WSA SUP Foundation Course

Foundation SUP Instructor Course

Water Skills Academy

Who and what is WSA?

WSA offers instructor qualifications, workshops, mentoring and consultancy across the disciplines of SUP, surfing, lifeguarding, coasteering and sit on top kayaking to support the water sport enthusiast in their pursuit of a relationship with wind, water and waves while nurturing a vision of sustainability through responsibility. Over the years WSA trainers have learnt their trade through to understanding the oceans, waterways and rivers is not something that happens overnight, as anyone with experience will tell you.

Why Choose Us?

WSA trainers have pioneered and been at the leading edge of stand up paddleboarding, surfing, coasteering, sit on top kayaking and lifeguarding courses. WSA trainers are extremely highly qualified and experienced in their chosen disciplines with a wealth of knowledge skills that span the globe from the frigid North to the tropical South Pacific islands

The depth of coaching and leadership knowledge in all areas is unsurpassed bringing together experiences, owning and managing schools, national centres and commercial businesses. We listen to industry needs, however more importantly we listen to our clients to help grow the WSA family These key features combined separates the Water Skills Academy from any other provider in this field and guarantees you the best experience whether you are becoming a coach, leader, school or centre owner or just simply wanting to improve your own ability.

Aim

The WSA Foundation SUP Instructor Course has been designed to create a level of competence for stand up paddleboard (SUP) instructors operating in sheltered water, small lakes, sheltered bays, flat waters and slow moving rivers The award is aimed at people that are new to the paddleboarding coaching industry and equips the participant/reader with all the practical and theoretical knowledge required to teach SUP to beginners and novices

Who and what is WSA? 1

Chapter 1: Role of the SUP Instructor 5

Chapter 1: Role of the SUP Instructor

This section highlights the key roles and responsibilities a SUP instructor has both in and out of the water. This includes their role maintaining a safe environment as well as the responsibility of providing a stimulating and positive learning experience This chapter also highlights the key qualities needed to become a successful SUP instructor and get the very best from your clients. Furthermore this chapter outlines the key codes of conduct that should be followed by any SUP instructor. A sound understanding of all these elements will allow you to develop a professional approach to SUP coaching.

By the end of this chapter you will be able to:

● Understand the responsibility of a SUP instructor

● Understand the key skills required to be a good SUP instructor

● Understand the basic principles of good customer care

● Understand the code of conduct for SUP instructors

● Understand the importance of continuing professional development

‘The role of the coach within a sporting context is someone who uses sport as a vehicle for the development of individuals, both as performers and people.’

It is often poorly and perhaps naively underestimated the true range and breadth of roles that a SUP instructor has with respect to the impact they can make on their participants.

As an instructor you can influence and monitor the development of your participants in several different ways:

These areas of influence further extend to a diverse set of roles in which a SUP instructor plays during a session. By understanding these roles you will be able to provide a safe and stimulating learning environment for the participant

The roles that SUP instructors perform include:

1.1 What makes a good SUP instructor?

It goes without saying that you have to be a certain kind of character to teach people with whom you have no prior relationship and build trust and relationships with them in what

can be an unfamiliar environment The following skills listed would be deemed to be some favourable personal qualities/attributes needed to become a good instructor.

● Qualified

● Physically fit

● Presentable

● Perseverance

● Patient

● Friendly attitude

● Organised

● Communicate effectively

● Knowledgeable

● Competent in SUP

● Relevant experience of the sport

● Hard working

● A love of the sport

● Understanding of people’s needs

● Leadership qualities

● Extrovert

● Fun loving

● Punctual

● Encouraging

● Honest

Combined with these skills is the ability to provide high levels of customer service as well as making correct and informed decisions in what can be challenging conditions.

1.2 Customer Care

A large part of being and becoming a successful SUP instructor is providing excellent customer care and service since the role is predominantly a customer facing role. This aspect of your job not only guarantees that your clients will leave feeling satisfied but also generates further business through their return visit and/or word of mouth.

The Importance of Good Customer Care

Many attributes that contribute to customer care are covered in other sections of this manual. Communication skills, goal setting, enjoyment are just a few. It is worth considering how sessions can be delivered in order to meet the high professional standards clients expect when they come for a lesson. Putting the clients satisfaction at the top of the agenda not only guarantees happy clients but also increases the likelihood and incidence of a very vital part of any SUP school business- “The return customer”.

Developing a good reputation for customer care and experience only comes with attention to detail and there is no room for complacency. A lack of professionalism will lead to bad press which can be detrimental to business Word of mouth is a very powerful medium

The Basics of Good Customer Care

A truly professional instructor would not let personal preferences and judgements dictate the relationship with the client. One must work within the principles of “the client is always right”when dealing with matters surrounding the client. On the occasion you feel that the client is clearly misguided or indeed wrong it is fundamental that you let them know your point of view in a diplomatic way, and offer a solution rather than tell them they are incorrect The following sections present ideas that help to employ good customer care

Listen to the Customer

It is crucial that we as instructors understand what the client wants in order to suggest reasonable ways of achieving this. Open questions will allow you to start the conversation in order to gain a more in depth understanding of the client’s needs. This will naturally come across as a more caring attitude to the client’s needs and wants. Eye contact is also crucial as this allows you to engage with the client on a deeper level and shows a greater level of understanding. Listening to the client will enable you to set and establish achievable goals for the client to work towards during their time with you.

Create Rapport

Creating rapport (a close and harmonious relationship in which the people or groups concerned understand each other's feelings or ideas and communicate well) is fundamental in creating a fun customer experience. This ability to engage with and entertain the client ensures we build a stronger professional relationship with them There are various qualities that can be attributed to developing a good rapport such as; honesty, integrity, sincerity, openness and empathy, however many argue that it stems to treating the customer as youwish to be treated.

Actively showing an interest in the client is a good tactic which comes from being a good listener. By listening actively you can spot the warning signs of anxiety or frustration earlier and as a result will be able to react proactively. Humour can also be a big asset is making

the client feel comfortable as this will create a fun and stimulating environment for them to learn in. The best instructors often adopt their own unique teaching style with the necessary knowledge and experience in order to achieve a first class customer experience.

Professionalism

It goes without saying that a professional approach will ensure that the client has a better first and lasting impression of their SUP experience and of you and your school Punctuality and personal appearance set the tone for first impressions which are naturally the foundations for building a relationship upon If you arrive late and are poorly presented you are showing disrespect to the client since they have paid for your services and it is service they will expect

Behaving in a manner that is appropriate for the clients you are teaching is also fundamental to providing a professional service since this is likely to vary with adults compared to teaching teenagers and/or children.

Dealing with Client Problems/Complaints

Despite always striving to provide the highest quality in customer care it is inevitable that at times there will be problems. Although good customer care minimises the chances of problems arising it is useful to know how to deal with potentially awkward situations in order to handle them effectively. Risk management is a big part of avoiding problems and is mandatory in an age of health and safety procedures. Assessing risk is something that as instructor you can actively do, for example,

It is important to be aware of any company policies and procedures that are in place to deal with complaints. If, despite your best efforts, a complaint does occur the following points are useful guidelines to follow in order to deal with the situation.

Behaviour

● Remain calm and in control to avoid the situation escalating Try not to argue, instead listen and look for a solution.

● Calmly ask questions to find out the exact nature of the clients complaint Often agitated people can sometimes fail to see sense of or fail to express what the problem really is

Approach

● Look favourably on the customer’s motives. Don’t be sceptical about their reason for making a complaint.

● Remember you may not be able to solve every customer’s problems.

● Do not take complaints personally.

1.3 Job role and responsibilities

Further to the roles already mentioned previously these can be extended into more defined and specific roles in which you can not only train/coach someone’s physical skills but also develop their emotional and intellectual knowledge of the sport. This can be anything from motivating a client to achieve the best they can throughout a session to providing them with historical knowledge of the roots of the sport. If you are not familiar with this aspect of coaching then it may be wise to brush up on your factual knowledge surrounding SUP.

The main roles that are specific to SUP instructing are outlined in the following table, however, it must be stressed that this is not an exhaustive list and it only intended as a guide

Specific to SUP Coaching Roles

To put into context how these roles are relevant to the SUP instructor position we must first divide these roles into the core roles in terms of providing a safe SUP environment. These are as follows:

● Health and Safety Officer

● Lifeguard

Health and Safety officer

This role requires you to make informed judgements and perform a dynamic risk assessment in order to maximise the safety of yourself and the group. Below is a list of factors and considerations that this role needs to encompass:

● Conditions: This includes water state, tide, currents, hazards, wind direction.

● Location Hazards: Traffic, crowd, rocks, accessibility.

● Weather Conditions: Hot/sunny, cold, rain, wind, stormy, thunder/lightning.

● Group Dynamic: Age, ability, gender, skill level, social make up, confidence

● Lifeguards/Emergency provisions: On duty (season), Rescue & 1st Aid facilities, accessibility

● Emergency Equipment: 1st Aid Kit, Phone (land or Mobile), rescue board, clients medication (inhalers)

● Instructor Kit: Instructor vest, Rescue/demo Board, whistle, mobile phone.

● Bookings: Enrolment forms, customer information including- names, address, contact details, parent/guardians to sign for, U18’s, medical declaration.

● SUP equipment: Soft/inflatable boards – beginners, hard boards – improvers, wetsuits/clothing (suitable size, type, thickness, easily recognisable, boots/footwear if needed, identification vests.

● Risk Assessments (Covered later)

Lifeguard

This role requires you to be the first point of contact if an emergency or first aid situation that involves a member of your group arises This role carries perhaps the largest area of responsibility as an instructor. Although it is rare that you are required to act as a lifeguard

it is mandatory that you possess the required skills should you need to help someone In order to fulfil this role you must have/do the following:

● Recognised Qualification- i e First Aid, WSA SUP Water Safety and Rescue award and WSA SUP Foundation Instructor award.

● Good knowledge of your operating area with regard to tidal movements, currents and prevailing winds.

● Sound knowledge of all applicable rescue techniques.

● You must practice these skills on a regular basis as part of continuing professional development.

● Maintain a relevant fitness level

● Knowledge of equipment and its use in order to educate and keep clients safe. This should also be well maintained

1.4 Code of Conduct for SUP Instructors.

It is fundamental that a SUP instructor should follow the basic code of conduct as outlined below in order to deliver safe, fun and effective lessons in what can be a challenging

environment Failure to follow these codes of conduct can result in poor performance from participants as well as a potentially tarnished reputation for the SUP school in the eyes of fellow beach users.

● Respect the rights, dignity and worth of others.

● Be fair, considerate and honest in all dealings with others.

● Be professional in, and accept responsibility for your actions.

● Make a commitment to providing quality service.

● Be a positive role model for all ages.

● Demonstrate a high degree of individual responsibility especially when dealing with persons under 18 years of age.

● Refrain from any behaviour that may bring you or your SUP School into disrepute. Provide a safe environment for the conduct of the activity Do not conduct any activities if you are under the influence of alcohol or drugs or you are feeling mentally or physically unwell

● Be attentive to your clients at all times and do not ignore any members of the group

● Show concern and caution towards others who may be sick or injured.

● Respect other beach /water users and work with them to ensure activities can be enjoyed by all.

● Partake in professional development to improve and maintain your SUP instructor’s skills and knowledge.

● Understand the repercussions if you breach, or are aware of any breaches of this code of conduct.

1.5 Continuing Professional Development (CPD)

Once you have gained your SUP Instructor qualification you should not stop learning your trade and should actively seek to improve yourself. It is important to keep your SUP knowledge and skills up to date, so you are able to provide quality SUP instruction to all your students, as well as keep them safe by following the latest recommendations in first aid care.

This can be achieved by immersing yourself in the SUP world. There are a number of ways in which this can be done:

● Reading SUP magazines/newspapers or viewing SUP websites

● Watching SUP movies or documentaries to improve your knowledge and history of the sport

● Go to the beach and watch SUP competitions and/or races and other people SUPing and see how they are doing it.

● Find out about new products/boards on the market.

● Attend training courses.

● Gain experience SUPing in different locations and disciplines around the world.

● Keep SUP rescue and first aid skills up to date.

● If possible attend further first aid courses such at medicine in remote locations to better your knowledge of remote medicine.

Chapter 2: Understanding Learning

When coaching sport or indeed any new skill to individuals it is useful to understand how people learn. With this in mind it should be said that people learn in many different ways and there is no correct way to learn It is important to be aware of these differences in learning and how they can be identified and utilised. This chapter seeks to highlight the key processes involved with learning new skills and skill acquisition. It will also explore different learner types and why people want to learn in the first place.

By the end of this chapter you will be able to:

● Identify why people want to learn and their motives

● Describe how people learn.

● Understand the learning process

● Understand what is meant by the TIED model.

● Understand the skill acquisition model

● Describe the correct mental approach for learning.

● Understand and identify learner types

2.1 Learning a New Skill

Clearly the role of the instructor is very varied and diverse. If we were to limit it just to the learning process then we could probably sum it up as:

"Stimulating and encouraging the individual to learn new skills and provide an environment where they can do so most effectively and safely”

The words "instruct" or "teach" don't appear in this definition because the ability to acquire any new skill ultimately lies in the hands of the learner The instructor is there to guide and aid this process.

2.2 Why People Want to Learn

Nobody will want to learn without incentive. Students may have a variety of reasons for wanting to learn and are usually motivated. The SUP instructor has a relatively easy job in the first instance. Try to find out why individuals want to learn. They may need further incentives if they are to continue in the sport. Understanding your student’s aims will assist in communicating with them more effectively. Stand up paddle boarding is more than a series of related techniques. It often takes place in new and challenging environment for many and offers opportunities to meet new people and forge new friendships Children in particular enjoy the socialisation process. For many these aspects might be a great incentive to participate more so than the activity itself but both are of course equally valid reasons for attending. Motivation is essential for learning to occur.

Through self-discovery learning it is of course possible to teach oneself, though it may take months not days reinforcing the value of being taught, but most importantly we can provide the tools for safe learning. It is essential instructors keep motivation high to ensure students go on learning and continue in the sport

"If you want to teach me something and I don't want to learn, I won't Equally if I am motivated to learn something and have nobody to teach me I will probably eventually learn it anyway"

2.3 How People Learn

To aid the learning process we must first look at what it is and how it happens Let us assume you want to learn the forward paddling stroke. You must acquire the necessary new skills which will allow you to perform it The technique itself is not the skill The skill is your ability to select, organise and execute the appropriate actions, which will allow you to perform the technique in any given situation. For the stroke to be effective we should consider what this means:

Effectiveness

The goal has to be achieved In this case the paddle has to pass through all of the phases effectively.

Efficiency

Poor stance, rushing the stroke, punching the top hand can all lead to more energy than necessary being consumed in carrying out the stroke Good style is usually efficient

Consistency

Consistency is achieved when a reasonable success rate is attained. Students look to perform the stroke with consistency. Learning new skills is "goal orientated". How realistic a goal is depends entirely on the student’s initial ability and their potential. One of the key roles of the instructor is to assess each of these and then help the student set realistic goals.

2.4 The Learning Process

Having seen what skilled performance is we need to ask ourselves, how is it achieved? Psychologists give us a useful model of how we control our movements when trying to achieve a particular goal Using this model we can look at each stage and see where problems in control can arise. This information needs accurate organisation and evaluation

Perception

At all times we are receiving all sorts of external stimuli. Carrying on our example of the paddle stroke we may be looking for clean blade entry. Information is being processed consistently, adjustments made accordingly If clues are misread, we could make the wrong decision at the next stage.

Decision Making

Our learning tells us from the incoming stimuli that the blade is going to enter poorly. We select and determine the response to the stimuli The actual decision making process is extremely complex. What response we select is based on experience, learning and instinct.

Movement Organisation

Once the decision is made, we organise exactly how the movement is to be carried out. In this instance, we want to drop the leading shoulder earlier and only pull once blade has been entered to the sufficient depth

Effect/Outcome

Finally the movement is made At this stage we are able to assess the effect The instructor can provide useful feedback in improving the skill and help achieve the goal.

2.5 TIED Model and Learning

Several learning activities are vital to effective learning One of these is the performance analysis TIED model which highlights four sets of activities necessary to develop performance:

1. Task is set and attempted

2 The instructor and/or learner then collect information regarding the performance

3. The information is evaluated and analysed

4. Further developmental steps are decided and the next task is suggested.

The TIED learning model forms a simple teaching framework to help us understand the learning process and form a teaching routine The model suggests that there are broadly speaking 4 learner activities to engage in (Task, Information, Evaluation and Development).

The easiest way to apply this model is to think about how you would improve your own paddling technique. Imagine you are performing a paddling “task” i.e. the forward stroke. Whilst doing this you collect information relating to your performance. You must then reflect on this information to find a cause, i.e it is likely that you are not burying the blade deep enough and pulling too soon. In order to develop your skills you must decide on your next task. It may be to practice the same technique slower and with more precision.

Task

When developing SUP we indeed need to have a go It is indeed true that many people learn through experience therefore maximum participation in SUP will enable the start of the learning process People who are good at learning new skills in this way tend to:

● Have a willingness to give things a go

● Not be bothered by what others think of their performance

● Enjoy experimenting

● Be happy trying things without knowing too much technical detail

Information

By performing a task we can gather information about the performance. Having this information will allow us to begin to analyse what is happening and make a decision on

how we can improve This information can come from the learner or you as the instructor through observation. People who are good at this side of learning are people that:

● Have a high sensory awareness

● Are good at focusing attention in the present on what is happening not what they think or want to happen.

● Have confidence in their ability to pay attention and notice things

Evaluation

The information gathered needs to be evaluated so we can make decisions of how to improve. Although many students often expect the instructor to evaluate their performance it is often helpful to try and engage the learning in this process since it is them that can feel what they are doing. Through questioning and analysis it will help to establish the depth of their knowledge and comprehension of techniques and objectives Individuals who are prepared to change their view or perspective as well as trust their own judgement on performance to an extent often develop quicker than those who do not have these traits.

Development

Development stems from decisions made from the evaluation process. Sometimes this may be a very obvious decision such as trying again however this may not always be the case It may be useful to let the learner decide as they may come up with different suggestions. People strong at this learning stage are:

● Fair in their own judgment

● Taking responsibility for their own learning

● Open and decisive

In learning any new physical skill the student must be encouraged to attend to the right cues, make the right decisions based on them and learn to make the correct movements at the right time. When we are learning something, we are actually training our memory, our information base, to allow us to correctly interpret the present and predict the future, normally using visual models to create the right message.

Instructors help by:

1 Providing student with a concept of the task required

2. Breaking down the technique into its constituent parts and highlighting the important aspects

3. Providing the best possible environment for practice to take place and ensuring equipment is appropriate.

4. Offering feedback to the student by helping to diagnose the faults.

5. Creating the right mental approach in the students.

2.6 Skill Acquisition

Skill can be defined as the ability to perform a task well, usually through training and/or experience. When thinking about skill it is often useful to think of the main elements in which we would consider somebody to be skillful. These can be defined as:

● Effectiveness: Ability to achieve the precise outcome intended.

● Efficiency: The ability to do so with minimum time and effort.

● Consistency: The ability to repeatedly achieve the desired outcome.

It can be said with this in mind that skill refers to the quality of the performance. It must however be acknowledged that two identical movements might be performed on two separate occasions however depending on their appropriateness to the circumstance one may be more skillful than the other.

Skill Acquisition Model

Fitts and Posner (1967) produced a skill acquisition model which states that the learning process is broken into three distinct phases Although in real terms these phases are blurred they are distinct for understanding purposes. Each phase builds upon the previous phase in which the learner learns through experience

Early Cognitive (Awareness) Phase- Getting the Idea

At this stage the learner is concentrating on understanding the task in hand. This requires the learner to think and process information given to them by the instructor which often, at first, leads to a disjointed performance. The emphasis at this stage is on understanding rather than performance

Building on the learners previous experiences is crucial at this stage; therefore it helps to relate the new skills being taught to something the learner has tried before. In a surfing context this could be relating the experience to another sport such as snowboarding or skateboarding. This helps the learner to match existing skills to a new outcome in order to achieve better results faster. In some cases it can help for a learner to try the new skill with minimal explanation and just a basic visual template acquired through demonstration. This will allow the learner to pass into the next phase relatively quickly. It should be noted however that the learner may need to revisit this stage to develop a greater understanding in order to maintain skill levels.

The instructor must confirm to the learner when they have successfully understood the new skill on offer in order for them to move to the next stage as they may not be acutely aware they have achieved the task.

Intermediate Associative (Practice) Phase- Putting it Together

In this phase the overall action is understood albeit relatively crudely with poor timing and/or execution The main focus at this stage is creating associations between parts of the task (subroutines) and the end goal. Depending on the nature of the task or the type of learner this phase can last varying lengths However this said, it is often a long process to make associations between parts and the whole. It is critical that learners are not rushed during this phase as it will be detrimental to their longer term development

How we make the learner practice through this phase is very important. It must be effective and how this practice is structured will depend on the ability of the learner You may wish to practice the task as a whole or to break it down into its constituent parts. However you choose to break the practice down it is essential that the learner still gets a sense of satisfaction out of the session. Since practice makes perfect the teacher must ensure the practice is of high quality in order for the learner to develop good habits and accurate technique. It the learner begins to develop bad habits it may be necessary for them to revisit the cognitive phase.

Final Autonomous (Acquired) Phase- Doing Without Thinking

At this stage the action is learnt and can be performed without deliberate concentrations or thought. This is much like professional surfers popping up and bottom turning making it look effortless The actions become less subject to interference from other activities or environmental factors. This could be attributed to a skier maintaining good technique through a mogul field in a white out Performance can still be improved in this phase however. This just requires the learner to have the motivation to get better. This performance will improve as the learner practices and learns in different surf conditions which can be big or messy.

Rather than taking the learner back to a cognitive phase in order to improve the skill it helps to then shift the learner to a more tactical focus in which they can actively make decisions regarding where they are sat in the line-up and the types of waves they catch in order to better their performance and catch more waves.

2.7 The Correct Mental Approach

Although there are many physical barriers to learning, they are relatively easy to deal with and manifest themselves in quite obvious ways. The most common obstacle to good performance is anxiety, fear or tension It is a common enemy in balance sports manifesting itself in a loss of commitment and stiffness, making even the easiest of manoeuvre impossible to perform well

Anxiety

We will normally become anxious when the ability we perceive ourselves as having, is below the level we perceive any given situation to require Worrying about what's going to happen becomes distracting and it affects the decision making process and how well one learns

There are things we can do to reduce the level of stress and resulting anxiety, best solved by talking them through with the student Anxiety can be brought about by many factors:

● A fear of falling off due to a lack of confidence in the water.

● Dislike of the cold

● A need to be in control at all times

● A dislike of being watched by others.

We become anxious when the level of stress we are under starts to feel threatening Below this level we feel stimulated. Stress in itself is not detrimental. It is only once we become anxious that performance deteriorates. The instructor must be adaptable, there is normally more than one way of learning a skill and different individuals may need a different approach.

The instructor must talk to students, not at or down to them. Anxiety reduction is not a matter of getting rid of stress, initial stimuli can be used to sharpen perceptions. The objective is to manage anxiety/stress, keeping to acceptable levels and produce a Positive Mental Attitude (PMA).

2.8 Learning Styles

It is well documented that people learn and absorb information in many different ways. This is particularly important in teaching participants new skills such as Stand Up Paddling as understanding these learning styles will allow you as a SUP coach to get the very best out of your students.

We are not strictly just one of type of learner, but rather a combination of different styles. One person might be primarily a ‘Thinker’ but also a bit of a ‘Watcher’ and ‘Feeler’. Contradictions within personalities are common

Learner Styles and How Individuals Learn

● ‘The Watcher’ - Learns by watching others and tends to hang back, letting everyone else go first. They are good listeners.

● ‘The Thinker’ - Needs to understand, they are naturally curious and ask many questions before they attempt something new.

● ‘The Feelers’ - Are receptive learners and keenly aware of what they are doing and how it feels. They catch on quickly.

● ‘The Doers’ - Learn by doing and to them explanations have little meaning. They become impatient and bore easily, but are practical and functional.

The ‘Doers’ or Activists

Involve themselves fully and without bias in new experiences. They are open-minded, and this tends to make them enthusiastic about anything new. Their philosophy is ‘I’ll try anything once’ They tend to act first and consider the consequences afterwards As soon as the excitement from one activity has died down they are busy looking for the next. Tend to thrive on the challenge of new experiences but are bored with implementation and longer-term.

The ‘Watchers’ or Reflectors

Like to stand back to ponder experiences and observe them from many different perspectives They collect data, both first hand and from others, prefer to think about it thoroughly before coming to any conclusion. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions and enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them.

The ‘Thinkers’ or Theorists

Adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by step logical way They tend to be perfectionists who won't rest easy until things are tidy and fit into a rational scheme. Their philosophy prizes rationality and logic 'If it's logical, it's good' Questions they frequently ask are: "Does it make sense?" "How does this fit with that?" "What are the basic assumptions?" This is their 'mental set' and they rigidly reject anything that doesn't fit with it.

The ‘Feelers’ or Pragmatists

Are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications.

They are the sort of people who return from a course brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them They tend to be impatient with open-ended discussions They are essentially practical, down to earth people who like making practical decisions and solving problems. Their philosophy is ‘there is always a better way' and 'if it works, it's good.

2.9 Factors Affecting Learning

1. Physical attributes (strength, stamina, suppleness etc.)

2. Mental attributes (personality, perception, fear, motivation, retention of information etc.)

3. Social Attributes (Age, gender, ethnic background and other differences)

Perception

Perception and innate abilities are vital for paddlers at World Class level. However the latter cannot be taught and the ability of a coach to improve the former is debatable

Timing and Anticipation

These are crucial aspects of skill learning and aided by good perception Anticipation is an aid to good timing. Total awareness is very important and is linked to and aided by all of the above.

Motivation

1. The learner must be interested in learning the sport.

2 Only motivated coaching practices are effective in order to achieve total concentration and interest by the participant.

3 Introduction to the sport must be enjoyable as adverse weather can put people off

4. Praise (in moderation) can boost their confidence and aid performance.

5 Forceful encouragement to achieve The coach needs to be selective and careful however.

6 Students must experience success to remain motivated

7. Aiming for a goal.

Chapter 3: Communication

As a SUP instructor it is important that you have good communication skills Good communication allows you to share and distribute your knowledge and help your students gain the skills they need to SUP safely and properly If you are not able to communicate effectively, then your students may not learn from you and you could be putting them in danger or developing bad practice. This chapter is intended to give you the fundamental communication skills and understanding in order to deliver stimulating lessons.

At the end of this chapter, you will be able to:

● Understand simple rules for effective communication

● List the types of nonverbal communication.

● Identify barriers and interference to communication

● Understand the factors in using constructive feedback.

3.1 The Learning Environment

Teaching a sport that takes place in an unfamiliar environment brings with it its own unique set of challenges that may affect a participant’s ability to learn and/or progress. The following list highlights just some factors to take into account:

● The weather and water conditions

● Client’s familiarity with the environment

● Group dynamics

● Level of challenge within the session

● How engaged and cared for the clients feel

● Our communication skills as a SUP instructor

● How we deliver feedback

● Choice of teaching styles and delivery

● Our client sensory acuity (the ability to observe and interpret clues from clients)

3.2 Effective communication skills

Effective communication is paramount to making participants feel comfortable in your sessions as well as getting across key points you are trying to emphasise. Effective communication needs to be clear, concise, unambiguous and understood by the recipient

The main objective with communication is that the sender and receiver of a message understand the same information and meaning. Inability to do this will lead to frustration and breakdown in the communication process which will hamper your client’s progression and development.

Message Content

A key consideration, specific to communication skills is how we can minimise the distortions and interference to our message Often in SUP coaching clients have preconceived ideas of what they think they should be doing which are subject to misunderstandings In order to eradicate these distortions it helps if the instructor talks to the client in order to get to know them first. By getting to know the client better you can begin to pick up on any past experiences that may lead to false understanding and preconceptions they may have. You should also not underestimate the power of using people’s names in order to deliver a message clearly This is because they are naturally more likely to listen to your message as you show interest in them.

Delivery Method

How you deliver your session can be a very personal approach to coaching and indeed every SUP instructor has their own unique style. As a general rule delivery style can be subdivided into 3 distinct categories: Visual, Auditory and Kinaesthetic A further knowledge of the receiver themselves helps to shape the messages you deliver to them.

Visual

● Demonstration: One of the most important ways in which we can deliver a message visually is through demonstrations For this type of communication to be effective our demonstrations need to be easy to see and follow as well as accurate. It is important to take your time whilst demonstrating so the client can process your

movements and you should have a clear plan in your head as to what you want them to see. It can help to do demonstrations at different angles and orientations and speeds since different members of the group will be sat in different places.

● Body Language: We subconsciously send messages with our bodies all the time and it is important to realise this and be aware of how this will be interpreted by the clients. When meeting a client for the first time, adopt an opening and welcoming body language to make them feel welcome. It is well documented that certain body movements give certain impressions. Below is a list of common body language signs:

- Closed - Crossed arms, frowning

- Open - Eye contact, smiling, arms open.

- Attentive - Ignoring distractions, showing patience

- Bored - Looking away, making repetitive actions (tapping), yawning.

- Domineering - Standing close to people when talking to them

Body language can also include the instructors positioning. By getting the group to line up in front of you it creates a more formal atmosphere which may be more suitable for some groups. On the other hand getting the group to huddle has the opposite effect. Furthermore if the instructor is to kneel down to the level of the group it gives a more together and non-threatening feel.

Imagery

Although spoken words are auditory by nature they can be used to paint a picture in the head of the participant in order to help them understand what you are trying to get them to achieve. One example of this could be to get your clients to imagine a line of telegraph poles and with every stroke on the paddle they should imagine reaching out and pulling themselves towards each telegraph pole (their paddle shaft) and this will help them to keep the paddle up-right.

Auditory

● Volume: Firstly we need to speak loudly enough. A good communicator can get an audience to listen and engage without needing to raise their voice thus shouting should be avoided. By simply facing your audience and giving them eye contact they

are less likely to get stop listening to your messages since a large amount of auditory information can be picked up visually. Your positioning within the group circle relative to the wind direction can help project your voice.

● Clear and Concise: Try to use simple words with an accurate meaning. Structure the messages you wish to give in a way that emphasise the key point without mentioning irrelevant information that may confuse. National and international dialect/accents can add character and interest however at the same time can confuse the message, especially if you use too many colloquialisms.

● Tone: The tone of your voice has an important impact on how you come across to your audience If you come across as condescending it can have an effect on the learner thus it is important to realise your tone. Furthermore if you adopt a monotone approach many people will stop listening far quicker than normal therefore it helps if you can show the client your passion for the sport through way you speak to them

● Questions: Asking a good question engages the audience. In simple terms there are two types of question; open or closed An open question is one which has more than one answer and helps to develop discussion and acquire new information i.e. What do you think you’re doing wrong when trying to paddle the board in a straight line? A closed question on the other hand will often result in a yes or no response which is more useful for checking understanding and clarifying information i.e. Did you feel the board turning when you paddled on one side for 10 strokes? Asking the correct types of questions can be very valuable in the learning process and can help to:

- Make the student feel part of the learning process

- Check understanding

- Encourage self-evaluation of performance

- Promote memorable learning

- Give the instructor time to think

Kinaesthetic

For doers and feelers a kinaesthetic approach will help to get the message across effectively Some learners may not understand a message until they have had an opportunity to try this for themselves.

● Imagery: This can work for visual learners or kinaesthetic learners The learner will picture in their mind or imagine themselves doing the action.

● Simulation: Another way to communicate with kinaesthetic learners is to get them to simulate the movement you are asking them to do before trying it for real in the water. This can dramatically improve the success rate for people who prefer to learn this way as they can practice how a movement should feel before dealing with the pressures of balance and wave catching.

The Receiver

Knowing your audience will help to ensure that the message you are trying to deliver is received in the way you intend The learner’s existing knowledge and experience should be established as early as possible and taken into consideration. Over time you will naturally get to know the client and what type of learner they are so you can adapt your approach

Once the message has been delivered it is likely that the client will react with some sort response This can be both verbal and non-verbal but it will be vital in ascertaining whether the message has been understood by the recipient.

3.3 Non-verbal communication

A large percentage of the information we receive is in the form of nonverbal communication. This can be in the form of body language as mentioned previously or in the form of animated actions which can deliver messages in a visual way We can send or receive non-verbal messages through:

● Actions: The thumbs up sign – means you are doing things the right way

● Facial expressions: A frown and a smile give quite different impressions.

● Gestures: For example, arms folded gives a message of resistance to information, whereas open friendly gestures such as a wave or handshake give the impression that you are pleased to see someone

● Posture: For example, someone who is enthusiastic about the lesson will stand quite differently to someone who doesn’t want to be there.

● Time taken to deliver the message: For example, if you speak very slowly you are giving the impression that you don’t think the other person understands the

message, or if you speak very fast you give the impression that you just want to get it over and done with.

3.4 Barriers to communication

There may be various barriers in the communication process that hinder or indeed prevent effective understanding of messages. This can be for various reasons and identifying and understanding these potential barriers may be pivotal to achieving better results than otherwise expected. Some examples are listed below.

● Language: Barriers in language can prevent understanding and effective delivery of messages to clients. This barrier can be on your side or their side and when identified more emphasis should be placed on your demonstrations rather than spoken content since this will be limited.

● Disability: This can be in a number of forms from hearing difficulties to learning disabilities. It is important in this instance to remain patient and understanding, since the client may feel sensitive about their disability.

● Fitness: In this case, clients may become less responsive to communication over time as their physical ability deteriorates when they start to fatigue. You should look for potential indicators of fitness such as body shape and/or lifestyle to determine whether this is likely to be a problem and emphasise your key points when concentration levels are at their optimum

● Visual Impairments: Not necessarily a disability in itself however visual impairments can impede a client’s ability to gain information through demonstrations particularly at a finer level. In this case it would be beneficial to emphasise points in a more descriptive manner so that the client can use imagery to establish how they should do things.

● Conditions: There can be situations in which the conditions can hinder effective communication. This can be in the case of strong wind making it hard for your clients to hear. If this is the case you must place much more emphasis on your hand movements and demonstrations. Further to this it helps to position the group downwind of you so that your voice can travel further and in a sheltered area if possible.

3.5 Giving effective feedback

The way we manage feedback will affect the learning environment Feedback in sports coaching often means the information delivered to the learner about their performance. However, feedback is more than just delivering information to the performer on what they did, it requires that this information is used to change or improve the original situation. The information can come from a variety of sources. Often these sources are characterised from the perspective of the learner in to intrinsic and extrinsic sources. Intrinsic information comes from within the performer such as how the move felt when trying to paddle whereas extrinsic comes from outside the performer, largely from the instructor.

The goal of feedback is to close the feedback loop and improve the chances of achieving the task in question. Communication to the client does not have to try and meet all the stages of this process at once and can be broken down into three steps:

1. Informative Statements: Give facts about the performance but do not evaluate or suggest ways to develop it. This may be deliberate in order to allow the client do calibrate with their own intrinsic feedback.

2. Evaluative Statements: Judge the performance based on the expected outcomes. They do not need to suggest a pathway for development They are often given to motivate the student or confirm their own evaluation of their performance. These statements have to be specific in order to be effective

3. Corrective/Developmental: Feedback tells the learner what aspect needs to be improved This particular type of feedback fulfils the feedback loop This tends to be more direct such as;

There are other aspects of giving good feedback that you must be aware of in order to be a good coach. This is more often the content of your feedback. For example, avoid general comments such as “you’re doing well” Be specific about the performance e g “your paddle stance is great and your paddle entry is spot on.”

You should also own the feedback By this you should use “I” statements such as, “I think” or “I saw.” rather than “you did...” Or “you should have done...”

There are different types of feedback based upon what you are trying to achieve with the feedback. This may be to prompt a learner about what they need to be doing, or focusing

on what they’ve achieved The following table outlines these types and what they should be used for.

It is often students who are not doing well who get feedback and students who are performing well who receive little more than 'excellent' without gaining an insight into what they have done well and what they could do to improve their performance. Therefore feedback should be given to both good and bad performing students in order to increase the progress of everyone within your group.

Chapter 4 - Credibility and Goal Setting

It is fundamentally important that as an instructor you develop good teaching practice This can be achieved through a number of avenues. This chapter seeks to establish what is meant by credibility with their clients You will already be equipped with the knowledge of good customer service and this should also be used when offering your clients a positive and unforgettable experience.

By the end of this chapter you will be able to:

● Understand what is meant by credibility.

● Identify what elements increase and/or improve credibility

● Understand the importance of setting achievable goals as part of good practice.

● Understand what is meant by SMARTER goals

● Explain what is meant by the term ‘duty of care’.

● Understand the need for an effective warm as part of your good practice

● Identify the key elements of an effective warm up.

4.1 Credibility

An instructor’s credibility is linked to how they communicate with their students Initially there will be credibility by virtue of the fact you are a qualified instructor. This is "Implied Credibility" True credibility comes from the respect you gain from the students as the course progresses. This respect can be easily destroyed. Credibility and therefore success can be developed in several ways

4.1.1 Be knowledgeable but honest about the knowledge you have

Good instructors will always have a broad base of knowledge from which to work. If you are asked a question of which you are unsure, say that you do not know and seek, whenever possible, the correct answer. Students will have more respect for this approach than if they receive an answer which they know immediately, or discover later, is wrong

4.1.2 Making a Point

If you make a point, make it about something worthwhile. Think carefully about what you say beforehand. Too often students are confused by things which are either not relevant or which they do not understand If you talk constantly it is difficult to decide when you are saying something useful!

4.1.3 Enthusiasm

Be enthusiastic and sincere in what you say and be aware of how you say it. Enthusiasm, like boredom, is infectious Use Positive Feedback - praise your student’s achievements whilst also providing any necessary fault correction advice and send them back to practice with a Positive Mental Attitude

4.1.4 Personal Appearance

Consider your appearance when delivering a message. Is your appearance appropriate or will it distract? If you look and sound as if you have done this a hundred times before, do not expect a good reaction from your students Avoid sunglasses, chewing gum, smoking Dress like a trainer not a pro – paddleboarder.

4.1.5 Qualifications

Don't hide behind qualifications. Credibility stems from the fact you are a good instructor. Status awareness will create barriers and reduce your effectiveness Always talk to, not at or down to, students. Adopt an approachable style.

4.1.6 Style

Adopt a positive style, particularly when giving feedback. The aim should be to praise and reward good performance whilst correcting faults as necessary. This builds the students confidence and improves performance

4.1.7 Avoid Sarcasm or Rudeness

Every group has a member prepared to be the fall guy (or girl) With a new group be careful in latching onto this too soon. It can often be a sign of nerves and the student will react badly if they become the focus of the group’s unwanted attention

4.2 Setting Goals

In terms of learning and the learning process, goals are critically important and most attempts at improving performance will fail if the objectives of the session are not clearly identifies from the outset. The SMARTER model defined by George T. Doran (1981) in business management can be adapted to sports coaching and thus surfing. This model allows the learner to establish where they are in the skills level and where they need to get which allows them to see a “gap” in their skills which need to be overcome. This can then focus teaching strategies to this gap in skill and by applying the TIED model a framework of how that can be achieved can be established

Setting goals is a crucial part of coaching. It is not surprising that much of our actions in anything we do are directed towards particular goals Goals not only shape our actions and what we do but give us a sense of achievement and satisfaction. This is true for SUP.

The SMARTER model as mentioned previously can be applied to paddleboarding The model states that well-chosen goal should be:

● Specific

● Measurable

● Achievable

● Realistic

● Time constrained

● Exciting

● Recorded

Setting the right goals for students is critical to success. Self-confidence can be developed in a number of ways, including reminding the student of previous successes, encouraging them to watch others who are doing well and giving lots of verbal encouragement.

Success is about reaching goals and the greater the success the greater the self-confidence gained.

If the goal is too easy the student will not be challenged or stimulated and will become bored; if the goals are too difficult the students will not be achieve them, self-confidence will diminish and they again become anxious.

SUP is often promoted as 'Easy' so much so, we have to be careful that the goal is not set too low - we need to set goals beyond the basic simplicities.

Commitment

Encouraging commitment does have an effect on some students The correct positive attitude is usually conveyed by the approach and enthusiasm of the instructor. If people are to really 'have a go' they must have the right goals and the confidence in their ability to achieve.

Goals, for Ourselves or Student

1. Ensure the goal is attainable. It must be based on the level of ability of student. You will need to set a series of intermediate goals so that we can progress towards the long term goal in small steps.

2. Ensure the goal is within the control of the student. This is usually the case where proficiency skills are concerned. There are a number of shorter term goals which are useful to achieving the long term one, even when conditions are adverse.

3 Remember that a technique itself is not necessarily a goal One small part can make a very valuable goal in accomplishing the whole. Executing clean blade entry, or taking the blade out early. This is part of the Whole - Part - Whole learning/teaching technique. The other benefit of this particular goal is that it encourages the student to exaggerate the movement. This can be a strong tool in teaching. There is a great difference between what someone thinks they are doing and what actually occurs. By exaggerating they often attain the goal.

4. Intrinsic / Extrinsic feedback.

Pre-Set Goals

You may need to refine the goals to suit individual needs It is worth sitting down with students, asking them to analyse their ability and give guidance on realistic goals. With more advanced paddlers this encourages them to develop the skill of precise and accurate self-evaluation of their paddling performance.

4.3 Physical Conditioning/Fitness Warm up

It is good practice and part of your “Duty of Care” (for injury prevention) to ensure that every session of physical training both in water, or on the beach, is preceded by an appropriate warm up

1. A warm up is extremely important for novices and elite performers alike. (Perhaps even more so for beginners who are not used to the exercise etc )

2. By introducing a warm up you are encouraging your novice paddlers into good exercise habits.

3. A warm up, carried out correctly, will help prevent injuries enabling participants of all abilities to enjoy themselves more and progress faster.

4. As a guideline a 5 - 10 minute warm up is recommended for beginners. Make it fun through games but keep it relevant.

Why Warm Up?

Warming up is very important in the prevention of Injury. It is also a type of preparation both physically and mentally

A Good Warm Up has 3 Main Benefits

1 Increases blood flow to the muscles and heats up the body especially deep parts like muscles, joints, tendons and ligaments.

2 By introducing a warm up you are encouraging your novice paddlers into good exercise habits.

3 A warm up, if carried out correctly, will help prevent injuries enabling participants of all abilities to enjoy themselves more and progress faster.

These 3 key factors should help to increase the performance level and decrease the chances of any injuries (specific to SUP e.g. Cramp - muscle pulls - strains).

A correct Warm Up has 3 phases

1.Gentle Exercises

● Exercise the body to increase blood flow and raise the temperature of muscles for example by jogging along the beach.

● 2 to 3 minutes for beginners / 3 - 4 minutes for improvers/intermediates.

2. Stretches

Stretch your muscles to increase your flexibility, by lengthening them and increasing the range of motion in joints.

● Do not over stretch and always hold stretches static, don't bounce.

● Stretches should be held for 10 - 30 seconds

● Relax and controlled breathing is the key

● Always stretch for the same amount of time and with the same intensity for opposite sets of muscles i.e. on your left and right / back and front

● 3 - 5 minutes for beginners / 5 - 7 minutes for improvers/intermediates.

3. Simulation Exercises

These should be specific body movements, relevant to paddling. Remember you can tailor warm up exercises for different age groups and those with injuries

● Arm circles for paddling movements

● Prone to feet - jump up

● Hip swivels to simulate turns etc.

● Paddle stroke simulation

Chapter 5 - Teaching Methods

When instructing individuals the only way we can effectively communicate the information we want to pass on is through effective presentation of that information. Clear, concise and accurate presentation of information goes a long way to improving your student’s understanding of what they need to do in order to achieve their goals. This chapter explains possible ways in which we and how they can be applied. It must be said that every instructor will have their own unique way and style of presenting information however the basic ideas are present in all effective coaches.

By the end of this chapter you will be able to:

● Understand what is meant by the part/whole learning technique.

● Explain a model for presenting information to students

● Understand the key principles of giving an effective demonstration on land.

● Understand the key principles of giving an effective demonstration on water

● Understand the importance of positioning when giving demonstrations.

● Identify ways in which you can engage students in order to get their attention

5.1 The Part/Whole Learning Technique

Why, When and How do we use them?

Learning the separate parts of a skill can have advantages. The whole skill is demonstrated first, and then broken down into parts. We can observe and correct performance as necessary. Success in mastering the individual parts helps to keep the learners motivation high.

For example, it is critical that paddlers learn the different phases of the forward stroke so that each phase can be understood, practiced in 'parts' so the entire stroke cycle being executed with understanding.

1. Set up

2. Entry

3 Catch

4. Pull / Power

5. Exit

6. Recovery

5.2 Teaching Techniques

Having seen how students acquire skills and how the instructor can communicate most effectively it is necessary to consider in detail some of the things we actually teach and a model of how to go about presenting information in various situations.

Divide the task into two

1. The teaching of practical skills

2 The teaching of other aspects such as theory

Subdivide the teaching of a new skill

1 Teaching ashore

2. Teaching on the water.

5.3 A model for presenting information

When working with students, Instructors should remember the general principles of communication discussed in "Communication Skills" and try to adopt these at all times. In the teaching of any technique there are a number of basic guidelines worth remembering.

1. Introduction

2. Demonstration

3. Exploration

4. Activity

5. Summary

Key Points to effective presentation:

● Make sure you have everyone’s attention and that they can all see and hear

● The environment in which we work can be very distracting, it is pointless to keep going back indoors every time you call the group together, so reduce distractions outside to a minimum.

● Gather the group around preferably with your back to a non-distracting background, such as a wall or fence. Standing with your back to the water can be a disaster.

● Also take into account the position of the sun. If it is shining in people’s eyes they will find it difficult to concentrate and eye contact will be impossible or painful or both.

● Pick a site where you can be heard without having to raise your voice. If regularly interrupted by low flying aircraft or noisy speedboats, don't try and shout them down. Wait for them to pass and recap before continuing.

5.4 Gaining Students Attention

This is normally quite easy, especially with adults Establish eye contact with each individual student as soon as possible and with a new group, it is often a good idea to ask each member to quickly introduce themselves Keep this very brief and try to remember the names of the various group members yourself. People will generally be more confident if they are referred to by name

With children, gaining and maintaining attention can be more difficult. Addressing the individuals by name can help, or asking simple questions to reassure that they are all listening.

The best arrangement for a group at this stage is in a semi-circle around the instructor In this way you can see each individual, they should all be able to hear you and you can address either the whole group or an individuals

5.5 Introduce the Technique

When teaching beginners, having them remember the name of an item, technique or skill is not always important. At this early stage of SUP teaching development you need to be aware of and to avoid Information Overload. The problem is two-fold and concerns both the student’s attention span and their ability to retain the information they have learned.

It is important that beginners are taught using an active learning technique At the beach their attention span and ability to retain knowledge may be less than at other times. Active learning by way of the students practicing the techniques themselves should be encouraged.

5.6 Positioning the Group on the Shore

1 Put the group where they can see you and you can communicate easily with all the members of the group. Remember the semicircle position.

2 Think carefully about this at each stage You must not let the need to talk to the group interfere with the accuracy of your demonstration.

3. As a general rule keep the group close together. If they are spread out there is a chance someone can't see or hear properly.

4. Make sure the group is safe and comfortable. It may sound unlikely that anyone could come to any harm but it can happen. Problems of this sort are most likely to occur when the students are practicing. They can be alleviated by vigilance, control and anticipation on the part of the instructor

5. Check the group is comfortable. In many countries discomfort outdoors usually means cold There is no doubt that this will inhibit learning Whilst they are worrying how cold they are they are not listening. Encourage them to bring with them, and wear, warm clothing In warm climates the heat may be similarly distracting

5.7 On the Water

1 Positioning the group for on-water demonstrations may be limited

2. The main obvious difference between on-land and in-water demonstrations is that on land the focus of attention (the instructor) is fixed and the audience moves In the latter the audience is fixed and the instructor moves.

3 Demonstration on the water must be organised to take place as near to the group as possible. Communication can then be maintained and they can see exactly what is going on and are able to see all the key elements.

4. On the water it can sometimes be hard for a group to hear what you are saying. However a second coach (if available) can talk the group through the manoeuvre whilst you perform it, or you can arrange for a competent paddleboarder to give the demonstration whilst you answer the groups’ questions.

5 Reflected glare on the water can also cause problems, so make sure the sun won't be in the student’s eyes.

5.8 Demonstrating with Students on the Water

Normally you will give an initial demonstration with the group ashore, but it may be better to demonstrate a particular aspect of a technique to an individual or group whilst they are in the water

5.9 Giving an Effective Demonstration

Many instructors consider instinctively that demonstrations have a positive effect on the way students learn When we are learning new "motor" skills, it would seem logical that delivering the information in a "visual" form will have the most beneficial effect. Accepting that the visual medium seems to be the most powerful at our disposal for conveying motor skills then giving a poor demonstration, perhaps from several hundred meters away, is not likely to be effective or beneficial

Effectiveness of a demonstration relies on a number of factors. It must be carried out proficiently It is not enough to just muddle through Having established that the visual

medium is so important, we must not use it to instill incorrect technique through poor demonstration.

1 The instructor needs to be a reasonable performer, capable of paddling effectively and efficiently. Any instructor, at any level, should have the ability (in reasonable conditions) to stand up paddle, safely and competently. If you are unsure of your ability to demonstrate a particular technique, either practice until you are competent or use another person who is. Using someone else to give the demonstration has the extra advantage that you are free to point out the important parts to the group. This technique is particularly appropriate for teaching children. If you cannot demonstrate the technique, and you cannot find a paddler who can, you should consider seriously whether you are qualified to try and teach the technique at all

2. Video playback is an excellent method for teaching.

3 Students must have the ability to reproduce the skill being demonstrated

4. Verbal cues should be used to draw attention to important aspects. This means using words sparingly Too much talking (or particularly shouting) will distract their attention. You can use words to emphasise the key points but if you use them all the time the message will be diluted However key words can be used as triggers for the recall of important information and are known, generically, as “Aide Memoirs”.

5 Avoid using 'don't do this, don't do that' as they serve to confuse

6. Information conveyed must be retained. A demonstration given one minute which is forgotten the next will have been a waste of time. This depends largely on how well you are able to gain (and retain) the attention of the group and this in turn relies on your teaching style, your ability to communicate and how much information you have given them.

7. For the student, remembering the information is vital if there is going to be a change in performance.

8. The demonstration may need to be repeated several times for learning reinforcement

9. Relate the demonstration to what has been learnt previously.

Very often the new skill can be related to others already learnt As teaching is progressive, there is always some relationship between what is being done and what has gone before. This can be pointed out before or after the demonstration

Answer Relevant Questions

After you’ve given your demonstrations invite questions. When a student asks a question it may be wise to repeat what has been asked for the benefit of the group before answering concisely and briefly. Obtain feedback on what students have understood.

Chapter 6: Differently Abled Students

At some point or another in your coaching career you may be challenged with teaching clients with learning difficulties. Considerations when working in this field are a person’s safety and dignity These two areas should be your highest priority This chapter will look at planning sessions, setting goals and communication. These are all the skills you will develop as an instructor but here are some hints and tips that will help you when working with individuals and groups of differently abled persons. Try to remember that all water activities have an element of risk. It’s how you plan and manage that risk that will dictate how well or bad a session goes. Simply put ‘failing to plan is planning to fail’.

By the end of this chapter you will be able to:

● Understand the range of conditions that you may encounter when teaching differently abled persons.

● Understand the reasons for effective planning

● Understand the dynamic nature of teaching differently abled persons.

● Identify the key considerations you should take when planning a session for differently abled persons.

● Identify the importance of using care workers where possible

● Understand how to set realistic and achievable goals for differently abled students.

● Understand key aspects of communicating with differently abled students.

Danny age 16 pictured on the right with instructor Dan, has been enjoying Stand-up

Paddleboarding for the last four months. He was diagnosed with Autism Spectrum

Condition (ASC) at the age of 4:

6.1 Differently Abled SUP Groups

Groups that have additional or ‘special needs’ can also be referred to as ‘differently abled’

For the purposes of this subject we will use the term ‘differently abled’ as an umbrella phrase to cover all physical and mental disabilities The use of the phrase is in no way meant to cover or address all the various issues that come with each condition. Each individual and each condition will have its own set of challenges and should be approached as such. All circumstances should be approached in a way that promotes independence and dignity

Differently abled is a term that covers such a large demographic of people young and old with a wide range of special needs from mental to physical disabilities and everywhere in

between The aim of this chapter is not to go into detail regarding all disabilities but to give you basic information that will create a platform or starting point that you can work from and develop as you become a more experienced stand up paddle board instructor. Remember that each individual case will be different so your approach to each session will have to be dynamic and fluid. Be prepared to Change things at the last minute.

6.2 Planning

When planning the session it is essential that you get as much information prior to the group arriving. The more you know the better prepared you can be. This knowledge will dictate the size of the group, how many instructors are required, the venue for the session and will ensure that all parties involved are protected and safe while enjoying their time on the water.

Differently abled groups will usually have support workers or parents accompanying them USE THEM! They will know more about the individuals in the group than you ever will. It’s their job to know. Don’t be afraid to find out a little more about the group on the day by asking the support workers. Their knowledge can be the difference between a good session

and a bad session Get them involved In some circumstances you will be instructing the group via the support workers. It is essential that they know what is expected of the group and how the session will run. The care workers will be the ones interpreting the instructions and relaying the information for certain individuals that may have communication issues. Above all else they will already have the trust from the group, which is something you as an instructor will take time to achieve.

Information worth knowing when considering working with a group that is differently abled:

● What are their needs?

● Is it physical, mental or multiple disabilities?

● Are there any particular members of the group that have a fear of water?

With this information you will have a much clearer picture how to plan and run your session. For example, if the group has varying physical disabilities then obviously the group will need to be much smaller and more instructors or staff may be required. They may struggle putting on safety equipment, moving boards or even accessing the water. You would then consider, depending on the venue, having the boards ready in the water and having safety equipment, paddles and leashes in a place that is easy to access.

It is key that you give the group as much independence as possible They don’t want everything doing for them if they are able to do it for themselves. How will they learn if they don’t at least try and do it for themselves?

6.3 Considerations

Ask yourself:

● Is the venue you intend to run the session suitable for the group?

● Can the group easily access the venue?

● Can the group safely access the water?

● Are the weather conditions suitable for the group i.e. is it too hot, too cold or too windy?

Some physical and mental conditions mean that a person cannot regulate their body temperature so they may be unaware of things like being too hot or too cold This is where

becoming hypothermic or hyperthermic could cause issues Also certain conditions mean that individuals have a much greater tolerance for pain than you or I so they won’t recognise the signs of being sun burnt or if they are too cold. Alternately some individuals may be completely the opposite and have an intolerance to pain so be aware. Has there been a heavy rainfall recently causing a heavy flow of water or is the water itself unsafe due to debris or pollution? Infection can have serious effects for some individuals with certain conditions.

Groups with different needs may not be physically or mentally aware of or capable of dealing with the conditions or dangers you or I take for granted so it is essential that these factors be taken into consideration before taking them onto the water. Again the venue is crucial, if the weather changes, is the venue still going to be safe or suitable?

Remember it is ok to cancel a session if you as the instructor feel the conditions may be unsuitable for the group. This all sounds like scary stuff but with the right knowledge and planning working with these amazing people can be one of the most rewarding sessions to

run as an instructor Remember the session/experience has to be fun If the group doesn’t feel safe they won’t have fun and won’t want to come again!

6.4 Goal setting for differently abled students

When running a day-to-day SUP session there will be certain goals you as an instructor may expect a group to achieve. In the case of working with special needs groups and individuals this will have to change Have goals by all means but be flexible There is no rush for the group to all be kneeling or stand up paddling by the end of the session. For some individuals it may take ten sessions, for others it may never happen. Remember that it’s ok! It’s a learning experience, ‘experience’ being the key word. Some may stand up in the first five minutes and that’s ok too. Make plans but be ready to change them at a moment’s notice.

For some individuals the goal could be putting on a buoyancy aid or attaching a leash independently. For others just wearing buoyancy aids or leashes could be the goal. Some groups will come with their own learning agendas as we spoke about earlier, talk to the care workers beforehand and try to incorporate these areas into your session. Above all else be creative with the session.

Remember what you and I consider a little achievement is a big achievement to another. Just putting on a wetsuit could be a huge achievement for some individuals. So celebrate every achievement no matter how big or small As long as the group is smiling and having fun then you have done your job.

6.5 Communication

Communication is one of the most important parts of being an instructor. When working within this area it becomes even more vital. As stated earlier use the parents/support workers!

If they understand what you are saying then they can translate the information for you. That doesn’t mean you won’t or can’t communicate with individuals it just makes communicating easier. Remember you should have spoken with the support staff before the session started so you will have a clearer idea of which individuals struggle more than

others and a better overview of the group dynamics Don’t be afraid to ask questions during the session.

If you do have questions please be mindful and consider the dignity of the individual or group. Be discreet or try to include the person in the conversation if possible. Never talk over or about the person in their presence. You wouldn’t do it at any other time so the same manners should be applied here.

Keep instructions simple: Unnecessary use of words can make it hard for certain individuals to understand what you are asking of them.

For example: “ So you need to put both hands on the boards rails placing one knee on the deck then push off and lay flat on the board’.

You could simply say

“Lay down on the Board”. And demonstrate.

Always, where possible, demonstrate the action you are explaining Whether you are working with differently abled groups or just day-to-day groups, actions always speak much louder than words

Here is a common example:

If an individual is too far back on the board and you ask them to move forward on the board they may not understand the request and just paddle the board forward. Get their attention and demonstrate moving forward on the board while saying the phrase You could ask the care worker to also demonstrate the movement as he or she will have a better relationship and more experience with the individual and therefore communication with that person could be easier for them. This will definitely be the case with people who have sight or hearing conditions.

Another useful tool can be picture cards. This is especially relevant for individuals that are nonverbal. For example asking an individual to put on a buoyancy aid may be easier if you show them a buoyancy aid on a picture card with the simple instruction ‘Buoyancy aid on’ or ‘Buoyancy aid off’. The same can be applied to any piece of equipment or action. For example try giving the individual the card, saying the phrase and demonstrating the action. Alternatively get the care worker to do it.

How you communicate and work with a group or individual will improve with time and experience. The more you work with the same group or individual the more you will come to understand their idiosyncrasies and specific, individual needs. You have to work within their time frame at all times.

Certain conditions such as ASC (Autism Spectrum Condition) means that it may take some individuals longer than you or I to process external information being relayed to them. If an individual doesn’t react to a request straight away it doesn’t mean they didn’t hear you or that they are ignoring you. Before repeating the question or direction give them a few moments to process your request before asking them again For example individuals with certain conditions may have a process they must complete before they can move on. If you repeat the question before they have finished that process they have to start again So every time you keep repeating yourself you are making it almost impossible for them to do what you are asking of them It’s not a race so take your time

If you have signals or phrases that you will use for instructing or should there be an emergency make sure everyone knows what they are before going on the water. Let the support staff know what you expect from them in that scenario

6.6 Conclusion

Remember that people who are differently abled are the same as everyone else just with a different set of daily challenges they have to cope with Working with ‘differently abled’ groups is one of the most rewarding experiences you will ever have as an instructor If you consider and follow these basic ideas and principles in this chapter you have the potential to give these individuals some of the best experiences of their lives

To conclude you are there to be a stand up paddleboard instructor and nothing more. You are not expected to be experts in all areas for differently abled persons so just remember don’t be afraid to ask questions and learn more about your group, plan as much as possible, keep it simple and clear, keep it fun and be creative. Above all else celebrate all their achievements no matter how big or small.

Chapter 7: Lesson Plan

This section is designed to help you put into practice all the knowledge you have as a SUP instructor. It provides you with the key considerations you should take in order to plan a lesson effectively to meet the needs of the clients you are teaching This professional approach will allow you as an instructor to gain a much higher client success rate. Planning a session effectively will allow you to allocate the correct portions of time to individual elements of the session to ensure that you can emphasise key points within the session which will allow it to flow much more logically.

By the end of this chapter you will be able to:

● Understand the importance and relevance of creating lessons plans.

● Understand how the number of clients affects your lesson plan and how you should conduct lessons.

● Understand how age impacts you lesson plan

● Understand the potential impact of gender.

● Understand the effect of client standard of lesson plans

● Understand how conditions can impact lessons and how you structure them.

● Make connections between learning styles mentioned previously and how they should be considered when planning lessons.

Lesson plans are useful in a number of ways They give you a direction and focus for your lesson and allow you to focus on outcomes you want to achieve from the session. An effective lesson plan will allow you to allocate portions of time to each element of the lessons whilst taking into account the group type you have in order to maximise the success in terms of reaching outcomes.

It is good practice to have a written lesson plan that you can follow which clearly states the type of session, aims of the session, learning outcomes, type of group and duration. An example of which is shown for your reference

7.1 Structure

The effective delivery of any complex task requires good planning Teaching SUP is no exception to this rule. In time it is possible for instructors to provide highly complex and stimulating lessons to clients without too much planning since this becomes second nature However, this said, much of the structure of lessons comes from an instructors past experiences combined with their knowledge of SUP in order to develop a lesson plan in their head.

The less experienced may find it useful to plan a lesson out on paper by writing down all the key elements that need to be included and in what order. This will allow you to emphasise the key areas that you want to highlight in your lesson and will also give you a chance to allocate some time to each section based on their priority for inclusion. For example the prone SUP part of a lesson should be shorter than the stand-up part since this covers less technical knowledge than the latter.

7.2 Number of Clients and Types of groups

The number of clients within a group dictates how a lesson should be structured and planned as some areas of the lesson may take longer with more people than it does with just a few.

Large Groups

● Here safety issues are potentially more complex and risk management and awareness is paramount in minimising these potential problems An example would be deciding not to take a large group out into the lineup at a low tide beach break with short sharp dumping waves as the potential for injury is high even on an individual basis.

● Maximum class activity is much harder to achieve in this case and needs thorough planning. Effective planning keeps the group moving and doing things since it is easier for members of the group to fade into the background.

● A greater range of potential faults will generally appear in bigger groups thus it is sometimes necessary to cover all potential faults when demonstrating skills.

● Delivery of feedback also needs more attention and planning It may be worth while giving feedback as a group so everyone can listen and learn from each other’s mistakes and praises in order to learn. Individual feedback is still important when in the water however you must be careful that not too much time is taken giving feedback to only a few individuals.

● Setting goals within a large group can be tricky. This is particularly true when members of the groups have either had previous experience SUPing or progress at different speeds through the lesson. You should set numerous goals for everyone to work towards in the same session.

● Make use of assistant instructors as they will be able to give their input to clients which will free-up your time to talk too and work with every member of the group and will increase the depth of teaching

Small Groups or Individuals

● When working in small groups or one to one sessions there is the danger of the session becoming too intense since more of your time will be dedicated to each person. You should plan for extended practice sessions between taught elements on the beach in order to allow time for experimentation from the client(s).

● Keep the teaching content simple and structured on the shore or in the water if offering feedback. Allow time for normal chat when engaging with the client(s) in the water. This will help to break up the intensity of the session.

● With smaller groups the goal setting process can be much more open Thus establish what each individual wants to achieve since it is more feasible for you to set and track individual goals and progress

7.3 Age

Different age groups have different teaching requirements. For example the main focus of children’s lessons should be learning through play and fun On the other hand adults generally want much more technical content in order to understand what they are learning. They also tend to like to know what they will be covering in advance of the lesson commencing. In order to plan an effective session it helps to keep groups to a similar age

bracket unless a family have requested to stay together since these different learning styles will be hard to cater for within one group.

Older adults will often display more caution than children since it is often an assumption that SUP has potential to cause them injury. This is true to some extent but remember it is your job to limit these chances. This caution stems from the fact that many have livelihoods to protect and will often sacrifice their own progression to protect themselves.

7.4 Gender

In general the learning process is the same for males and females. However, there may be differences in strength, confidence and attitude which can be deemed more gender specific. These are more likely to influence the clients approach to the session and are important considerations when planning for a session.

Men tend to be more physically strong and larger than women and will often rely on strength and commitment to overcome any limitations they may have in their technique. Conversely women often tend towards greater caution and prefer to rely on technique. Neither of these tendencies is better than the other as such however a brash ‘can do’ technique men employ can result in poor technique in the long run whereas a more cautious approach can develop more technical accuracy in the long run You as an instructor should anticipate these traits and should seek to either correct poor technique or boost confidence

7.5 Standard and Experience

Your clients’ technical standard and level of experience may be established either by direct questioning or by observation of their performance Many people that wish to learn to SUP have little or no experience thus this judgement can be performed easily since they have a blank canvas to work upon When relying on verbal information it is often useful to ask very specific questions such as;

● How many sessions of SUP have you tried in the past?

● How long ago was your last SUP experience?

● Where did you SUP and in what conditions?

● Have you any other experience with sports that require good balance and coordination?

● Are you able to paddle for a distance of 400 meters or more at any one time?

Even in a group that on the face of it is the same standard there can be huge disparity between ability and ambition. It is helpful to plan for different options where a session might go for the group or certain individuals. This is truer for groups that have had 2 or 3 sessions before since people pick up the basics at differing rates.

7.6 Motivation for Attendance

When planning for a session it helps to ascertain why the client is there and their reason for attendance. Are they there to learn a new skill? Or are they there to keep someone happy? Planning is much easier with clients who actively want to learn and be in the session however this is trickier for those who don’t.

7.7 Lesson Duration

Good time management is essential for good teaching. Within the duration of the lesson, the structure and content must be gauged to make the best use of the time available. For example a skills that requires 45 minutes of practice may be appropriate for a 2 hour session but not for a 1 hour.

Whatever the duration of the lesson the following elements need to be included to facilitate learning:

● Introduction/Revision

● Core Lesson Content (Task)

● Feedback and Fault Correction (Information and Evaluation)

● Practice and Consolidation

When planning duration and timings for each element it is important to consider what the client wants to achieve and their reasons for being there. It may be more appropriate to allocate more time for practice and feedback for those that are actively looking to improve

whereas less practice and more taught content may be necessary for people that are new to

7.8 State of Fitness

As well as the clients’ technical suitability, activities within sessions should be appropriate for their fitness. Tasks that are within the learners’ capacity and achievability will enhance their performance and progress. Activities which are too demanding can result in injury or demoralisation. When planning a session it is useful to consider the effects of the conditions and weather in relation to the physical demands.

7.9 Conditions

Once you have ascertained the ability level of a group it is useful to plan where the session will take place. The choice of location should primarily be dictated by the conditions presented. This can mean either moving location to a different location or to another area within the location you are based. If the swell is large and stormy with strong onshore messy waves it may be wise to move to a more sheltered spot in order to make the conditions as favourable as possible. If this is not possible and circumstances allow you should not be afraid you rearrange a lesson if you feel the client’s safety or progress may be compromised.

Below is a sample lesson plan for a novice SUP lesson Having a lesson plan written and in place helps to prioritise your learning objectives and help to structure lessons based around key content that need to be covered It also provides a record of the conditions and group numbers should you need to provide such information in the event of an incident.

Chapter 8 - Conducting a Novice Session (Part 1)

Having a structured lesson is fundamental in ensuring that SUP is taught in the correct series of ways to minimise the chance of injury and/or poor technique. By identifying key elements that need to be covered within a lesson you will be able to quickly and confidently acquire a detailed yet concise lesson. This chapter looks at the introductory taught elements of a novice SUP lesson.

By the end of this chapter you will be able to:

● Identify reasons for participation and SUP hazards.

● Identify equipment components

● Identify methods to safely carry the board

● Determine ‘footedness’ / Demonstrate correct leg leash attachment to paddler

● Teach a client how to safely mount the board

● Teach the prone position (self- rescue)

● Teach the prone position to kneeling (safe position)

● Identify safe falling methods

8.1 Lesson Structure and Learning Outcomes

Learning outcomes are what you are aiming for your students to be able to achieve by the end of their lesson But before the lesson begins we meet the students introduce the instructors. Confirm payments, sign waiver forms, medical consent form, allocate clothing. Have students introduce themselves Explain the structure of the lesson Explain emergency procedures and signals (please refer to the Water Safety and Rescue Book).

Example Lesson Structure

1. Identify reasons for participation and SUP hazards.

2. Identify equipment components

3 Identify methods to safely carry the board

4. Determine ‘footedness’ / Demonstrate correct leg leash attachment to paddler

5 Safely mounting the board

6 Demonstrate prone position (self- rescue)

7. Demonstrate prone position to kneeling (safe position)

8. Demonstrate paddle-kneeling to stand up paddleboarding

9. Identify safe falling methods

10. Introduce the paddle on land and in shallow water

11. Enter the water and practice prone paddling with paddle

12. Prone to kneel paddling identifying phases of the forward stroke

13. Kneeling to stand up paddling

14. Demonstrate reverse paddle stroke, turns emergency stop techniques

Note: We use kneeling as a “Safe Position” we use this position to reduce risk, for example, when coming into or leaving a pontoon, returning to shallow water or close to rocks, cliffs.

8.2 Identify Parts of Board

Introduce the boards components; including nose, tail, rails, leash attachment point, foam decking, carry handle, the boards centre point, the hull and the fin and an explanation of the functions of each component and board length as below

Board lengths

The ideal board length for beginners is 11ft and 31 wide and around 4 to 5 thick For children the width is recommended to be 28 . For large people the board may need to be 12 ft and 32 wide The board should also be suited to the students weight and height

8.3 Maintaining Equipment

Remember to check all boards before and after each lesson for any damage, repairs and tightening of screws etc. including paddles, leg leashes, fins, PFDs and wetsuits. Rinse wetsuits, boots, PFDs, rash vests - have them dry for the next lesson Remove sand from velcro on leashes and check for wear and tear. Check paddles for fractures, splits, water inside, if adjustable check there’s no sand restricting movement For boards, check decking, wax, holes, delamination, fins and screws. Check radio batteries and first aid kit.

8.4 Carrying the Board Safely

Carrying a stand up paddleboard can be an awkward experience and especially if it’s windy and this is all on account of the fact that boards are large long and wide. Many boards include recessed carry handles into which you place your hand. Some are well positioned and the balance point ideally placed, some are not so as the board feels nose or tail heavy. There are a number of ways to carry the board, in pairs, above your head or on your shoulder. Ensure bent legs during the lifting process.

8.5 Determining Footedness

This relates to which leg a person favors in relation to balance and determines which leg the leash will be attached to. In regards to your paddling stance, a neutral stance (feet side-by-side) is essentially ‘unstable’ and a ‘disengaged’ position from which to paddle. An ‘engaged’ stance therefore is what we are aiming for.

Stand up paddleboarding requires a leading leg for added control and power delivery. There are a few ways to determine which leg is the preferred leading leg. This is just one example.

Stand with feet together, have someone gently push you backwards or forwards. The foot you step back or forward with to gain balance will determine your preference. In this case the leg leash will be attached to the right leg.

8.6 Leg Leash (Essential)

Either coiled for stand up paddling or cord for stand up paddle-surfing attached to the board and then to your rear leg, either to ankle or below knee. Coiled leashes must never be used in surf conditions as they can recoil under heavy stress. Periodically check leashes for stress signs and keep velcro free of sand.

8.7 Mounting the Board Safely

Whether mounting the board from standing on the shoreline or when swimming, the middle and central area of the board (the board’s centre of gravity / buoyancy) is the most stable area in which to exert pressure Weight exerted close towards the nose or tail will result in the board sinking and turning away from you. Practice this without the paddle, so the student gets used to the feel of the board on the water.

8.8 Self Rescue / Prone Paddling

Stand up paddleboarding is strongly related to prone-paddleboarding, a sport requiring the paddler use the hands only as a means to propulsion, as commonly used by professional lifeguards when paddling Rescue Boards in surf and flat water conditions when performing rescues.

In the context of SUP, this is important in the event of having to rescue oneself should your paddle break, be lost, or you need to avoid contact with rocks, coral or other hard objects. This can also be used in the event of strong headwinds or to paddle away from underwater objects or to find deeper water before risking falling while standing. The student should practice turning and stopping the board in the prone position.

8.9 Prone to Kneeling (SAFE Position)

This is practiced without the paddle first From the prone position we assume the press up position, to kneeling position (safe position). This routine gives the student confidence to move around on the board The paddle is introduced at a later stage From the kneeling position (safe position) when the paddle is introduced we can get the student used to the feel of the power phase propelling the board through the water. The phases of the stroke should be demonstrated by standing knee deep in water, if possible.

8.10 Kneeling to Standing

Again, this is practiced without the paddle Remember the student is to be centered over the carry handle and not to have legs spread too far apart. As you determined with the footedness the ‘engaged’ position

8.11 Falling Safely

Once you have been through the methods of prone to kneeling to standing it is time to teach your students the importance of falling safely. This is first practiced without the paddle Emphasise the importance for falling away from the board and covering the head and neck when entering the water. You could also encourage students to give a thumbs up when they resurface to ensure the instructor they are ok.

For each one of the skills you teach your students it is necessary for you to demonstrate. When coaching your students in water it is important to allow them time to practice on their own before swamping them with feedback. If the climate you’re coaching in is too cold to have you or your students practice this, then you can mount the board on tyres and simulate falling safely or perhaps you could use an indoor swimming pool.

Chapter 9: Conducting a Novice Session (Part 2)

One of the key parts of the novice lesson is the introduction of the paddle itself The instructor’s awareness of their equipment and how to introduce it is fundamental to the students understanding This chapter highlights they key anatomical elements of the paddle and how you should measure a paddle for use in a SUP lesson. This chapter will also highlight the 5 key elements of the forward stroke and how they can be taught in a kneeling position. You will also be taught the common mistakes/errors encountered in lessons for each phase of the stroke. By being able to spot mistakes at an early stage you will be able to prevent injury and promote healthy and efficient technique.

By the end of this chapter you will be able to:

● Identify parts of the paddle

● Explain how to determine the correct height of a paddle.

● Name the 5 phases of the forward stroke

● Identify key elements with each phase of the forward stroke.

● Identify common errors and mistakes for each phase of the stroke and know how to correct them.

9.1 The Anatomy of the Paddle

Every paddle is composed of a basic anatomy, this is important to know because when learning, the terminology is used in relation to handling the paddle itself. Identify parts of the paddle, explanation of ‘sizing’ and hand placement

9.2 The Paddle

Most all paddles are of a single bend type design you will notice that the blade is angled approximately 13 degrees or so in relation to the shaft. This ensures the blade remains vertical for longer during the pull phase of the stroke and makes it possible for a longer reach out front at the point of entry and provides some marginal ergonomic benefit to the lower wrist. A common mistake is to have the paddle held in a manner so that the blade is reversed.

9.3 Determining Paddle Height

Before going on the water the paddle height needs to be determined for each student This can be altered again once the student is on the water paddling.

Have your students stand straight with the paddle in a vertical position in front of them, take the right hand and cup it over the grip, the arm should have a slight bend at the elbow. Adjust the paddle accordingly.

Once students are paddling watch out for paddles that are too high i.e mid-way through the stroke the top hand is significantly above the level of the head and the elbow higher than the level of the shoulder. It must be stressed that a paddle which is too long can cause injury to the rotator cuff.

The image below depicts the correct paddle height; set up phase and placement of the paddle notice the top hand is level with the head

9.4 The Forward Stroke

There are 5 phases of the stroke: Set up, Entry, Catch, Exit, Recovery. Each of these phases is equally important in enabling the flow of the stroke

9.4.1 The Set Up

Place your top hand Mid Shaft (the top hand should be at level height with your eyes) the lower hand on the Lower Shaft bending the lower elbow slightly Between our upper and lower hands we create the Triangular window. This will give us the rotation (twist) and reach that is needed for the Entry phase

9.4.2 Entry

Reaching out with the leading arm, the top hand and shoulder are lowered in search of the water aiming for a clean entry (no splashes) as air tends to be dragged down and causes air bubbles, this reduces the blades ability to anchor itself leading to cavitation which in turn causes the blade to slip.

9.4.3 Entry to Catch

As the blade enters the water and is buried to just beyond the neck of the blade, it’s driven downwards along with a lateral pull power phase on the blade face The shaft is vertical, your hands are in a position of hand over hand and you are rotating (twisting) engaging the core muscles What is happening: The blade remains stationary in the water on account of the water being pressured against the blade face, which enables you to pull and lift the board up to the blade. If you fail to lock and load the blade and it’s moving backwards through the water you have not compressed the water, engaged your core muscles and you have probably pushed the paddle forward instead of downwards.

9.4.4 Exit

After the short power phase, the shaft has passed vertical your elbow wants to bend, the exit phase can now begin. You are aiming for a clean whirlpool free of bubbles (this indicates that the entry was clean and a good catch was achieved). The blade is now angled marginally backward, draw the top arm across the body line slicing the paddle out of the water and away from the wrist rolls inward and the elbow outward. The blade is swung outward using the feathering technique.

9.4.5 Recovery

This is the time to relax and breath. The top arm has not moved much beyond the level of the shoulder Relax from the hips and shoulders Exiting the paddle this way sets in motion the twisting of the body away from the paddling side. Ready again for the setup phase, remember the triangle formed with top and lower arms

9.5 Common mistakes

9.5.1 The Set Up phase

The set up phase is the first cycle of the forward paddling stroke, and if this is not executed properly then it will affect the flow on of the following phases.

1. Lower arm too straight. Top arm elbow too straight or high. This can happen if the paddle is too long.

2. 2. Hands gripping the paddle too hard. Incorrect lower hand position on the shafttoo high, too low.

3 Paddle not angled enough to the water and parallel to the board

4. Body leaning too far forward, lack of rotation. Too much bending through the middle and upper back Shoulders not rotating Standing too upright, hips not engaged, knees too straight

9.5.2 The Entry phase

This phase must be deliberate have commitment and precision.

1 Ensure the blade does not take air down Do not pull before the blade is fully buried in the water.

2. Upper arm pushing forward before contact with water, the blade is moving backward at entry. Paddle is not parallel to the edge of board.

3. Failure to drop the shoulder and lower arm to push the blade deep.

9.5.3 The Catch/power phase

This is the shortest phase of the stroke, sometimes confused with the Entry.

1 Lower arm bends (pulls) too early Upper hand pushed prematurely over the lower hand. Lack of power and strength to anchor the blade against the water.

2 Applying power to the paddle by early rotation Leaning too far over the side of the board.

3 Legs feet and hips not braced to take the load, too straight, too bent and feet not in the engaged position.

Remember that entering the blade into the water quickly and cleanly and applying downward drive by the top arm so the blade is fully immersed, followed by the torso rotating is what you are looking for

9.5.4 The Exit phase

This phase of the stroke should not go past your hips as this will cause the board to be pulled down.

1. Paddler does not rotate body enough or over rotates and their body is now outward on the paddling side.

2. Stiff wrists, elbows and shoulders. The paddle is pushed and lifted past the hips scooping the water pulling the board downwards

9 5 5 The Recovery phase

This phase gives you time to refocus on the move back through to the set up

1. Lower elbow/wrist not relaxed - should be turned inward. Top hand wrist not relaxed and failing to control the paddle when feathering, exit is jerky Leading arm too low.

2 Blade is carried too far over the water back to the set up during the recovery which slows the stroke rate and raises the centre of gravity.

9.6 Introduce Paddle in shallow water

Before entering the water with board and paddle it’s a good idea if possible to take your students into the water about knee high, with the paddle. Demonstrate and talk your students through the 5 phases of the forward paddle stroke, correct their posture, hands and arms accordingly. This is preparing your students for the nuances of the paddle and the synergy with the water.

Some may be pulled off balance as soon as they “catch” the water, remember to stress the importance of standing in the engaged position.

They will also experience flutter as the blade enters the water, they are either not strong enough or they have taken air down at the entry phase.

9.7 Prone Paddling with Paddle

Demonstrate prone paddling (self-rescue) with paddle.

1. Demonstrate technique for mounting the board safely.

2. Assume the prone position. Demonstrate paddle management: place the paddle under the chest blade face down, shaft over nose of board.

3. Using hands, paddle using front crawl technique. Paddle a little way out demonstrate how to turn the board around using your hands. Return to shore. Exit from a safe place

4. Explain the circumstances when you would use the self-rescue technique.

9.8 Prone to paddle kneeling

Taking control of the paddle: lower hand grips lower shaft two hand spans up from the neck, place the other hand on the mid shaft using under hand grip, shoulder width apart. Tilt the paddle with the top arm up toward the head

Set up phase from kneeling position: Lower arm reaches outward (this is the leading shoulder) top arm raised and cocked backwards (rear shoulder) ensure twisting at the hips.

Entry phase/Power phase: Leading shoulder is lowered until the blade is fully immersed Initial pull with leading arm followed by body rotation.

Exit and Recovery: Top arm downwards, rolling the wrist and shoulder Swing the paddle out low to the water and rotating the body back to set up phase. Rotate the body back to set up phase To switch sides, top hand slides down to lower hand The lower hand moves to the grip, the paddle is switched over centerline of board to alternate side.

Chapter 10: Conducting a Novice Session (Part 3)

10.1 Preparing to Stand

The board should be in a forward traveling motion before moving from the kneeling to standing position. Prior to standing discuss footedness and the students preference after the drill, i e being pushed backward/or forward

● Neutral stance - feet side by side

● Engaged stance - feet marginally off set

1 From the kneeling position place paddle by your side, so the grip is pointing toward the nose and the blade to the aft of the board.

2 To keep the motion flowing snap to the feet or move up on one foot at a time and raise to the standing position, arriving in the engaged stance position, feet shoulder width apart

3. Whilst raising to the standing position one hand takes hold of the paddle mid shaft, the other hand on the grip, swing the paddle forward to the set up phase.

10.2 Standing Set Up Entry Catch and Power Phase

Paddle extended forward (reach) lower the leading shoulder, twist around the spine from the hips. Upper shoulder moves backwards to angle the blade. Shoulders and hips should work in sync, this encourages core muscles to be activated Leading leg bends downwards and inwards followed by the hip, following the line of the shoulders as part of the rotational (wind up) process.

By driving down, with the hands stacked and a vertical shaft, the blade is at its most efficient. A catch achieved and the pull begins, the body begins to unwind and rotate. The water is compressed against the blade face which becomes a solid mass, the blade remains stationary. You are effectively pulling yourself up to the paddle. Leg drive and energy transference from the hips and feet to the board is in a forward direction.

As you can see in the above photo the wrist and elbow are at similar angles to reduce stain and following the direction of pull and travel

10.3 Exit and Recovery

Exit the blade at the hip, to avoid the board being pulled down. This is considered part of the ‘glide’ phase, from exit to point of entry The exit should be near free of air bubbles, leaving just whirlpools. This indicates a clean entry and good catch. The upper torso should be almost upright, board, feathering the blade close to the water The wrist rolls inward and the elbow outward. Relax shoulders and hips.

10.4 Technical Strokes

The emergency stop or ‘brake’ stroke is essential for stopping the board When performing all steering strokes of any kind assuming a bracing position by lowering the centre of gravity, bending the knees and being in the engaged stance position is important as the forces will pull you off balance.

10.4.1 Brake Stroke

This stroke is the forward stroke reversed, with paddle turned around the blade is placed away from the side of the board. The blade face is open so it acts like a brake. The blade face is reversed to avoid pressure on the neck and ultimately preventing it from breaking It should be stressed that placing the blade into the water like this at speed can caused the paddle to ‘snatch’ away from the paddler and may cause injury

10.4.2 Kahi and Reverse Kahi (Hawaiian Kah-hee)

This reverse Kahi below is based on the same principles as the Kahi, the difference being the paddler does not swing the paddle across the board. The reverse Kahi is achieved by planting the blade at a 45o angle in front of the body line, bending the knees and lowering the centre of gravity, steadily pulling the blade in towards the board. This stroke controls the front of the board

10.4.3 Step-back Pivot Turn

Moving your weight to the tail of the board, will lift the nose of the board out of the water This reduces the water line length and the wetted surface area of the board, therefore reducing drag. This enables the board to spin on its tail very quickly and efficiently aided by a sweeping stroke.

1 Twist front foot then step back with rear foot until the nose of the board lifts out of the water.

2 Placing the paddle in front of the body line using the sweeping stroke from the nose of the board outwards.

3. Practice on the alternate side. Students will no doubt fall in so remind them about safely falling away from the board.

4. This turn can also be performed by placing behind left heal, back paddle 2 to 3 strokes, then switch sides, apply the forward stroke.

This can also be practiced by sitting down on the back of the board and using hands to turn the board.

10.5 Correction of Common Mistakes

Spotting common mistakes and being able to correct them is what makes a good coach. Below are some common mistakes.

1. Paddle is back to front- too long or too short

2. Hand position on the paddle- hands round the wrong way

3. Feet too close or too far apart, feet on the rails of the board - student should be standing around the handle area

4. Standing too far back or too far forward - move to centre of board

5. Stiff legs - encourage bending the knees

6. Leaning back - Encourage basic stance

7. Looking down - Head should always be up eyes looking forward

8 Poor balance - Check knees are bent, feet correct, looking forward, relax

9. Lack of body rotation - Ensure twisting from hips and waist

10 Taking paddle past hips - Exit paddle at level with hips

11. Recovery phase too high - Encourage to skim blade across water

This can also be practiced by sitting down on the back of the board and using hands to turn the board.

12 Pushing top arm forwards - Emphasise pushing down and transversely with body rotation

There is no reach in this set up and it can only go one way, which is the top hand pushes forward instead of down. The blade is not buried in the water. NO body rotation, NO engaged hips, NO engaged core muscles, therefore the entry and the phases that follow will not flow.

The stroke and follow through must engage the hips to allow the knees to follow working in sync with each other. Here the blade placement requires the entire torso to fall downwards pushing the hull downwards and increasing drag.

Exit way past hips. Causing blade to load with water causing drag and pulling the board downwards.

Recovery too high this is less likely to encourage rotation.

References

Doran, G.T (1981) “There’s a S M A R T way to write management’s goals and objectives”, Management Review, 70(11), 35-36

Fitts, P.M and Possner, M.I (1967) Human Performance.

Belmont, CA: Brooks Cole

Honey P and Mumford A (1982) Manual of Learning Styles

London; P Honey

Kolb D.A (1984) Experimental Learning: experience as the source of learning and development, New Jersey: Prentice Hall

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Mosston, M. (1966) Teaching Physical Education Columbus, OH: Merrill