Långban is a treasure trove for mine divers and history buffs
Building an education and exploration research facility
Diving with a purpose, from foundational to exploration-grade
Understanding stress in accidents and fatalities
“Wrecks and mines provide more than an adrenaline rush— they offer a tangible link to our collective history.
Wreck diving offers a glimpse into the past, with sunken ships acting as time capsules. These vessels tell stories of tragedy, loss, human ingenuity, and resilience. From grand ocean liners to simple cargo ships, wrecks capture moments in history, transporting divers to the times when these ships sailed the seas. This historical immersion makes wreck diving a favorite among many divers.
Some divers prefer exploring natural caves for their beauty and the thrill of discovering uncharted passages. But what if there were an activity that combines the historical intrigue of wreck diving with the excitement of exploring overhead environments? Enter mine diving! See page 26 in this issue of Quest for a fascinating feature on a Swedish mine, Långban.
What do wreck diving and diving in flooded mines have in common? At first glance, they may seem worlds apart, but they share remarkable similarities that offer unique insights into our industrial past.
Diving in flooded mines reveals a different aspect of history. These submerged labyrinths are remnants of the resource pursuits that fueled progress. Both wrecks and flooded mines serve as underwater museums, preserving artifacts that tell human stories. Rusting ship hulls and eerie mine passages are filled with tools, machinery, and personal items, each fragment contributing to a larger narrative for divers to uncover.
Diving in these environments requires unique skills and a deep respect for history. Both wrecks and flooded mines are challenging and potentially hazardous, demanding meticulous planning and strict adherence to safety protocols. However, the rewards are unparalleled, offering a profound connection to the past and a sense of being part of something larger.
Wrecks and mines provide more than an adrenaline rush—they offer a tangible link to our collective history. They allow us to step back in time, witness the stories of those who came before us, and reflect on their legacies. As we explore these underwater worlds, let us do so with respect, curiosity, and deep appreciation for the hidden histories beneath the surface.
Jesper Kjøller Editor-in-Chief jk@gue.com
Editor-in-chief
// Jesper Kjøller
Editorial panel
// Michael Menduno
// Amanda White
Design and layout
// Jesper Kjøller
Copy editing
// Pat Jablonski
// Kady Smith
Writers
// Brad Beskin
// Jenn Thomson
// Constantin Ene
// Martina Utzinger
// Ulrik Juul Christensen
// Kirill Egorov
// Daniel Riordan
// Nuno Padrao
// Fred Devos
// Todd Kincaid
// Chris Le Maillot
// Jarrod Jablonski
Photographers
// Kirill Egorov
// Constantin Ene
//Jesper Kjøller
// Adam Beard
// Bori Bennett
// Ulrik Juul Christensen
// Jacob Juul Christensen
// SJ Alice Bennett
// Lauren Wilson
// Sean Romanowski
// Rinie Luykx
// Julian Mühlenhaus
Illustrations
// Alexandra Huth
25, No. 3 · August 2024 Quest
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GUE diving is best enjoyed in teams, promoting safety and enjoyment through collaboration. This team-focused approach is evident in our projects and exploration efforts, but also in teaching.
To support aspiring divers, GUE introduces new initiatives, including resource development and a training curriculum, ensuring the next generation excels in exploration-grade projects.
26
Långban is a diver’s dream and a geologist’s paradise. With rich mineral diversity, it’s a treasure trove of stories. Explore its history, modern facilities, and the unique blend of past and present.
40
Area9 Mastery Diving is a premier training and research center in Bonaire, leveraging top facilities and expert instruction. The commitment to excellence ensures divers achieve the highest levels of safety, performance, and mastery, pushing the boundaries of diving education.
54
Rinie, a passionate diver since 1990, captures marine life in the challenging waters of the Netherlands. He also travels the world, freelancing for diving magazines. Rinie emphasizes relaxation and enjoyment, believing these lead to the best photos.
60
Wetnotes are crucial for data collection, dive plans, and decompression schedules, and team diving enhances safety and communication. Mastering positioning strategies helps tackle challenges and emergencies effectively.
72
Understanding and managing stress in diving is crucial, as it can mean the difference between life and death. This article examines stress in cave diving, its signs, coping strategies, and handling unconscious divers.
– The benefits and risks
Our pursuits as GUE divers are best enjoyed in teams. GUE has embraced this mantra since its inception because diving is safer and more enjoyable when shared with other like-minded divers. This is codified in our prohibitions against solo diving and our emphasis on twoand three-person teams. It is evident in our focus on collaborative, team-based projects and exploration efforts.
The benefits of team diving are many, and the annals of Quest, InDepth, and GUE’s course materials detail them well. But what about team teaching?
Co-teaching (also “collaborative teaching”) denotes a coordinated instructional effort by two or more GUE instructors to work with trainees at the same time.
“The logic behind co-teaching is intuitively appealing. Co-teaching reduces the student-teacher ratio, and the presence of two educators, each with distinctive expertise, should make it easier to connect students at a range of abilities to grade-level content.” Jones & Winters (2023), Are Two Teachers Better Than One?, Education Next, 23(1), 54-59.
Can GUE instructors benefit from working together? And, more importantly, can GUE
trainees benefit from such an undertaking? I would put forward a resounding “absolutely!” in response. But, as many of you have learned in working with me, there is almost always a “but.” Co-teaching carries with it potential lasting rewards, which can only bear fruit when the instructor team works diligently to minimize the risks associated with co- or team teaching. Failure to manage these risks and plan for success will likely lead to a less-than-stellar outcome for the trainees and, thus, the instructors.
To be certain, GUE embraces a co-teaching model when employed (a) for the benefit of the trainee and (b) with sufficient planning to ensure success. However, it is not the norm; rather, most GUE courses follow a familiar mode: one instructor and somewhere between two and six trainees (depending on the course and seg-
Co-teaching offers lasting rewards but requires diligent risk management. Without careful planning, it can lead to poor outcomes for both trainees and instructors.
An instructor team can offer personalized attention and solve problems more effectively, than a single instructor.
ment—in-water or theory). However, GUE courses are easily adapted to a co-teaching model with a bit of planning and finesse.
Moreover, GUE’s instructor development model already embraces co-teaching through its internship and signature process. Aspiring instructors must intern in live courses. They must participate in instructional workshops and Instructor Training Courses (ITCs). And they must complete an evaluation under the watchful eye of an Instructor Evaluator (IE). When employed correctly, co-teaching should provide enhanced course outcomes and benefits to both the trainee and the instructor.
Trainee facetime: Co-teaching can maximize the amount of quality one-on-one time each trainee receives in the course from an instructor. This should be highly beneficial for trainees, so long as it does not become disjointed and erratic. Additionally, two sets of eyes, ears, and minds can observe and evaluate students more comprehensively and with different outcomes or takeaways, which should make for more com-
prehensive feedback and coaching throughout the course.
This principal outcome should afford substantial benefit to trainees. If such benefits do not materialize, the instructors need to re-evaluate the effectiveness of the endeavor.
Troubleshooting: In most courses, instructors must manage trainee development and acuity at different paces. Rarely do teammates arrive for a GUE course with perfectly matched fundamental skills, preparation, and capacity. This can split the instructor’s focus between trainees, with some needing micro refinements while others need macro development. Seasoned instructors should find little challenge in managing disparate trainee needs, so long as basic prerequisite trainee skills are present. For example, read “GUE Cave DPV—Fundamentals on Turbo” in Quest 23.3, where Lauren Wilson and I discuss the differences between her seasoned DPV skills and my complete lack thereof, each managed expertly by our instructor at the same time.
However, a collaborative team of instructors can pivot and provide customized attention as needed. Additionally, an instructor team brings
Co-teaching prevents drift in procedures, methodology, and approach that can occur when an instructor teaches alone.
additional problem-solving resources to bear. Whether weather, illness, or other logistical challenges arise, a team of instructors is likely more capable of responding with a comprehensive solution than one instructor alone.
These trainee-focused outcomes—facetime and troubleshooting—should be the instructor’s principal objective at all times. However, co-teaching can provide ancillary benefits (so long as they do not cannibalize trainee outcomes in any way).
Of course, any instructor who wishes to advance in GUE needs to demonstrate the ability to manage a full team of novel trainees at their current level of instruction. But, with this in mind, co-teaching can afford instructors substantial benefits.
Co-teaching creates exposure to other teaching styles and methods, which—whether for better or for worse—provide the instructor with valuable perspective, options, and aspirations. Instructors can learn from each other’s experiences as both educators and divers. For exam-
ple, a technical instructor and a cave instructor co-teaching a Fundamentals class will give each of them an opportunity to see how the other environment influences training—which aspects are emphasized differently and what circumstances are considered.
Co-teaching also helps avoid drift—if an instructor teaches for a while in isolation, a natural drift in procedures, methodology, and approach will happen, and teaching with someone else can help to avoid it. It as well can be inspirational and motivational—to train more, to change habits, or to learn new things. A quest for excellence is also a quest for self-improvement as an instructor and educator.
In many instances, instructors in similar regions have interested trainees without teammates for the course in question. By combining with another instructor in a similar position, they can fill the course and provide each trainee the benefits of a full team of novel trainees.
These benefits can be easily offset by the risks associated with co-teaching. In short, failure to
plan for and manage a co-teaching arrangement can result in disaster. Instructors who are unwilling to shoulder this work (i.e., who may be looking to co-teaching merely to lighten the load) are likely to encounter disaster more readily than those who put in the work necessary to ensure success.
“While co-teaching is broadly popular among educators, its effectiveness for improving student outcomes depends on a key assumption— that the presence of a second adult results in more effective learning opportunities for students. Our findings appear more consistent with studies suggesting that just putting two teachers in the same room does not necessarily improve the quality of instruction students receive. In practice, co-teachers often do not work in the idealized way advocates of the approach recommend. Colocation does not necessarily cause effective collaboration.” Jones & Winters, supra.
Organization: Successful co-teaching requires an added layer of organization and planning. Collaborative instructors must know ahead of time who is responsible for which aspects of the course.
Competition: Instructors may fall into the trap of enforcing their favorite solutions over those of their co-instructor. This care creates confusion and ineffective learning. Additionally, instructors who fail to embrace a collaborative mindset will often repeat the same feedback as their colleagues, waste trainee time, and risk confusing them.
Conflict: Failure to plan accordingly likely leads to conflict between the instructors. This is unacceptable, as it may create a distraction from the paramount responsibility each instructor owes to trainee safety and supervision. It can also create a poor impression on trainees’ part as to instructor proficiency, preparedness, and professionalism.
Development: Co-teaching can provide an instructor a crutch to support certain deficiencies. There is value in an instructor managing, for example, a three-trainee team in a Level 1 course without any assistance. This is unquestionably challenging, but the ability to do so necessarily (but not sufficiently) demonstrates the instructor’s readiness to advance and shoul-
der additional responsibility. Thus, instructors with aspirations for advancement should use caution not to overload their diving resume with co-taught courses.
Ultimately, the trainee’s impression will always control the success of any given course. If the trainee perceives a less-than-unified instructor team, that will assuredly impact the quality of the trainee’s experience and offset other successful outcomes. This is unacceptable.
Thus, to ensure a positive outcome, instructors intent upon co-teaching must plan, communicate, define roles, structure methods, and treat each other with patient, mutual respect.
Planning: Critically, any pair of instructors attempting a co-teaching arrangement needs to clearly demarcate the method they will employ. A laissez-faire approach here can be disastrous and give trainees the impression the instructors do not know what they are doing or do not value the trainee’s time sufficiently.
Experts suggest a two-phased planning process for co-teaching arrangements: “The first component involves sharing key decisions and discussing the most critical topics…[.] The companion to this planning is the second component, which includes the on-the-fly conversations that occur … as needed. If the former type of planning is supported, the latter type can supplement it and result in co-teaching success.”
Friend, Co-Teaching: A Simple Solution That Isn’t Simple After All, JoCI 2-2 (2008). However, the latter cannot sacrifice time for meaningful trainee instruction and must be limited to only the most as-needed scenarios.
Co-Instructors should debrief each day on what worked well and what needs improvement. Requests from trainees for feedback should include requests specifically tailored to the co-teaching model and roles.
Communication: Co-instructors must leverage clear and closed-loop communication throughout the process to ensure success.
Defined roles: To ensure success, instructors must agree ahead of time on structure, schedule, locations, responsibilities, etc. If one instructor is serving in a primary role, the team must
agree ahead of time whether the secondary instructor is welcome to engage in responding to questions or should defer to the primary. If instructors plan to switch roles from unit to unit, that must be decided in advance with a clear transition planned.
Structured methods: There are an array of effective co-teaching methods, including “one teach/ one assist”, alternative, and team teaching. Instructors should work closely in advance of the course to devise which method(s) will work most effectively given their respective expertise, the environment, and the trainees involved. Instructors may choose one or many methods given the needs of the course.
Employing the proper method such that it appears coordinated, smooth, and effective to the trainee requires a great deal of coordination in advance of the course. However, failure to do so will likely diminish trainee outcomes such that instructors unwilling to put forth that planning effort may choose to reconsider co-teaching pursuits.
“Remember, however, that healthy discourse and discussion of GUE values and ethos—reflection toward a deeper understanding of GUE’s “why”—with trainees is a powerful and valuable exercise. Co-instructors should embrace such discussions and involve their trainees toward that end.” Ulrik Juul Christensen, M.D.
The trainee must, at all times, perceive a unified team intently focused on that trainee’s success.
“Successful co-teaching requires an added layer of organization and planning. Collaborative instructors must know ahead of time who is responsible for which aspects of the course.
Mutual respect: Finally, and perhaps most importantly, instructors must conduct themselves with an air of mutual respect and consummate professionalism at all times. Conflict must occur in private, outside the critical eye of trainees, in a dignified and professional fashion.
“Co-teaching relationships are often likened to marital relationships in that they depend on commitment, negotiation, and flexibility. To be successful, co-teaching relies on two committed educators who care deeply about reaching their students and work diligently to achieve that goal. They problem solve to generate new strategies, resolve differences of opinion, .and try alternative solutions if the original one is not successful. Co-teachers have a commitment to each other, as well, in terms of nurturing their professional relationship. Each educator works to bring out the best in the other person, and the result is improved outcomes for students and strong teaching partnerships.” Friend, supra.
GUE, as a values-based organization, thrives on the shared contributions of its explorers and educators. Co-teaching fits squarely in this ethos and affords substantial benefit when applied correctly—through proper planning and mindset on the part of each instructor involved.
Brad Beskin has been diving actively for approximately 29 years. He first became involved with GUE by taking Fundamentals in 2001, and then Cave 1 with Tamara Kendel in 2003. He is now a proud GUE DPV Cave diver and is actively working his way through
GUE’s technical curriculum. When he is not diving, he earns his living as a civil litigator in Austin, Texas, and he also finds time to act as Director of Quality Control and the Chair of the Quality Control Board for Global Underwater Explorers. Brad Beskin
From the original exploration of the Woodville Karst Plain Project (WKPP) to the local teams around the world that dive with a purpose, project diving has always been an integral component of GUEs philosophy. However, project diving is complex, requiring both hard and soft skills as well as a plethora of experiences to reach exploration-grade levels in globally relevant projects. This is the challenge that aspiring divers face. To address that challenge, GUE is introducing several initiatives— from resource development to a new training curriculum—in order to provide support for the next generation of project divers.
Global Underwater Explorers' philosophy comprises a holistic approach to scuba diving that ultimately promotes self-improvement, intellectual curiosity, and meaningful experiences. Most importantly, GUE divers are both highly skilled and motivated to undertake goal-oriented and purposeful diving, helping to facilitate the broad range of conservation and exploration objectives the agency promotes. Indeed, GUE began with a team of explorers who used their approach to enhance project diving around the world and elevate quality of instruction at all levels. Now, the next steps are to combine these two branches. This article summarizes several GUE resource and training initiatives in active development for project divers.
While not officially GUE Standards per se, the first iteration of the Project Diving Definition v1.0
aims to standardize the main features of a GUE Project, such as its types, taxonomy, values, and benefits, while allowing for flexibility and contingency.
A GUE Project is defined as a goal-oriented scientific, educational, explorational, and/ or conservational endeavor. Projects require a team of divers and support personnel who use advanced planning techniques, unique diving skills, and appropriate technology to realize their objectives.
Project goals should be measurable, specific, and defined within these categories:
• Exploration (e.g., scouting, searching, prospecting)
• Documentation (e.g., photo/video, survey, photogrammetry)
• Sample collection (e.g., data and/or specimens for scientific research)
• Conservation (e.g., beach cleanup, ghost net removals, planting sea grass)
A GUE Project is a goaloriented scientific, educational, exploratory, or conservation effort involving divers and support staff, using advanced planning, unique skills, and technology.
Underwater archaeology simulations start with documenting samples and conducting site photogrammetry.
Careful documentation of the individual positions of archaeological artifacts before marking and packing for transportation.
Packing and transporting fragile objects requires plastic containers, crates, cushions, and flotation devices.
Habitats are gas-filled underwater spaces that allow divers make decompression more enjoyable. Careful setup is required to ensure stability, balance, and safety.
A GUE Project must also meet several administrative requirements. Missions are led by Project Managers and should be registered with GUE Headquarters prior to being promoted. All participants should sign appropriate liability releases, be governed by a thorough Risk Management Plan and Crisis Response Plan, and be ultimately designed to bring value to GUE’s organizational initiatives.
There are also taxonomic recommendations. GUE Project types can be recreational or technical, or a mix of the two. Recreational GUE Projects are depth limited to 30 m/100 ft in backmount open-circuit and must be conducted in open water within minimum decompression limits. Project Managers must be GUE-certified for the level of planned project diving, at minimum. Recreational project participants are not limited to GUE standard equipment configurations or certifications, but nevertheless must adhere to GUE General Diving Standards. Technical and Cave GUE Projects are more complex in nature
PHOTO JAVI SANCHEZ
and involve deep water, overhead environments, specialized equipment, and/or extended decompression obligations. Ninety percent of the divers need to be GUE-certified at an appropriate level and use GUE standard gases and equipment configurations, unless the Project Manager decides otherwise—within reason—or if the environment, goals, or circumstances necessitate variations. This way, projects maintain a balance between adherence to GUE standards and catering to unique contexts of real-world projects.
So, you want to set up a project yourself but have no idea where to begin. Or, you are a seasoned project manager but desire additional support for social media outreach or templates of risk assessment forms, for example. The newly developed Project Portal is intended to help both dive participants and project managers and is part of GUE’s DREAM initiative that will help divers to clearly:
• Define their project’s objective(s)
• Research properties that illuminate that objective
• Explore their environment and record observations
• Analyze and assemble observations in an accessible manner
• Motivate individuals in support of the underwater environment
1. Defining/overview/goals
2. Plans/permits/budgeting
3. Registration
4. Team recruitment
5. Medical and liability admin
6. Health/SOPs
7. Logistics/travel
8. Project timelines
9. Diving plans/gear
10. Data management
11. Media/outreach
12. Reports/delivery
The portal itself is a standardized set of planning tools that form the stepping stones of a successful project (12 steps to be exact). Each of these 12 steps forms their own veritable library of resources from which divers can pick and choose to aid in their own project development. The intended result is the inception of a broad range of individual projects that are context-specific while still guided by the standards of excellence in conservation, education, and exploration. So, what are these steps?
Defining an overview (1) sets the scene for each project: information that will inform the project goals (specific measurables of success), taxonomy (the type of recreational or technical GUE project), and its values (the “why”).Clear definitions upon inception will in turn help project managers decide on the resources, team members, and deliverables needed—avoiding a drift
in the overall mission’s focus. Planning (2) is the next important step, whether one decides to use a Gantt chart to document a general timeline of all phases (e.g., planning, project, debrief), or already has defined project weeks with specific recruitment days. Of course, economic factors come into play: Do you have grant money already? Do you need to apply for funding to procure specialized scientific or filming equipment? Do you need to require participants to pay a fee for logistics, gear rental, and accommodation? And, of course, there is the small issue of gaining the appropriate permissions. This could mean scientific permits for biological or archaeological research, landowner permission if on private property, or filming permits in culturally important or environmentally fragile sites.
GUE Projects that are registered (3) with HQ will benefit from having the mission publicly available on the GUE website so team recruitment (4) can begin. This is surprisingly complex. For starters, numbers. How big are the objectives, and how many divers will the project need to achieve reasonable success on a single dive? Will a single team complete multiple dives, or will multiple teams alternate in single dives to divide labor and capacity? How many individuals can fit on a boat? Then there are the skill sets to fill— both hard and soft skills. Are there enough divers that have medical, photogrammetry, or filming experience? Yes, there needs to be a minimum certification level, but can others participate to help as safety divers, conduct data analysis, and help topside? And, maybe most important of all, are the soft skills—teams that can effectively carry out contingency and emergency situations that have good cohesion and can act as ambassadors for the underwater world.
To be prepared for emergency situations, teams should file the appropriate paperwork, especially related to medical and liability matters (5) for legal protection and emergency contacts. If necessary, a diving safety officer might be required for some projects. In addition, GUE Projects must follow or use:
GUE divers are equipped and trained to engage in purposeful diving, supporting the agency's wide range of conservation and exploration objectives.
• Standard Operating Procedures (6)
• Forms, including crisis response and risk management plans
• Emergency equipment and procedures that match the level of project remoteness
With this we come to the arrangements for logistics and travel (7). Again, there are a lot of moving parts here. Are participants making their own way there, or is the entire group catching a plane or boat to the site? Is the accommodation a hotel that can cater to all dietary preferences, or is it a remote camp in a jungle that necessitates self-sufficiency and save-a-dive kits? How will one transport specialty goods such as lithium batteries and oxygen? What about drying rooms for undersuits, on-site compressors, tank availability, and the ability (or not) to pop to a local hardware store?
Execution
What about the actual mission itself? A weekly project timeline (8) can include preliminary briefings, dry runs, dive site scouting, data collection,
processing, wrap up, and evaluation/analysis if necessary. In essence, a project timeline should provide a clear overview of the goals for each day, potentially keeping a few spare days flexible for contingencies. Communication is essential for team awareness regarding project progress. Teams should:
• Host online information meetings before the project or on day 0 to acquaint all participants with the site
• Complete a shakedown on day 1 to assign responsibilities
• Debrief after any major changes, milestones, or objective completion.
Additionally, let’s not forget each individual dive plan (9) with associated activities and gear required (10). Are there any specifics or project variations that need to be included alongside the standard GUE EDGE for dive planning? What are the steps that need to be followed regarding scientific protocols, both in terms of data collection underwater and special equipment prepara-
Training for potential accidents: rescuing an unconscious diver from an overhead environment and performing emergency response procedures.
Removing ghost nets is a complicated and risky endeavor, but it's a prime example of projects where GUE-trained divers can contribute effectively.
tion beforehand? What are the surface support roles on that day? Who is driving the boat, who are the on-deck support for the divers, and/or who is receiving the artifacts topside? Are there any changes that need to occur based on the previous dive?
Finally, you can have the best project in the world, but what happens if nobody knows about it? A good social media plan (11) and reporting/ deliverables (12) at the end of the project support outreach goals and help future project iterations gain traction. Social media best practice requires publication permissions—especially with scientific data collection content. Photogrammetry models often need to be released with a watermark and the creator’s name. Any volunteers or collaborations can also be mentioned in the acknowledgements of academic papers, along with any data analysis conducted for transparency. This is why it is so important to have a good data management system (10) throughout as well as after the project. Memory
cards, photos, and wetnotes data must be included in an inventory or file system and backed up daily (or as soon as possible). One can then see any gaps or lost samples. It also saves time writing reports.
For a good example of these steps and project-specific considerations in action, see “Cave Exploration 101” in Volume 25.1 of Quest.
And then we come to those that seek more formal training, or training in a safe manner at a high level for the exploration-grade projects. This is where the Project Diver curriculum comes into play. By developing a new, formalized training pathway that will bring together the experiences of project diving with the rigors of a GUE course, the organization will elevate community dive teams to new heights.
From its past inception to its current development phase, the GUE Project Diver curriculum has always had a high-level goal in mind: to help facilitate programs that explore and preserve the global aquatic environment. Such goal-orien-
tated diving can be as simple as a shallow-water conservation project or as sophisticated as a large-scale photogrammetry mission with integrated GIS data collection systems, or exploratory work that combines archaeological preservation with remote logistics. Considering both mandatory knowledge and project-specific requirements, the Project Diver Curriculum will include specific Core Modules and Apprentice Projects designed for individual skill levels and chosen environments (e.g., cave divers, technical divers, or ocean projects). In the Core Module, aspiring divers will explore their own tailor-made curriculum for project needs; this will cover theory and dive workshops, complex project organizational skills, credible scientific data collection, and report/deliverable production. After successful completion, divers will put the theory and skills into real-world contexts during Apprentice Projects, where they will complete an entire project from start to finish.
“
By developing a new, formalized training pathway that will bring together the experiences of project diving with the rigors of a GUE course, the organization will elevate community dive teams to new heights
and calculate their positions in 3D space. The use of unique markers or natural features in photogrammetry can result in geo-rectified models. If these markers have known locations (measured using GPS or other methods) within the area being photographed, the model can be aligned with real-world geographical coordinates to create accurate GIS maps and visualizations. This technique is particularly useful for documenting shipwrecks, coral reefs, or archaeological sites.
The content of a Core Module is very diverse; a selection of topics is below:
Project management and planning. These lectures focus on the steps to a successful project, including factors such as team selection, funding, managing large amounts of data, liability and risk management, and scientific report writing. There is a large overlap between the topics here, and the steps are similar to GUE’s Project Portal resources.
Photogrammetry. This is a technique that uses 2D photographs to measure and map objects and environments. Upon taking multiple overlapping photographs, specialized software can identify common points between the images
Underwater archaeology. What happens if we need to lift delicate archaeological remains at an underwater site rather than simply photographing the objects? The Core Module also covers techniques for removing such fragile artifacts. Divers can practice removing “human bones” by packing and transporting them in a mix of plastic containers, crates, cushions, and flotation devices. Such simulations are supported by lectures with real-world examples, such as the notable collection of "Naia," one of the earliest American human skeletons at ~13,000 years old in Mexico’s Hoyo Negro cave. GUE divers played a role in the discovery, collection, and documentation of that skeleton.
Decompression habitats. Habitats are gas-filled underwater spaces that allow divers to remain at pressure and often make decompression more enjoyable if the deco time is several hours at depth in cold environments. Careful setup of habitats is required to ensure stability, balance, and safety within the enclosure, especially if the habitats are custom-made (upturned rigid bathtubs and inflatable smaller tarpaulins come to mind). In the Core Module, divers can practice bringing in the habitat, maximizing the air space with gas fills, and making sure that the system will not tip over (by either securing it to a “ceiling” akin to a cave system, or anchoring it down using ropes and attachment points).
“From its past inception to its current development phase, the GUE Project Diver curriculum has always had a high-level goal in mind: to help facilitate programs that explore and preserve the global aquatic environment.
In-water recompression. Divers suffering from decompression sickness (DCS) in remote areas can benefit from in-water recompression (IWR) in certain contexts and situations. This technique involves bringing the diver back down to depth to reduce bubble formation/symptoms. Albeit controversial with safety concerns and additional planning required, it is recommended to use a full-face mask to lower the risks of drowning during IWR, and to communicate with the victim to check responsiveness and full consent in the first place. Hence, the Core Module simulates dedicated complex rescue scenarios as well as full-face mask skills.
Remote operations. Workshops can include the field maintenance of gear, such as drysuits, rebreathers, DPVs, and regulators.
Medicine. Using the latest resources and research from DAN (Divers Alert Network), the Core Module can include modules and sessions on different physiological and medical topics.
Project Diver Curriculum indepthmag.com/introducing-gues-new-project-diverprogram/
Project Portal www.gue.com/project-portal
Remote indepthmag.com/the-making-of-the-biometric-diveran-interview-with-dan-europe-founder-dr-alessandromarroni/
For example, topics can include first aid and the Diver Medical Technician course, the link between heart rate variability and DCS, and real-time physiological diver monitoring. The latter refers to the DAN-SMART Program (Sports Monitoring and Advanced Remote Telemedicine) that has developed wearable clothing technology for real-time monitoring/recording of physiological signals and vital signs. So, for example, expedition divers can have their body position, blood oxygen saturation, breath rate, and body temperature continuously measured. Depending on the changes in the diver’s physiological status, medical personnel can either advise the divers to change the plan or send out support teams in an emergency.
Several Core Modules have been run in six-day pilot tests to explore these different topics (Deep Dive Dubai, May 2022 and High Springs, October 2022). The next step is to curate online content so that a growing part of the Core
Decompression Habitats indepthmag.com/decompression-habitats/
NextGen Legacy Project www.gue.com/nextgen-legacy-project
Deep Dive Dubai 2022 Core Module www.youtube.comwatch?v=WYvZm8yDPsg
High Springs October 2022 Core Module www.youtube.com/watch?v=mZbdqFQzPQM
Module can be a remote learning experience designed to prepare participants for practice in their specific Apprentice Project. While there will be generic modules for everyone to participate in (e.g., project management and rescue scenarios), unique elements will be taught at different levels (e.g., augmented academics and in-water skills) for those with cave and technical requirements.These topics are in active development within the agency.
Projects require a team of divers and support personnel utilizing advanced planning, unique diving skills, and appropriate technology to achieve their objectives.
We recognize that teaching project diving to the next generation of aspiring scientists—at both the foundational and exploration levels—is of primary importance.
This is why GUE is actively crafting the Project Diving curriculum standards to include recreational Apprentice Projects in addition to Technical and Cave iterations. We hope to soon offer a full set of resources for all levels of GUE project diving.
Jenn was GUE's NextGen Scholar for 2022-2023, showcasing recreational scuba's role in scientific operations. She highlighted NASA astronaut training, Middle East ecosystem surveys, and global GUE events to inspire young divers. Jenn completed Drysuit and Doubles Primers, the Scientific Diver and Rec 2 course, and an ITC. She aims to connect space
and marine sectors via scuba diving and exploration. In January 2024, Jenn joined GUE HQ part-time as the Global Project Coordinator, Project Baseline manager, and facilitator of NextGen Scholarship Legacy Projects. She is developing the Project Portal and Project Diver curriculum.
When picturing Sweden, thoughts often drift to IKEA, Volvo, and Greta Thunberg. However, the country offers hidden gems for adventure-seekers: its diveable mines in Västmanland, Dalarna, and Värmland, for instance. These regions provide unique diving experiences in submerged historical and geological wonders. Långban Gruva in Värmland's Filipstad municipality is a standout.
Managed by Långbans Dyksällskap, Långban Mine is a diver's dream and a geologist's paradise with its rich mineral diversity. Explore Långban's history and its modern diving facilities. From contributing iron ore for the Eiffel Tower to the legacy of inventor John Ericsson, Långban is a treasure trove of stories. Join us in uncovering the depths of Långban Mine, where past and present blend to create an exceptional site for mine divers.
Långban Gruva operated from the 16th century until 1972. It is now run by Långbans Dyksällskap and located in Långbans Kultur- och Gruvby.
Långban Gruva in the municipality of Filipstad in Värmland opened in the 16th century and closed its doors in 1972. Today it is operated by the Långbans Dyksällskap and is located in Långbans Kultur- och Gruvby.
Divers can expect crystal-clear water with visibility up to 40-50 m/130-160 ft. A constant water temperature of 6 °C/42 °F throughout the year makes the mine a literal hot spot – other Swedish mines are a few degrees colder. However, Långban is not only a dream for divers but also for (amateur) geologists, as it’s one of the most mineral-rich sites in the world. Here, experts have observed over 270 different minerals, including the locally found Långbanite. Let’s dive deeper into the Långban mine, its history, surroundings, facts, and facilities.
Långban lies approximately four hours northeast of Göteborg and about four hours west of Stockholm by car. The small village of Långban
has a rich history of iron ore extraction dating back to the 16th century, with commercial operations beginning in the mid-17th century. By the late 18th century, mining activities expanded to include manganese ore, dolomite, and iron ore.
In the early days of mining, miners employed the technique of fire setting. This method involved heating up the rock to make it fragile and easier to break down, resulting in the distinctive drop shape of the tunnels, which can still be observed during dives at shallow levels on the early mining and working areas.
The miners carved deep shafts and tunnels into the rock to access these valuable resources. While the miners initially used horses to transport the iron ore from the tunnels in bags and lorries, they later installed rails for improved efficiency.
The introduction of dynamite in 1895 further enhanced the mining process and made it possible to reach depths up to 365 m/1,200 ft.
Iron ore extracted from Långban found global use in railway construction, arms manufactur-
This is probably the worlds only wreck dive possible in an overhead environment.
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While the miners initially used horses to transport the iron ore from the tunnels in bags and lorries, they later installed rails for improved efficiency.
ing, and notably, in the construction of the iconic Eiffel Tower in Paris.
Although iron ore and manganese production ceased in the 1950s due to the mining crisis, dolomite mining continued until the 1970s. The mine finally closed in 1972, leading to its gradual flooding by surrounding lakes once the pumps were turned off. Throughout many centuries, Långban played a pivotal role in Swedish industrial history.
Today, it serves as both a residence for former miners and their families—about 60 people live in the small village—and as a cultural site housing a museum.
The Värmland Museum, headquartered in Karlstad and Filipstad, offers a variety of exhibitions and activities during the summer months. Nature enthusiasts will find delight in
the Tiberg’s Udde Nature Reserve, named after Hugo Viktor Tiberg, a former manager at the Långban Mining Company.
Tiberg’s keen interest in natural sciences led to the discovery of seven different orchid species within the nature reserve, along with a remarkably diverse flora native to the region.
Cultural explorers have their own attractions to enjoy. Svens Kino, offering a nostalgic atmosphere, screens historical films with contemporary themes during the summer season.
Långban stands as a testament to Sweden’s industrial heritage, inviting divers and history enthusiasts alike to explore its underwater and surface treasures. Its legacy extends beyond its mineral wealth and diving allure, reaching into the realm of innovation and engineering through one of its most notable figures: John Ericsson.
John Ericsson (1803-1889), a notable inventor, was born in Långban. After serving as a surveyor in the Swedish military, Ericsson moved to England in 1826 to pursue a career as an inventor. It was there that he innovated his notable screw propeller design, which outperformed the common steam-driven paddle wheels of the era. Despite presenting his innovative work to the British Admiralty, who were skeptical of new technology, he faced resistance. Seeking a more encouraging atmosphere, Ericsson moved to New York. In collaboration with Captain Robert Stockton from the American Navy, they constructed the USS Princeton , an innovative propeller-driven ship that set sail on its initial journey from Alexandria, Virginia, on February 27, 1844.
Långban, a testament to Sweden's industrial heritage, invites divers and history buffs to explore its underwater and surface treasures.
In the 1850s, amid hostilities between France and England, Ericsson offered his designs for an armored warship to the French, who turned him down. These designs gained attention again in 1861 during the American Civil War. President Abraham Lincoln supported the construction of the USS Monitor, completed in January 1862, featuring the inaugural rotating gun turret. The Monitor played a part in the pivotal Battle of Hampton Roads in March 1862, leaving a lasting impact on naval architecture and warfare tactics despite the battle's indecisive outcome.
The USS Monitor was later sent to assist Union forces along the James River but capsized near Cape Hatteras on December 31, 1862, resulting in the loss of 16 crew members.
In 1973, John G. Newton's team from Duke University located the wreck, and it became the first
designated US Navy sanctuary in 1975. A legal battle later emerged, led by historian and diver Gary Gentile, to open the site for technical diving.
John Ericsson continued his work on armored ships and other inventions until he died in New York City on March 8, 1889. His innovations, particularly in naval engineering, earned him the status of a national hero in the United States. His remains were transported back to Sweden and laid to rest in Filipstad, just 20 km/12 mi from his birthplace in Långban.
The dive base in Långban, as previously mentioned, is operated by Långbans Dyksällskap (Långbans Dive club) in collaboration with the Värmland Museum.
All parties involved work with exceptional dedication, driven by the passion to offer an outstanding diving experience while concurrently preserving the archaeological structures.
Divers first ventured into the flooded mine shafts of Långban in 2005. Initially, divers used to enter the mine system from Storgruvan. Subsequently, in coordination with the museum in Långban, divers relocated the entrance point to the Kollegie Gruvan, where the museum constructed a platform facilitating easier dive access.
“oxygen kit. All these improvements have notably enhanced site safety and accessibility compared to Långban’s early days.
Over time, Långbans Dyksällskap and the museum expanded the entrance point of the first constructed dive platform—it has doubled in size and improved with the addition of kitting-up benches, shelves, and stairs. Additionally, Långbans Dyksällskap installed light sources to facilitate optimal conditions for both pre- and post-dive preparations, as well as for comfortable entry and exit, particularly during the dark Swedish winter months.
They also assembled a big whiteboard on the diving platform. It serves as a dive planner, where dive teams can record and visualize entry time, maximum depth, and planned dive times.
They also built semi-dry habitats for extended deco times. To enhance the experience during long deco stops, divers can even bring a tablet or an iPad for entertainment.
Prior to their initial dive, all new members receive a land tour by the event keyholder to gain an understanding of where they will find themselves underwater later.
During the same year, divers established Långbans Dyksällskap in partnership with the Värmland Museum. Presently, the association hosts around 100 active members, and conducts approximately 1,500 dives and accumulates an astonishing 3,000 dive hours annually.
Infrastructure significantly improved over the years, and additions included a new and larger compressor, expanded gas logistics (including an oxygen and helium bank), and a dry room for dive equipment and drysuits. Furthermore, organizers invested in essential safety equipment like a first response kit and an emergency
A slate installation facilitates communication to the surface from the habitat.
Under the leadership of Tomas Gusten and the safety group of Långbans Dyksällskap, the organization has developed stringent rules to ensure the optimal safety of all divers. New members can easily register online at www.gruvdyk.se, submit their dive training certificates, and even book accommodation at Ericsson Gård. The payment of an annual fee is mandatory for membership and access to diving events in the mine.
A Facebook group named Gruvdykning i Långban has also been established for members of the Långbans Dyksällskap.
Prior to their initial dive, all new members receive a land tour by the event keyholder to gain an understanding of where they will find themselves underwater later.
Iron ore from Långban was used globally in railway construction, arms manufacturing, and notably in building the Eiffel Tower in Paris.
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Långbans Dyksällskap promotes a comprehensive understanding and deep appreciation for the historical and natural heritage of Långban. Each dive contributes to the ongoing exploration and protection of this unique underwater monument.
Diving in the Långban Mine offers a thrilling combination of history, geology, and underwater exploration, making it a must-visit for adventurous divers
The deco habitats greatly enhance safety by minimizing risks such as hypothermia due to extended deco obligations or potential drysuit floods.
There are still two well-preserved mine shaft buildings on land: the Loka Shaft and the Nya Shaft, which are some of the main attractions on land. Following the tour through the mining area, the first dive for new members is always guided by a keyholder for safety reasons.
Subsequently, divers are permitted to independently conduct dives on the first level at depths of 20-30 m/60-100 ft.
To dive the deeper areas of the mine, divers must complete a certain number of dives at the shallower levels and each diver must electronically log their dives to unlock further access to deeper levels. This happens in accordance with their individual dive training, which dictates the maximum dive depth.
The diving community in Långban is both committed and dynamic. Many of the activities and enhancements result from the voluntary efforts of members who share not only a passion for diving but also for the preservation and exploration of this unique cultural heritage.
This dedication ensures that Långban Mine remains an attractive destination for technical divers while raising awareness of the importance of preserving historical sites.
The future of technical diving in Långban appears very promising. Organizers continue to optimize both safety measures and infrastructure, and the association plans to further expand its activities.
This includes conducting regular courses and training specifically for technical diving in flooded mines: mine diver courses. Furthermore, ongoing project diving and exploration missions aim to explore previously unmapped sections of the mines. Exploration teams have reached depths of up to 160 m/525 ft and installed new guidelines.
An important aspect of the safety culture within the Långban Dyksällskap is the creation and regular updating of detailed maps of the mine system. These maps are the result of meticulous documentation by project divers who gather new information during each dive. They are not only essential for planning project dives, but they are also a crucial tool for training new divers and furthering the education of experienced club members. Dive events in Långban primarily occur on weekends, allowing working individu-
Långbans Dyksällskap fosters an appreciation the historical and natural heritage, with each dive aiding in the exploration and protection of the mine
als and divers traveling from distant locations to participate in these events.
Långbans Dyksällskap has established its own group of keyholders, who are responsible for organizing and conducting these dive events. The regularly organized events are more than just fun dives; they also foster a sense of community and strengthen bonds within the diving community by combining recreational and project diving.
Långbans Dyksällskap promotes a comprehensive understanding and deep appreciation for the historical and natural heritage of Långban. Each dive contributes to the ongoing exploration and protection of this unique underwater monument.
The involvement of the Värmland Museum is vitally important for maintaining diving activities in Långban. The Museum significantly contributes to the local cultural landscape by hosting regular events and presentations highlighting the cultural and historical importance of the site. Moreover, all activities are essential for securing municipal funding, which supports the continued existence and development of this exceptional diving base.
Through valuable collaboration, Långban is ensured to remain an important historical and tourist site. The Värmland Museum maintains its own exhibition on operations in the Långban Mine, showcasing—among other things—photos and underwater films.
The visual and film materials are continuously provided by divers, now including three-dimensional photogrammetry and surveys of the mine.
Embarking on a dive in the Långban Mine is a unique adventure that begins at the entry point, where divers descend into a world of historical significance and geological wonder. At a depth of 6 m/20 ft, you'll find a rock plateau, an ideal spot for depositing decompression gas.
This area also houses two underwater habitats, accommodating up to four divers each, allowing for comfortable and dry deco stops.
For deep dives at 75 m/250 ft, significant decompression times can quickly accumulate. The habitats greatly enhance safety by minimizing risks such as hypothermia due to extended deco obligations or potential drysuit floods.
Sala Silvergruva – Västmanland
Operating from the 15th century until 1962, Sala Silvergruva reaches a depth of 318 m/1,043 ft. The diving level begins at 155 m/508 ft below the surface, with a consistently chilly water temperature of 2 °C/35 °F, making Sala Silvergruva the coldest diveable mine in Sweden. However, as of summer 2024, the mine is temporarily closed for extensive maintenance.
Tuna Hästberg – Dalarna
Tuna Hästberg, reaching a depth of 500 m/1,640 ft, offers open water, dry mining halls, and tunnels. The diving level is located 80 m/262 ft deep, below
Additional habitats are located at 15 m/50 ft, with another planned for the 12 m/40 ft stop. After depositing your deco gas at 6 m/20 ft, you follow the mainline deeper into the mine. At 21 m/70 ft, you'll find a specially installed deco bar where you can leave the next set of decompression gas. From there, the permanent mainline splits, offering routes to the Loka Shaft or to the Kollegie Gruva.
Alternatively, you can jump to the 55 m/180 ft level—all diving levels are connected by jumps or permanent guidelines.
Navigating to the Loka Shaft involves passing through a narrow section that rises steeply from 27 to 20 m/88 to 65 ft. Despite the challenge, this ascent is manageable, although the return journey, diving headfirst through the steep section, can be more difficult.
Continuing along the mainline, you reach the Loka Shaft, with various jump opportunities to side shafts such as the Psychedelic Room or the Water Tower. In emergencies, there is an ascent option to the surface in Storgruvan.
Descending the Loka Shaft, you'll reach depths of up to 150 m/492 ft. At 21 m/70 ft, a wooden platform with an old ore cart leaning against the wall provides a popular photo opportunity and is one of the mine's main attractions.
From this point, the mainline leads to various side tunnels and a circuit through Krubban back to the platform with the ore cart. Numerous exploration opportunities abound, such as
the surface, with a year-round water temperature of 4 °C/39 °F. Tuna Hästberg caters to both trained cave divers and recreational divers, offering a cool wellness area with a sauna and a natural refreshment pool to relax in after a dive. For non-diving visitors, highlights include a concert hall for music events, an underground suspension bridge, and a Via Ferrata system.
In Värmland, the Nordmarks Gruvor in Filipstad municipality, as well as the A-Gruvan, provide accessible and developed diving sites.
the Nya Shaft or the Hellraiser Room, known for its numerous chains hanging from the ceiling.
The route via the Nya Shaft to Dan’s Room— along an old rail system—descends into a side tunnel at a maximum depth of 43 m/141 ft. Here, the footprints of miners from long ago can still be seen. A relaxed swimming dive to Dan’s Room typically takes two hours for a round trip. At the end of this dive, one must expect a longer decompression time of 30 to 50 minutes, depending on the gas mixture used.
The total distance from the entry point at the platform to Dan’s Room is approximately 900 m/2,900 ft round trip.
A dive on the Krubban circuit can be conducted at a nitrox depth of up to 30 m/100 ft in 60-70 minutes. It's crucial to leave the mine in the condition you found it to preserve the unique atmosphere of the old shafts, tunnels, and vaults—and to avoid incurring the wrath of the Gruvfruan. Gruvfruan, or The Lady of the Mine, was a spirit that walked in the mines. She had control over the mountain, and if the miners treated her with the respect she deserved, she would lead them to the rich ore veins. The miners who denigrated the Gruvfruan and did not believe in her existence fared poorly and were often victims of accidents.
Diving in the Långban Mine offers a thrilling combination of history, geology, and underwater exploration, making it a must-visit for adventurous divers.
Constantin Ene has been an active diver since 2004, logging around 2,000 dives in northern Europe and Scandinavia. He joined the GUE community in 2011 and began using closed-circuit rebreathers in 2013. In 2015, he started overhead environment training with GUE and now primarily dives in Swedish mines. He is on the board of the Norwegian Cave Diving
Volunteers of Långbans Dyksällskap built the diving for easier access.
Association and has been passionate about underwater photography since 2009, winning awards and contributing to dive magazines.
For the past nine years, Constantin has regularly dived at the Långban Mine, logging about 200 hours and participating in photo and video documentation and project dives as a support diver.
TEXT ULRIK JUUL CHRISTENSEN
PHOTOS KIRILL EGOROV, ADAM BEARD & ULRIK JUUL CHRISTENSEN
In 2021, my wife, Christina Ellervik, and I visited Bonaire for the first time. During our stay, we had the good fortune of meeting German Arango, probably better known in the technical diving community as Mr. G. He was—and still is—the only GUE instructor in the Caribbean. After several weeks of diving with Mr. G, and many discussions about education and training, we were inspired by the island’s potential as a home for a unique diving education research and development facility. It was then the vision for building Area9 Mastery Diving Research Center with Mr. G began to take shape.
Bottlenose dolphins ( frequently spotted in the marine protected waters surrounding Bonaire.
Modeled after the elite training ethos of "Top Gun," the idea behind Area9 Mastery Diving was to harness Bonaire’s stable diving conditions and environment to create a premier training and and exploration facility for both recreational and technical diving. Our aim was to provide cutting-edge research and training for divers worldwide. On our first trip, Christina and I had purchased two unique properties right at Oil Slick Leap, which is one of Bonaire’s premier dive sites. This location could serve both as accommodation for groups of instructors and divers and as the site for a state-of-the-art dive operation facility.
For the past three decades, I have dedicated my career to achieving excellence in the methodologies we use to foster “mastery” among diverse learners. My colleagues and I design learning programs for a wide range of audiences, from young learners to professionals nearing the end of their careers, across numerous languages and regions. In this context, mastery refers to the ability to apply knowledge and skills meaningfully in real-world scenarios, rather than merely excelling in competitive contexts like winning an Olympic gold medal.
Area9 Mastery Diving Research Center is built upon the foundation of my extensive work in education and human factors. In the 1990s, I developed full-scale simulators, computer simulators, and simulation centers for emergency medicine, intensive care, and anesthesiology. Our work focused on various aspects of human factors, team performance, and the use of technology to enhance learning in simulation environments. We dedicated significant effort to developing and refining debriefing techniques.
High-performance, high-reliability disciplines like aviation, healthcare, and diving share several key characteristics:
1. Most of the time, operations go smoothly, but critical incidents are inevitable.
2. Knowledge, skills, and character development are crucial.
3. Handling critical incidents effectively requires true mastery of foundational knowledge and skills, not just passing exams or holding certifications.
4. Teamwork is essential.
5. Managing stress, fear, and cognitive workload is key to safe performance.
6. The consequences of lacking mastery in these areas can be catastrophic.
The wreck of the Hilma Hooker at 30 m/100 ft is a classic Bonaire dive site and considered to be one of the world's best shoreaccessible wreck dives.
Bonaire offers a diverse range of underwater experiences, including intriguing wrecks, deep reefs, vibrant marine life, and fascinating underwater sea caves, many yet to be discovered.
Aviation has been at the forefront of using various simulators and developing human factors programs such as cockpit resource management. In 1993, while still in medical school, I joined one of the first research projects on human errors in medicine. Several problematic practices in healthcare at that time should prompt reflection within the diving community:
1. Training on real patients was widely accepted.
2. The “see one – do one – teach one” approach was prevalent.
3. Near-misses and incidents were not systematically tracked or analyzed.
4. Individual experience was not monitored.
5. Skills and procedures were rarely practiced outside of full applications.
6. Checklists were often viewed as insults to professionals' intelligence.
Diving differs, as divers themselves face risks, unlike healthcare professionals. Technical and exploration diving, especially within organizations like GUE, has relied heavily on real-life experiences for learning. This personal risk has likely driven
GUE's excellence. However, there is still ample room for for research and further improvement.
1. Utilize learning engineering and methods like cognitive task analysis to design programs that lead to true mastery.
2. Recognize that knowledge and skills are tightly interconnected.
3. Create controlled learning environments for systematic development of knowledge, skills, and character.
4. Develop multi-dimensional learning programs with carefully selected tools to meet specific learning objectives.
5. Use checklists to reduce cognitive workload where appropriate.
6. Foster a culture that celebrates learning from errors rather than punishing them.
7. Build infrastructure for tracking and analyzing learning and competencies.
In addition to operational and support capabilities, the goal of Area9 Mastery Diving Research Center is also to serve as a laboratory for
“Area9 Mastery Diving has evolved into a premier training and research center, leveraging cuttingedge facilities, expert instruction, and Bonaire’s ideal conditions to push the boundaries of diving education.
developing, testing, and refining methods and tools to enhance diving education and development. As I mentioned in a previous article (See “Why GUE” in Quest Volume 24, Issue 2), GUE is already leading in education design. Our objective is to push these boundaries even further.
By focusing on these principles, we aim to make Area9 Mastery Diving Research Center a hub for innovation in diving education for divers at all levels, ensuring divers achieve the highest levels of safety, performance, and mastery.
One of the core priorities is to further understand the character development (in this case the development of attitude and behaviors) that is so core to GUE's values and priorities. How can we broaden the scope for GUE's approach to diving to a broader audience of divers at all levels?
One of the biggest challenges we faced while building advanced simulation centers and simulation concepts in the 1990s was the excessive time spent during debriefs addressing basic knowledge and theory gaps. It became clear that a lack of foundational knowledge led to
a rapid increase in cognitive workload during stressful situations. This realization led us, in 2007, to develop learning technology aimed at personalizing and optimizing the learning experience for individuals. Our goal was not only to reduce the time to proficiency but also to ensure full mastery of the subject matter.
This endeavor proved successful. Over the past three generations of these adaptive technologies, thousands of curricula have been developed, demonstrating significant impact. Time to initial proficiency can be reduced by half while still ensuring full proficiency across the entire learner cohort. This technology is now being adopted by GUE for their future e-learning platform, marking a significant advancement in the diving industry's educational methods.
By employing adaptive learning, we can tailor educational experiences to meet the unique needs of each learner, addressing their specific gaps in knowledge and skills. This approach not only enhances learning efficiency but also ensures that learners achieve a deeper understanding and mastery of the subject matter. The integration of such technology into GUE's
“Both recreational and technical divers at Area9 have the unique opportunity to participate in and contribute to these initiatives, combining exploration with meaningful environmental stewardship.
The Bonaire National Marine Park's protected status ensures the preservation of coral reefs and marine ecosystems, providing pristine and vibrant underwater landscapes for divers to explore.
The deep reefs around Klein Bonaire offer spectacular sights, including giant sponges, here at 40 m/130 ft.
e-learning platform is a pioneering step in diving education, promising to elevate the standard of training and proficiency within the diving community.
By 2022, Area9 Mastery Diving was operating out of a temporary facility, steadily building its reputation and infrastructure. This initial setup allowed us to experiment with and refine several unique designs to accommodate operations in Bonaire's tropical climate, considering the critical impacts of wind, sun, and rain.
Today, in the summer of 2024, we have moved into our new, purpose-built facility, designed to be the hub for our ambitious project. The new building includes an indoor, air-conditioned conference room, but the centerpiece is perhaps one of the most exquisitely located classrooms in the world: an outdoor shaded space atop the building, providing a stunning view of the Caribbean waters and nearby dive sites. This outdoor classroom benefits from
natural air-conditioning provided by the island’s winds, which many tourists believe is why Bonaire was named "good air." However, the name "Bonaire" likely originates from the Caquetio word "Bonay," meaning "low country" or "land of tall people." This versatile outdoor area can easily be reconfigured and serves as our main teaching space for various training activities.
A large workshop and fill station include work areas for repairs and maintenance, and our open-door policy allows guests to use our tools and equipment, making the facility feel like a home away from home for visiting instructors and their students.
At the core of our fill station is a BAUER Poseidon 550-VE-OX compressor, a BAUER B-Nitrox membrane system, and a Masterline 7000A-2 oxygen booster, supported by nitrox 32, air, and trimix banks—totaling 48 high-pressure (315 bar) 45L cylinders. Given Bonaire’s island setting, we recognized the necessity of powering
the fill station with a silent Kohler SDMO J200K 200 kVA generator. This generator also serves as a backup power supply for the two main houses on the property, ensuring continuity during occasional electrical outages.
We provide Halcyon backplates and wings with Scubapro regulators, supporting up to 25 concurrent divers. We also extensively support JJ-CCR divers through a great collaboration with JJ-CCR.
When Christina and I first came to Bonaire, we dove rEvo CCRs. As we progressed through the GUE training programs, both Kirill and Jarrod nudged us to try a JJ. Mr. G then pointed out that the JJ-CCR was from Denmark. I initially laughed, thinking he confused Denmark with Germany, but he was right—JJ is located less than 20 miles from our home in Denmark. Working with Jan Petersen from JJ-CCR, Jarrod Jablonski, the Halcyon team, and the great teams at SUEX, Scubapro, Shearwater, Carbonarm, Backscatter, and Kite Optics has been a fantastic journey, and we are grateful for their trust in granting us distributor status.
The facility also includes two pools: a 22-meter pool for dive training and physical exercise, and a smaller pool for initial pool work.
Our custom-built boat, based on a military Zodiac Hurricane design and operated by a full-time boat captain, enhances the technical diving experience. The goal when we designed the boat was not only to be able to have a workhorse optimized for technical dive training, but also to get a boat suited for exploration of the east coast of Bonaire, where the waters are rough but also likely have most of the expected hundreds of unfound wrecks.
We employ four full-time instructors and regularly host GUE classes taught by our staff and renowned visiting instructors such as JP Bresser, Kirill Egorov, Guy Shockey, and Dorota Czerny. Additionally, we attract instructors from various agencies who utilize our facility for for divers at all levels of training—from early recreational to advanced technical training. The secret lies
Encountering the majestic Caribbean manta (Mobula cf. Birostris), is a testament to the clean and protected waters surrounding the island.
The famous Windjammer wreck, situated at 60 m/200 ft is ideal for advanced technical divers. Here, divers pose next to the bowsprit.
“The island enjoys consistent water temperatures ranging from 25-29 °C/78-84 °F year-round coupled with excellent visibility, making it an ideal location for both recreational and technical diving.
Bonaire offers some of the most stable and predictable diving conditions in the world. Situated outside the hurricane belt, it experiences fewer weather-related disruptions. The island enjoys consistent water temperatures ranging from 25-29 °C/78-84 °F year-round coupled with excellent visibility, making it an ideal location for diving on al levels. The minimal tidal range and calm seas further enhance the predictability and safety of dives.
Bonaire is the capital of shore diving with unlimited access to prestine shore diving sites. Bonaire boasts a wide range of dive sites catering to almost all levels of recreational and technical diving. From shallow reefs and walls to deep wrecks and a few underwater caves, the island provides a rich variety of underwater environments. Notable sites include:
• 62 named shore diving sites that can be reached by car and further 26 dives sites on the adjacent Klein Bonaire reachable by a short boat ride.
• Hilma Hooker: A sunken cargo ship resting at depths of 18-30 m/60-100 ft perfect for deep and wreck diving enthusiasts.
• Windjammer: A challenging deep wreck at 60 m/200 ft, ideal for advanced technical divers.
• Deep reefs and walls: Sites like Karpata and Red Slave offer spectacular drop-offs and deep reef exploration opportunities.
The custom-built Zodiac Hurricane is optimized for technical dive training and exploring Bonaire's rugged east coast for hidden wrecks.
The waters around Bonaire teem with marine life, making every dive an opportunity to encounter a variety of species. The protected status of the Bonaire National Marine Park ensures that the coral reefs and marine ecosystems are well-preserved, offering pristine and vibrant underwater landscapes for divers to explore.
Bonaire has a well-developed diving infrastructure, with numerous dive shops, rental facilities, and experienced instructors. The island's commitment to marine conservation and safety standards ensures that divers have access to high-quality equipment and professional support. Area9 Mastery Diving Research Center, with its state-of-the-art facilities and expert staff, exemplifies this commitment, providing divers with everything they need for a safe and enriching diving experience.
Bonaire is at the forefront of marine research and conservation efforts. The establishment of the Bonaire National Marine Park in 1979 set the stage for ongoing marine conservation projects. Technical divers at Area9 have the unique opportunity to participate in and contribute to these initiatives, combining exploration with meaningful environmental stewardship.
in its immediate access to highly predictable dive sites and conditions, ranging from 3-meter confined water areas to 100-meter-plus archaeological artifacts and deep reefs.
Led by Mr. G Area9 Mastery Diving has evolved into a premier training and research center, leveraging cutting-edge facilities, expert instruction, and Bonaire’s ideal conditions to push the boundaries of diving education. Our commitment to excellence in education and human factors continues to drive our mission, ensuring that divers achieve the highest levels of safety, performance, and mastery.
Since moving into the new facility in the summer of 2024, Area9 Mastery Diving has become a beacon for divers seeking high-quality education and new exploration opportunities. Our integration of advanced technology, expert instruction, and a commitment to marine conservation ensures we will continue to be a leading force in the diving community.
By focusing on these factors, Bonaire remains a premier destination for both rec and tech diving, offering an unmatched combination of stable conditions, diverse dive sites, rich biodiversity, and strong support infrastructure.
Ulrik Juul Christensen is a Danish entrepreneur, educator, avid scuba diver, CCR diver, underwater photographer, and instructor. He is the CEO of Area9 Lyceum, which has been pioneering personalized learning platforms that use adaptive technology to shape learning to individual learners. With his background as a medical doctor, he has spent three decades in human
factors, simulation, and debriefing research as well as high impact/ high stakes learning. More than 50 million learners from middle school to physicians have been using Area9’s platforms. Christensen serves on the boards of several companies and organizations, including the Technical University of Denmark (DTU) and GUE.
www.masterydiving.com
Rinie Luykx was born in a small village in the Netherlands and has been a passionate diver since 1990, when he had his first experience with the underwater world in Curaçao. He and his wife, Brigitta, share a love for traveling around the world. Together, they have worked freelance for several diving magazines, with Rinie as a photographer and Brigitta as a writer.
Rinie dives year-round in the Netherlands, finding the challenging Dutch waters an extra incentive. He enjoys photographing everything from the smallest to the largest marine life, with a particular passion for creating special pictures by playing with light or interacting with animals
and fish. To capture the perfect shot, Rinie takes his time to observe and study the behavior of animals or the landscape, demonstrating remarkable persistence. For instance, to photograph a baby bullrout emerging from its egg, he stayed in freezing water for 90 minutes, returning multiple times to find and observe a nest. Despite frozen hands, he achieved the perfect picture, driven by his sports mentality.
Rinie believes it is crucial to relax and enjoy diving instead of solely focusing on capturing the perfect picture. Enjoyment, he feels, leads to better results. A few years ago, Rinie faced significant challenges when he was first hit by a car and then, after recovering, fell off a roof, breaking his vertebrae and wrist. After a long and difficult recovery, he took up cycling again, which helped him regain his strength and confidence to dive once more. This experience has made him appreciate diving even more.
LOCATION Eastern Schelde, Netherlands
CAMERA Canon 5D SR HOUSING Seacam
LENS Canon EF 8-15mm fisheye
EXPOSURE 1/200, f11, ISO 400
STROBE Seaflash 150D
COMMENT Each year, cuttlefish come to mate in Eastern Schelde. The males often fight with each other.
LOCATION Eastern Schelde, Netherlands
CAMERA Canon 5D MIII
HOUSING Seacam
LENS Canon MP65 5x
EXPOSURE 1/120, f16, ISO 160
STROBE Seaflash 150D
COMMENTS The bullrout (Notesthes robusta) lays its eggs in the winter. This is the hatching of a baby bullrout in freezing water.
LOCATION Jardines de la Reina, Cuba
CAMERA Canon 7D MII
HOUSING Seacam
LENS Canon EF 8-15 mm fisheye
EXPOSURE 1/160, f18, ISO 500
STROBE Seaflash 150D
COMMENTS Split shot capturing a silky shark swimming in the vibrant mangroves of Jardines de la Reina, a protected marine park in Cuba.
Quest· August 2024
LOCATION Eastern Schelde, Netherlands
CAMERA Canon 7D MII
HOUSING Seacam
LENS Canon EF 50mm
EXPOSURE 1/250, f29, ISO 250
STROBE Seaflash 150D
COMMENTS Amphipod travelling on a sea gooseberry.
LOCATION Ras Mohammed, Egypt
CAMERA Canon 5D SR HOUSING Seacam
LENS Canon EF 8-15 mm fisheye
EXPOSURE 1/160, f18, ISO 160
STROBE Seaflash 150D
COMMENTS Summer is the best time at Ras Mohammed, where anthias create an explosion of colors.
LOCATION Eastern Schelde, Netherlands
CAMERA Canon 5D SR HOUSING Seacam
LENS Canon EF 8-15 mm fisheye
EXPOSURE 1/160, f14, ISO 250
STROBE Seaflash 150D
COMMENTS In the summer, barrel jellyfish are attracted to the light.
LOCATION Jardines de la Reina, Cuba
CAMERA Canon 5D MIII HOUSING Seacam
LENS Canon EF 8-15 mm fisheye
EXPOSURE 1/125, f13, ISO 200
STROBE Seaflash 150D
COMMENTS I observed the behavior of the crocodile before capturing this split shot. The image was featured on the front page of the National Geographic calendar.
LOCATION Brothers Island, Egypt
CAMERA Canon 5D MIII
HOUSING Seacam
LENS Sigma 15mm fisheye
EXPOSURE 1/160, f11, ISO 250
STROBE Seaflash 150D
COMMENTS We went to the Brothers Island with Red Sea Explorers, hoping to meet the Longimanus. This one came close to my dome. Mission accomplished.
TEXT NUNO PADRAO WITH KIRILL EGOROV, DOROTA CZERNY & JARROD JABLONSKI
PHOTOS JULIAN MŰHLENHAUS
ILLUSTRATIONS ALEXANDRA HUTH
– Part two: written communication, mixed communication, and team formations
Despite their cumbersome nature, wetnotes are essential for specific data collection tasks. They can also be used for logging dive plans, decompression schedules, and sketching underwater features. Team diving enhances safety and communication efficiency, with various formations chosen based on the dive environment and objectives.
Mastering these communication techniques and team formations ensures safe and coordinated underwater diving, enabling divers to tackle challenges and emergencies effectively.
When the message is complex, when divers need to gather or register data, or when communication is not being understood by the team, it might be necessary to resort to a more conventional method. Underwater wetnotes or notebooks are used as a form of backup communication when all other means of communication have failed. Underwater notebooks are stowed in a diver’s right pocket when not in use. They are an excellent accessory since wetnotes can be used as a storage device for dive plans, decompression schedules, repair kits, and smaller tools. Slates are generally used to collect data, or draw areas, features, or site sketches; they are cumbersome but can be used for very specific tasks. While it is true that they are less than ideal for general diving, it are also true that when performing surveys, they are widely used by scientists and project divers.
It goes without saying that writing notes/data underwater is a highly accurate form of communication. However, divers must have a solid foundation of skills and excellent situational awareness to avoid being overly task-loaded by this time-consuming task.
It is often necessary to convey a message by making use of different forms of communication simultaneously. Light and hand signalling used in combination can be utilized for multiple reasons and can be a powerful tool to overcome the challenges imposed by some environments.
In the case of an out-of-gas situation, divers should move their light rapidly back and forth (sideways or up and down) to signal urgency and the need for an immediate response. The out-of-gas hand signal is given simultaneously by making a slashing movement of the hand across the throat. This is an emergency signal and demands immediate attention. Upon
receiving it, team members must proceed to donate gas.
Divers must take care only to use the emergency signal in a truly threatening situation. There must be a clear distinction between a calm but determined attention signal and the very rapid, urgent movement of the emergency signal. Failure to realize the difference might lead the team to start assuming that a particular diver is generally flicking their light with no apparent reason. As a consequence, in a real emergency, the team might simply ignore the communication.
When the environment is too dark to use hand signals clearly, the light should be used to illuminate the hand conveying the signal. Attention should be paid not to point the light down and not at the teammates’ faces. Doing so can temporarily blind them and make them lose their visual acclimation to the darkness (natural night vision).
For divers to know where to position themselves in relation to their team is a core component of team diving and is essential to enable effective communication. Team diving increases efficiency and safety and allows divers to best address the situation at hand.
There are several considerations when diving in a team, including the ideal size of a dive team, assignment of roles among its members, and team formation when travelling underwater.
For most settings, a three-person team is the most advantageous. This team size provides ideal redundancy, enables a high level of team integrity, and facilitates the efficient relaying of information. It also offers excellent mobility, allowing divers to avoid feeling crowded during the dive. A two-person team is also practical but lacks the added redundancy of a third team member. Conversely, a four-person team is less optimal; divers should instead opt for two ”subteams” of two divers, which will allow for some separation between the teams. Diving solo is perilous and imprudent and completely contra-
PHOTO JULIAN MŰHLENHAUS
Using written communication underwater requires precise and clear handwriting but can take a considerable amount of time and can reduce divers’ awareness and attention to the environment. As practical and easy as it may seem at first, written communication is the slowest form of underwater communication and requires good situational and team awareness.
Diving in an effective team that has good situational awareness and well-established standard protocols allows for using more subtle ways of communicating. Proximity to a line (ascent/descent line) can be used to communicate distress. During an open water dive while
dicts all responsible diving practices and the team-diving philosophy of GUE.
Team formation refers to the position of the team's members in relation to one another. There are several formation options available: diamond, side-by-side, wing, in-line, and cross formations. Choosing the appropriate formation depends upon the environment and situation. There are ideal formations for certain scenarios and adaptations within the formations in response to environmental or situational changes, and divers should use these to maximize effectiveness, safety, and fun. Regardless of the formation used, divers should avoid switching positions within the formation unless necessary. Divers typically determine the formations and positions to be used as part of the dive-planning process.
When underwater, divers undertake designated or volunteered roles and positions within a formation. In a GUE dive team, there is a:
• Team captain (leader): The team captain is usually the lead diver in the formation and is responsible for navigation and maintaining team integrity during the descent and the swimming portion of the dive.
• Decompression captain (leader): The deco captain (leader) will lead the ascent and “call” the deco profile.
• Additional roles: Additional roles may be needed as dictated by the nature of the dive—e.g. videographer, surveyor, or navigator.
Establishing predetermined roles does not mean that divers are responsible only for their
ascending or descending with a line, a diver who experiences any difficulty can communicate it to the team by swimming into the line and even holding on to it. This signals to the rest of the team that this diver has a problem and may need assistance.
assigned tasks during the dive. On all dives, all team members need to understand every detail of the dive plan and be capable of performing all required tasks, including taking over responsibilities if needed. Team members are obliged to take personal responsibility for maintaining an awareness of directional orientation on the dive and ensuring team integrity. Assigning roles in a dive team is simply a means to maximize efficiency, as it allows each diver to apply greater focus to their appointed task and provides role clarity for leadership. In terms of diver capabilities, a unified team should be completely redundant in all aspects of diving; therefore, divers must have the ability to take on any role at any time during a dive should they need to change roles underwater. This redundancy affords tremendous flexibility, enabling the team to correct mistakes made by one individual or to address issues that might impede one diver's ability to perform their assigned role on a given dive.
There are situations underwater wherein a team will benefit from changing roles and/or positions within the team. If, for example, a decompression leader suffers a significant failure or is otherwise preoccupied with a personal challenge, such as equipment failure or stress, a well-focused team can take over this diver’s duties and pass them to another fully functioning team member.
Diver positions may also be subject to change if the team experiences problems during the dive. The emphasis on team orientation mandates that divers who experience a problem or a
PHOTO JULIAN MŰHLENHAUS
Divers should avoid switching positions within the formation unless necessary. Formations and positions are typically determined during the dive-planning process.
failure be protected and insulated from further risk. GUE promotes the following protocol with respect to rearranging a team to support a diver experiencing a problem:
• The compromised diver (the one experiencing a problem) is placed in the middle of a three-person team where they can easily reach, or be reached by, two fully functioning divers. This procedure is the most efficient way of protecting the compromised diver and is often referred to as “boxing in” (or “sandwiching”) the diver. For example, an out-of-gas diver will be placed between two unimpaired divers with intact breathing gas supplies, with the donor positioned slightly behind and in touch contact with the receiver during travel. In a two-person team, the out-ofgas diver would be positioned either in front (when needing to swim in line) or to the side of the fully functioning diver.
• When diving in limited visibility environments where diving lights are standard equipment, a primary light failure typically encourages the team to place the diver with a backup light in front of at least one powerful light. This allows that diver to get attention even if their weaker light is hard to see over a bright primary. In a three-person team, the weaker light is usually placed between two strong lights where they will receive additional visual support from the brighter light ahead and can be easily seen by the diver with a stronger light in the rear of the team.
In the unlikely event of multiple problems, the most critical is to be prioritized. For example, a diver who lost their own breathing gas supply is the priority and must be boxed in by the team. This would be the case even if the out-of-gas diver had a stronger light than the donating diver or the third diver on the team.
Diamond is a triangular formation where all divers in the team face each other. This is an ideal formation for ascents/descents since divers can position themselves around the upline. The line can be used as a visual reference for the target on a descent and as a guide to the surface on an ascent. This facilitates communication when it comes to stops and levelling off, communicating deco time, or performing gas switches. Another benefit of the diamond formation is that it allows the team to visually cover all angles above them, ensuring that they have a clear path to the surface and that the entire team can see each other, thus supporting team integrity and reducing the time required to respond to a problem.
On ocean dives with an up-line in place, this formation enables divers to easily grab hold of the line for added stability. The diamond, like all dive formations, should be used as a tool and should be adjusted when conditions change. For example, when descending/ascending in a current, the most practical approach is for the whole team to face the current so that divers can swim against it in a shoulder-to-shoulder position.
In the event of an underwater difficulty, divers should arrange themselves in the cross formation if the environmental conditions allow. In this formation, an assisting diver positions themself in front of and facing the diver experiencing the problem. This enables the responding diver to see the problem, communicate effectively, and support the compromised diver’s stability. A third team member will position themself perpendicular to the two divers (facing them both) to act as a depth reference, to remain aware of navigational considerations, and to maintain team integrity. If the problem is resolved, the team might return to their previous travel formation, making adjustments to team position where necessary. Or, the team might ascend while remaining in the cross formation, offer-
ing support to the compromised diver through the ascent. The cross formation can also be a substitute for the diamond formation when in a team of four divers (i.g., in a training setting with an instructor and three students).
When travelling in areas with plenty of space, divers can assume a wing formation. The wing formation supports team integrity and is commonly used when travelling over coral reefs or any other wide-stretched bottom.
A wing formation can be assumed by placing the team captain in front, and the two remaining divers are positioned parallel to each other and slightly behind the team captain. The positioning of team members does not need to be rigid and can adjust with diving conditions, individual experience, or team consensus. For example, the team captain can also be placed slightly behind the wing-formation divers, which is especially useful where navigation is not as critical and/or the captain needs to keep a view of less experienced divers. The divers might also swim shoulder-to-shoulder or in a slightly staggered formation. In all cases, it is critical that divers not substitute team formation for active attention in tracking all members of the team. Different formations might support different objectives and/or be adjusted to account for varying environments, unique experiences/capacity, or team preferences, but all divers are still responsible for keeping track of their teammates throughout the dive.
While diving in a wing formation, much like in other formations, communication is essential to keep team integrity. There are two common options utilized in this formation: with the diver in the middle advanced, or with a diver in the middle slightly back. Depending upon which one is used by the team, communication will be different, especially considering passive communication.
Option 1: In a team of three, the position of the middle diver is in advance of the team, which means the divers on the sides of the captain do not have visual contact with each
The diamond formation, where all divers face each other, is ideal for ascents and descents, as they can position themselves around an up-line.
Ascents/decents with little to no current.
Used to support a compromised diver.
other. In this case, the divers in the external positions should shine their lights just ahead of the middle diver, close to their own light spot. The presence of the two lights means the other two team members are following the middle diver (captain).
Option 2: In a team of three, the middle diver is slightly behind in relation to the two other divers in the team. In this case, one of the divers in the external positions will be the captain and use their light to shine the path ahead of the team. The other two divers will keep their lights close to their own light spot, maintaining passive communication. In this case, it is easier to verify the position of the other divers because of the visual contact between all members.
In all cases, if the light is absent for more than a couple of seconds, the captain will have to stop and wait for the light to return. In a case where the light doesn’t resume its position in front of the middle diver, the captain will move their light back and forth slowly, asking the diver to respond. If there is no response, the team will be forced to turn and look for the diver who is not communicating.
When diving in a team, especially in a team of two, moving side by side (shoulder to shoulder) is a comfortable and safe way of progressing underwater. Visual and touch contact are intuitive and practical, facilitating communication and interaction. Such privileged communication ability makes this formation the choice for a team to travel when sharing gas or when swimming with one of their members without a mask. This formation can also be beneficial for vertical ascents when facing currents that make it complicated to maintain a face-to-face or diamond formation, such as with an ascent line in the center.
Communicating while in a side-by-side formation is generally not complicated due to the proximity of the divers and the ease of using both touch contact and hand signalling or even written messages. When using this formation in a team of three divers, the diver in the middle has the task of keeping team integrity by assuring that the divers at both ends of the forma-
“
In all cases, if the light is absent for more than a couple of seconds, the captain will have to stop and wait for the light to return.
Wing/staggered formation
Line formation
Side-by-side formation
Dark environments like caves, night dives, or wreck penetration make light communication particularly effective.
tion receive the message. Quite often, teams shift from this formation into a wing formation with the middle diver slightly back (Option 2) to ensure (if necessary) clearer communication. When communication ceases, the team adopts a side-by-side formation once again.
For underwater environments that are horizontally restrictive, a dive team can travel in a single-file formation, with enough distance between them to allow for effective communication and to prevent them from kicking each other's faces. This is the formation of choice when following a line in a cave or on a wreck, when swimming along the side of a steep wall, or through narrower open-water passageways, such as an underwater gorge. Divers should be aware that line formation can make it difficult to maintain team integrity and may also limit the team’s ability to engage in effective communication. Divers must remain hyper-alert to avoid team separation in this formation.
Diving in a single-file formation comes with some challenges in establishing and maintaining effective communication. That is a direct result of the position the divers have in regard to each other. The captain (Diver 1) is the first in the line with a clear view of the way ahead but with a challenged view of the team. Diver 2 can only see the captain ahead of them unless they turn. Diver 3 may struggle to clearly see Diver 1 in the lead. The captain will generally be using their primary light to shine the way ahead. Diver 2 will aim their own light just ahead of the captain so it can be seen and support passive communication. This allows the captain to know Diver 2 is still behind them. In a similar fashion, Diver 3 will shine their primary light ahead of Diver 2, also maintaining passive communication with the diver ahead of them. Of course, divers can also use their lights to look around but should return the light to this forward position from time to time or when not looking in any particular direction.
“Maintaining formation integrity and team awareness is paramount for diving in a single-file formation.
In this formation, Diver 2 (in the middle of the formation) will work as a link between the captain and Diver 3. If, for some reason, Diver 3 stops, has a problem, or their light is not in position, Diver 2 needs to communicate to the diver ahead (captain) before turning to check on Diver 3. Failure to do so might lead the team to separate, as Diver 1 might continue to move ahead until they realize the light from Diver 2 is not present. In the event the captain has a problem, the captain will communicate with Diver 2, who will relay important information to Diver 3..
In an environment where lights are working efficiently (caves, night dives, or in limited visibility environments), it is possible to pass information in a single-file formation without turning. Diver 1 (captain) will need to locate their teammate's light beam, extend their hand in that direction, illuminate it with their own light, and show the relevant signal. Repeat until the signal is confirmed by an OK signal. Diver 2, before signalling to the captain, is responsible for conveying this communication to Diver 3 in the back and receiving their confirmation. When Diver 2 signals to the captain, they will be communicating for themself as well as Diver 3.
Maintaining formation integrity and team awareness is paramount for diving in a single-file formation.
When executing prolonged ascents (e.g. decompression ascents), team formation is important to ensure that all team members have equal comfort in maintaining their position as well as awareness of the potential risks of losing team contact. When decompressing along a line, the team should preferably be in a diamond formation
(when conditions allow) or shoulder-to-shoulder position with none of the divers being behind others, as this would force the team members in front of them to turn constantly to check their position. Repeated turning can be especially tiring when the team cannot effectively use lights to passively confirm their presence because of bright ambient light.
Additionally, obliging team members to constantly turn their gaze away from the line (which is a reference point that must be followed for safety considerations) may cause the team to lose the line and drift away from it. A good team member will always consider the comfort of the rest of the team and position themself so that everyone can see one another easily.
When assuming an agreed-upon position in a team, each diver should consider their relative position to other team members in the vertical column. Being higher in the water column than the lead diver (captain) may force them to look up to communicate, which will be uncomfortable and will reduce communication efficiency. If all divers maintain the same horizontal plane, meaning they are at the same depth (if the environment allows), they can quickly establish eye contact with each other, and their communication will be much more efficient and less stressful.
TEXT FROM THE GUE PUBLICATION DEEP INTO CAVE DIVING WITH CONTRIBUTIONS FROM KIRILL EGOROV,
JARROD JABLONSKI, DANIEL RIORDAN, FRED DEVOS, TODD KINCAID, & CHRIS LE MAILLOT
PHOTOS KIRILL EGOROV
When divers feel stressed, they should stop and breathe deeply to clear excess carbon dioxide and bring in oxygen. Rapid, uncontrolled breathing is common, but other signs of stress may also be present.
For purposes of emergency management, it is vitally important to understand and to teach others about the critical role that stress plays in accidents and fatalities. Stress acts as a crucial alert mechanism, signaling individuals to be aware of their limits. In diving, managing stress effectively can mean the difference between life and death. Learning to recognize and interpret stress’s signals is essential. Many diving fatalities have been linked to the mismanagement of stress, often stemming from simple errors that then escalate. In this second article on cave emergencies, we will examine the nature of stress in cave diving, its signs, and the strategies for coping with and preventing it from leading to panic and potentially fatal outcomes. We will also look at handling unconscious divers.
“Many fatalities have resulted from a stressed diver mismanaging fairly simple mistakes.
No discussion of emergency management would be complete without a treatment of the role of stress in accidents and fatalities. Stress, both physical and psychological, can be caused by many factors—but almost always involves someone being confronted by something unfamiliar. Feelings of anxiety and fear cause elevated heart rate and/or body and hands trembling. These signals are designed to alert individuals to an approaching limit or impending crisis. In order to manage stress, divers must learn to recognize the signs. Many fatalities have resulted from a stressed diver mismanaging fairly simple mistakes. One mistake often leads to another, and as these errors accumulate, so does the consequent stress—to the point where it overwhelms the diver.
Consider, for instance, a diver who is improperly weighted and who suffers from poor trim and/ or buoyancy. As this diver overexerts themself and accumulates CO2, their stress levels rise. If the diver or one of their buddies note this problem, the team should be notified, the problem rectified, and/or the dive terminated. Alternatively, divers who ignore the warning signs of stress may find themselves pushed, psychologically and physiologically, beyond their comfort level, and into the terrain of panic and possibly death.
Initial symptoms of stress are the same as those of excitement, which could be normal when a diver is about to dive. But, if a mistake is made or a problem arises, the diver may begin
to breathe more rapidly, they may find it difficult to remain cognizant of their surroundings, may experience perceptual narrowing, and may become clumsy. Such elevated respiratory rates are often accompanied by shallow breathing, which fails to properly vent the lungs, which leads to carbon dioxide retention. In turn, as excess levels of carbon dioxide stimulate a respiratory response that creates a feeling of urgency, CO2 retention can itself lead to higher levels of stress. When experiencing stress, divers should stop, breathe slowly and deeply for several cycles, and then evaluate the situation. Often, all that is required is time to catch one’s breath, but it is important not to let stress take over and guide one’s actions..
When divers feel stress levels mounting, they should stop and breathe deeply, thereby venting the lungs of excess carbon dioxide and introducing much-needed oxygen. While rapid, uncontrolled breathing is a common reaction to stress, other relatively obvious signs may also be present. Divers who find it difficult to remain aware of their surroundings are frequently said to be experiencing “tunnel vision.” These divers focus on one particular object to the exclusion of their surroundings. This lack of attention may result in any number of negative consequences, e.g., lost line, lost team members, violation of proper gas rules, and/or poor fin technique. Furthermore, most divers become uncoordinated with the onset of stress. A clumsy individual is more likely to become entangled in the line or crash to the floor, thereby disturbing the sediments and damaging visibility. They are also more likely to hit obstructions and as a result, damage the environment, their equipment, and themselves.
The best way to manage stress is to remain alert to it and anticipate its development. One should not seek to force oneself through overly stressful situations. Instead, high levels of stress indicate the need for a team to stop and regain focus. Divers should not be afraid to stop or to force an errant team member to stop, evaluate the situation, and gain control. They are responsible not only for monitoring their own stress levels, but also for being aware of signs that other team members are uncomfortable. Many fatalities are a combination of a series of poorly managed problems.
Under stress, individuals frequently make poor decisions. However, by increasing their fitness level, and by remaining committed to terminating dives that have the potential of mushrooming out of control, divers have the ability to control their stress levels and to manage situations effectively.
The most common sources of physical stress can include equipment loading, cold, exertion, narcosis, illness, or injuries, while psychological stress involves diving beyond one’s comfort zone, time pressure, information loading, peer pressure, or even ego threat.
environment are all that is needed to increase their comfort levels. If divers feel inordinately stressed while diving, they should terminate the dive and evaluate whether diving is a suitable activity for them. The world is replete with exciting and fascinating activities. If diving in general, or a particular kind of diving, is not fun for an individual, then it should be forsaken for another activity regardless of desire or peer pressure.
A great deal of stress undermines what should be a pleasant activity, while uncontrolled stress results in panic, which is rarely survivable.
“The most common sources of physical stress can include equipment loading, cold, exertion, narcosis, illness, or injuries.
As with most life-threatening situations, the proper management of an unconscious diver depends on a swift response, good choices, and even luck. Many remarkable stories pay tribute to the possibility of rescuing an unconscious diver. In cold water (less than 20 C/70 F), divers have been revived after as much as 70 minutes of immersion. Though more the exception than the rule, the resuscitation of victims after long immersions testifies to the possibilities inherent in emergency situations.
When stress levels climb out of control, they lead divers into panic. When gripped by panic, divers are unable to think rationally, and fear takes control of behavior. Most will try to grab others and/or swim immediately to the surface. Irrational ascents to the surface are very dangerous in all situations, but especially in overhead environments or when decompression obligations are present. If a diver suspects that their stress level is increasing, they should stop and focus on slow, deep breathing, taking time to bring down escalating levels of stress.
Stress levels can be controlled relatively easily. Most divers find that a few dives in a new
In the event divers are found unconscious at the surface, they should be stabilized with their mouth out of the water. This is generally done by floating an unconscious diver on their back and by stabilizing the head. An airway should be established, and breathing, pulse, and general condition verified. If a boat is available, it is preferable that it comes to the victim and rescuer. If it is necessary for the rescuer to swim to the shore/support vessel, great care should be taken to ensure that the victim’s airway is maintained and that water is kept from entering the mouth. Some individuals prefer to use mouth-tonose breathing for in-water resuscitation. Divers must evaluate their ability to keep water out of
Under stress, individuals often make poor decisions. Divers can manage stress by staying fit and ending dives that may spiral out of control.
A great deal of stress undermines what should be a pleasant activity, while uncontrolled stress results in panic, which is rarely survivable.
“The world is replete with exciting and fascinating activities. If diving in general, or a particular kind of diving, is not fun for an individual, then it should be forsaken for another activity regardless of desire or peer pressure.
the airway in this and, in fact, all water rescue scenarios.
If the victim is not breathing, then the rescuer must breathe for the victim. If the victim is without a pulse, the rescuer should breathe for the victim and make haste to reach an area where CPR is possible. CPR is not feasible in the water. Breathing is commonly done mouth-to-mouth while pinching the nose, or by holding the mouth shut while breathing mouth-to-nose. Breathing cycles follow commonly accepted ventilation procedures (all divers should have CPR/first aid training). If surface conditions are favorable (very little wave action), then it is preferable to remove the victim’s mask to ensure both a good mouth-to-mouth seal and a proper nose pinch. If surface conditions are rough, it may be beneficial to keep the mask on the victim’s face to protect the airway.
An unconscious diver at depth calls for a particularly quick response on the part of the rescuer. Common wisdom recommends leaving the victim’s regulator exactly where it is found. For instance, if the regulator is out of the victim’s mouth, then it should be left like that. If an unconscious diver loses the regulator from the mouth, the airway may be filled with water. The rescuer should recognize that, in such a case, the only definitive treatment is to bring the diver to the surface and should make every effort to do so as quickly as possible. If decompression or overhead barriers do not rule out a direct ascent, rescuers should get a firm hold on their victim and bring them to the surface.
Victims can be held with a right hand placed under or over the right shoulder while lifting up on the chin and holding the regulator in the mouth. A rescuer can then use their left hand to control buoyancy, dumping air as required. In any case, rescuers should prioritize getting the victim to the surface under a controlled ascent. Upon surfacing, rescuers should treat their victims as unconscious victims (see above).
If it is not feasible to take a victim directly to the surface because of an overhead obstruction or decompression obligation, rescuers must consider several options. If both the victim and
the rescuer are under a significant decompression obligation, then the rescuer must determine where the risk is highest. If surface support is available, it is generally best to deliver the victim to surface support, and then return to decompression. If this option is selected, the rescuer should return to decompression quickly (three minutes or less), because their risk of decompression sickness (DCS) greatly increases with time spent at the surface. In this case, although the victim and possibly the rescuer may suffer DCS, DCS is treatable. Death by drowning is not. Should decompression obligations be significant, or overhead conditions rule out the possibility of bringing a victim to the surface, rescuers have little choice but to attempt in-water ventilation. Such ventilation is possible, though difficult, and not likely to be successful with a scuba regulator. If successful, this could restore victims to consciousness, to a state that enables them to carry out their own proper decompression. In such an environment, it may be possible to invert the victim (positioning head down) and vent the water from the breathing passages. Again, ultimately, the goal here would be to safely remove the victim from the overhead environment while preventing significant water from entering the lungs. If a victim is away from definitive rescue from the surface for a significant amount of time, it is worthwhile to attempt in-water regulator ventilation. The effectiveness of such rescue is unknown, and heroic efforts are unlikely to succeed; nonetheless, they provide the victim with some chance for survival.
When the surface is a viable option, it is best to bring an unconscious diver to the surface.
Divers may lose consciousness underwater for a variety of reasons, including: Hypoxia or CO2 Poisoning
If this is the suspected problem, using the victim’s breathing gas would be unwise. Rescuers should use only a known breathable source. Seizure
In some cases, this is a survivable event. Transient apnea is common after a seizure, but should only last seconds to a minute or two.
Diving emergencies typically arise from inattention or carelessness, allowing minor issues to escalate into serious threats.
In an air environment, death from an oxygen seizure is extremely unlikely. However, underwater it is necessary to protect and maintain the airway, and possibly to ventilate the victim for a short period of time. Again, use of an alternate gas mix to ventilate the victim may be beneficial. Another consideration here is that when divers awaken from an oxygen seizure, they will not be cooperative, but severely disoriented and, most likely, extremely difficult to manage.
Narcosis
Historically, this relates to a breathing but unresponsive diver. Maintaining an airway and ascending to shallower water may restore awareness. However, the most sensible alternative is to avoid narcosis with responsible gas mixes. Out-of-gas drowning
It is likely difficult to resuscitate a victim in this category, but with time and no other reasonable options, ventilation attempts are worthwhile. This is especially true in cold water, where miraculous saves have been made.
In cave diving, the old adage, “An ounce of prevention is worth a pound of cure,” rings true. Diving emergencies are usually the result of inattention or carelessness that allows one or more minor problems to mushroom into serious threats. Usually, proper dive planning, attention to the environment, awareness of other team members, proper guideline use, and conservative gas utilization will provide divers with the best defense against a diving emergency. Situations may still arise even for the most experienced and conscientious divers. In such cases, calm, lucid, and controlled action is a diver’s second best defense—after prevention—to dealing with adversity.
Area 9 Mastery Diving – Kralendijk, Bonaire
www.masterydiving.com
Base1 – Sardinia, Italy
www.baseone.it
Deep Dive Dubai – Dubai, UAE
www.deepdivedubai.com
Dive Centre Bondi – Bondi, NSW, Australia
www.divebondi.com.au
Duikcentrum de Aalscholvers – Tilburg, Netherlands
www.aalscholvers.nl
Eight Diving – Des Moines, WA, USA
www.8diving.com
Exploration Diver – Hangzhou, China
www.facebook.com/qiandaolake
Extreme Exposure – High Springs, FL, USA
www.extreme-exposure.com
Islas Hormigas – Cabo de Palos, Spain
www.islashormigas.com
Living Oceans – Singapore
www.livingoceans.com.sg
Scuba Academie – Vinkeveen, Netherlands
www.scuba-academie.nl
Tech Korea – Incheon, South Korea
www.divetechkorea.com
Buddy Dive Resort – Bonaire
www.buddydive.com
Dive Alaska – Anchorage, AK, USA
www.divealaska.net
Faszination-Tauchsport – Sauerlach, Germany
www.faszination-tauchsport.de
KrakenDive – Tossa de Mar, Spain
www.krakendive.com
Living Oceans Malaysia – Kuala Lumpur, Malaysia
www.livingoceans.com.my
Moby Tek Dive Center – Pahang, Malaysia
www.moby-tek.com
Paragon Dive Group – Arizona, USA
www.paragondivestore.com
Plongée Nautilus – Quebec City, QC, Canada
www.plongeenautilus.com
Scuba Adventures – Plano, TX, USA
www.scubaadventures.com
Scuba Seekers – Dahab, Egypt
www.scubaseekers.com
Tauchservice Münster – Münster, Germany
www.tauchservice.info
Tech Asia – Puerto Galera, Philippines
www.techasia.ph
Unique Diving Center – Shanghai, China
www.uniquediving.cn
