, paddle, ring-buoy, • Recovers arms above water
inner tube • Exhales before turning head and rolling on side to take one breath
• Demonstrates safe reaching assists to distressed swimmer: • Returns to front position and continues swim
1. Gets into stable position (lying down on angle) • Completes distance
2. Speaks clearly and continuously, maintaining eye contact
3. Pulls person to point of safety, keeping the assist between themselves and
the person at all times
Copyright © 2008 The Canadian Red Cross Society.

• Explains reasons for not going into the water during a rescue and avoiding
SITTING DIVE direct contact; identifies need for further training
NOTE: Ensure safe depth and width of site.
• Starts sitting on pool edge
6.11
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 6.12

6.12 WSI Manual • Red Cross Swim Program for Adults and Teens

STROKE: Front Crawl DAY ONE DAY TEN

USE THE STROKES CHART TO ASSESS SWIMMER’S ABILITIES

LEVEL Red Cross Swim Kids 4 Red Cross Swim Kids 6

DISTANCE 3 × 10m 3 × 15m
STROKES PER LENGTH 8 (10m) 7 (15m)
TIME 55 sec 65 sec

COMMENTS: Excellent work on your arm strokes; your elbows are now bent and high. Remember to keep the
under water pull long and past your hips. The next distance to focus on is 3 × 25m.

Figure 6.3 Strokes chart

WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 7.1

Evaluation
Made Simple
AFTER YOU INSTRUCT
Class is over for the day. Now it’s time for decisions
and paperwork! For every set of lessons you instruct,
you need to do the following:
• Track each swimmer’s progress every lesson. Mark
an item complete when the swimmer has demon-
strated the performance criteria for that item.
• Mark the level completed when the swimmer has
completed all the performance criteria for the level.
• Give each swimmer the appropriate recognition
award and progress card or booklet to take home
(Figure 7.1).
To Screen Swimmers
You should do the following:
• Know what skills are covered in the previous
level.
• Check your swimmers’ skills by looking at their
booklet (Red Cross Swim Preschool), progress
card (Red Cross Swim Kids) or Red Cross Swim
Journal for completions and comments and by
assessing their abilities during the first lesson.
• Be sure to transfer the already completed items to
your worksheet if the swimmer is repeating a level
(Figure 7.2).

A NOTE ABOUT EVALUATION To Help Swimmers Improve

The Swimming and Water Safety Program incorporates You should do the following:
progressive learning and an individualized approach • Give swimmers continuous evaluation and feed-
to instruction—you instruct swimmers to help them back throughout the session.
improve, not to prepare them for some final perfor-
mance on the last day of a 10-lesson set. Success in the
Swimming and Water Safety Program occurs every
time your swimmers enter the water safely and have
fun. Your final evaluation does not happen one hour
before the last lesson! You are always observing and
continuously evaluating each swimmer.
Your attitude is essential in making progressive
learning a success. Get to know every swimmer in
your class and his or her level of ability, and then use
the performance criteria to track his or her progress.

WHY EVALUATE?
There are three important reasons for evaluating
swimmers during the session:
• To screen swimmers
• To help swimmers improve
• To decide whether swimmers complete the level
Figure 7.1 At the end of the lesson set, review each
swimmer’s progress.

7.1
WSI_ENG_Ch1-7_2008 10/27/08 2:26 PM Page 7.6
7.6
Red Cross Swim Kids
• Personal Best Fitness stickers—for swimmers who
attempted the fitness component of a level by the
end of a lesson set (in Red Cross Swim Kids 1–5,
these are awarded for achieving greater distance;
in Red Cross Swim Kids 6–10, they are awarded
for improved time)—see below for details.
• Completion badges—one per level for swimmers
who have successfully completed a level; the badge
number matches the level number.
• Completion medal—for swimmers who have
completed all the skills in Level 10.
• Completion certificate—for swimmers who have
completed all the skills in Level 10.
• Progress card—for all swimmers; these cards give
caregivers and swimmers your specific comments
on the swimmer’s successes and challenges
throughout the lesson set.
The Personal Best Fitness sticker recognition is
about personal fitness and achieving or exceeding
personal goals set by the Instructor and the swimmer.
Over the course of 8 to 10 lessons, you have a unique
opportunity to work with the swimmer to achieve
their personal best distance or time, depending on the
level. You may also use them to track improvements
in swimming abilities from one lesson to the next.
Here’s how it works:
Beginning of session: Record the initial distance
or time on the worksheet or in the Red Cross Swim
Journal.
Throughout session: Each time a swimmer does a
fitness swim, record the distance or time.
End of session: (1) If any of the distances or times
exceeds the initial one, give a sticker, regardless of
whether the swimmer has achieved the identified dis-
tance swim for that level or not; (2) write the person-
al best distance/time on the progress card.
WSI Manual • Evaluation Made Simple
Red Cross Swim Program for adults and teens
• Red Cross Swim Journal—for Red Cross Swim
Basics, Red Cross Swim Strokes, and Red Cross
Swim Sports.
• Personal Best Fitness stickers—one for time and
one for distance.
Use the Red Cross Swim Journal to track swim-
mers’ completion of items in Red Cross Swim Basics
and Red Cross Swim Strokes. For Red Cross Swim
Sports, use it to track swimmers’ participation. The
Red Cross Swim Journal also contains information on
goal setting and healthy lifestyle tips for swimmers.
The Personal Best Fitness stickers recognize
swimmers who achieve or exceed their personal goals
for time or distance.
WRITING COMMENTS
• Write or print legibly so that caregivers and
swimmers can read your notes.
• Spell words correctly! If you don’t know how to
spell something or aren’t sure how to spell a
swimmer’s name, look it up!
• Be honest, positive, and specific. Start by stress-
ing what the swimmer has done; then mention
specific areas where improvement or further
practice is required. Avoid predicting future
accomplishments, such as, “I know Chen will get
it next time.”
• Sign your name, and, if your signature is illegible,
print it too!
PAPERWORK!
Paperwork can be done in an easy three-step process:
1. Finish filling in your worksheets. Cover all skills
for all swimmers, and indicate the number of
swimmers who enrolled and the number of swim-
mers who completed.
2. Hand your worksheets in to your program super-
visor.
3. File your long-term plan and your lesson plans
away for future lessons. Be sure to include notes
on how to improve your lesson plans.
WSI_ENG_Ch8_2008 11/3/08 1:54 PM Page 8.42
8.42
4. Wrap up this activity by quoting statistics in the
drowning report that relate to the questions you
asked earlier.
Level: K9
Title: Ice Preparation
Purpose: Teach swimmers how to prepare for ice
activities
Activity/Corrective:
1. Have swimmers generate a list of different
injuries/incidents that could occur during an ice
activity.
2. Have swimmers explain why these injuries/inci-
dents might happen.
3. Have swimmers list ways to prepare to avoid
these injuries/incidents.
4. Review the Prepare! items, including ice rescue
equipment.
Level: K 10
Title: Statistically Speaking
Purpose: Relate information in the Drowning Report
Activity/Corrective:
1. List the activities your swimmers participate in
and with whom.
2. Choose one activity on the list and look up related
information on that activity in the drowning report.
3. Identify whether the activity is a cause of drowning.
4. Have swimmers brainstorm how they can prepare
and stay safe when they participate in this activity.
5. Review one activity during each lesson.
FITNESS ACTIVITIES
In this section you’ll find activities for specific fitness
items, as well as a variety of other fitness drills.
These fitness drills may be used for the specific
fitness item connected to the Red Cross Swim
Preschool, Red Cross Swim Kids, or Red Cross Swim
Program for adults and teens, and you can also use
them for other skill items where appropriate. For
example, there are many kicking drills listed for fit-
ness items that you could also use as correctives and
activities for the strokes.
WSI Manual • Strategy Resource
Level: K 10
Title: In the News
Purpose: Relate information in the news regarding
water safety incidents
Activity/Corrective:
1. Begin a news-clipping file. Cut out and file arti-
cles and pictures on water-related incidents.
2. Have a “News Splash” each week: read a small
portion of the article and relate it to the drowning
statistics.
3. Consider displaying the articles on a bulletin
board.
4. Ask swimmers to look for information about water
safety and bring it to class for discussions.
5. Have swimmers discuss how the incident in the
news could have been prevented.
Level: K 10
Title: Who am I?
Purpose: Have swimmers identify where to get
further training
Activity/Corrective:
1. Have swimmers name occupations in
aquatics/water safety (e.g., Instructor, lifeguard,
First Aid Instructor).
2. For each occupation, create a flow chart that
illustrates how to receive training.
3. Review one occupation during each class.
Fitness for Fun
Levels: PS 1–7
Title: Obstacle Course (Variation: Circuits)
Purpose: Have swimmers practise various activities
Activity/Corrective:
1. This can be a progressive activity—start the course
in the second or third class with one or two activ-
ities; then add activities as the class progresses.
2. Set up a short obstacle course that will review the
various skills and supports that you have taught
during the session.
3. Have caregivers and children move through the
obstacle course and practise each of these skills.