WSA SUP Water Rescue

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.

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 of owning and managing schools, running 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.

Course Aim

The WSA SUP Water Safety and Rescue Award has been designed to create a level of competence for assessing group safety and rescue skills for stand up paddleboard (SUP) instructors operating in enclosed flat waters and exposed coastal environments. Holders of this award will be able to employ a range of rescue techniques and knowledge should a situation arise on both flat water and exposed coastline Emphasis is also placed on the prevention and management of groups to avoid incidents.

This award is not surf or white water endorsed The WSA requires anyone delivering SUP lessons or SUP training in the surf or white water environment to hold a recognised surf lifesaving qualification or a river SUP Safety qualification

SUP Sport - Good Practice

SUP offers a unique paddle sport experience Not surprisingly therefore, it presents unique risk management issues for instructors and participants. The rapid, global spread of the sport, promoted at times with overzealous emphasis of its apparent simplistic, safe nature has led to confusing, random teaching practices.

SUP Definition

SUP is best defined as a paddle sport, not as a surf sport. The use of a paddle is the essential point of difference from conventional surfing, allowing the paddler to travel on lake, river or sea, well away from the surf or the shoreline

Part of being a good instructor is having the knowledge and capabilities to prevent and if need be, react to emergency situations. This can be done through the use of appropriate equipment and being aware of weather conditions and many contributing factors that affect safety However through experience we have learnt that the unexpected can happen which is why having a thorough understanding and knowledge of rescue techniques and skills is very important

Being a good instructor demands sound and effective teaching and interaction with students, provision of a safe learning environment and the skills to manage a group both on land and on water and have the skills, ability and knowledge to respond to an emergency situation should it arise

Taught skills should first be learnt and should extend to; paddle skills, board-control, awareness of the sports limitations and hazards, including dynamic risk assessment of the natural elements, self-rescue techniques together with basic knowledge of maritime rules. These should be the novice and facilitator’s core concerns

Flat water paddling and cruising in sheltered areas utilising appropriate equipment, represents the entry level to the sport for most individuals possessing little or no water sports experience. Consequently this is the area of concern, which facilitators must predominantly focus upon and ultimately where the greatest potential for mass-appeal exists, for the individual, families and couples.

Chapter 1: Associated Hazards and Operational Considerations

1.1 Associated hazards and considerations

All SUP activity is potentially hazardous in that apparently innocuous incidents or accidents can have serious or compounding consequences. Though associated as being an ocean

sport presenting one particular set of risks, the activity is actively performed on inland lakes, quarries, dams, creeks and rivers, presenting both similar and varied risks.

1. Drowning

The wearing of a vest-style PFD hinders swimming and recovery, however the WSA insist on wearing of PFD’s for novices and under 18 year olds until a competent self-rescue technique has been demonstrated The WSA also recommend the use of PFD’s whilst adventuring on exposed coastlines.

2. Underestimating the Physicality and Skills Required of SUP

Underestimating the physicality and skill levels required of SUP presents a danger. Given perfect conditions (calm water, little or no wind or tidal flow) balance is little challenged and the act of paddling may well appear easy, even effortless as a first impression to the paddler. This degree of ‘ease’ diminishes exponentially as wind, wave action or tidal river flow increase either in combination or separately, potentially resulting in the paddler succumbing to these elements.

3. Failure to Learn / Be Instructed in a Sequential Manner

Learning paddle and board skills in a non-sequential manner, lacking sound methodology, will distract and confuse the novice and lead to slow learning curves and possible injuries

4. Transportability

Due to the transportable nature and versatility of the sport, newly instructed novice paddlers may well go on to put themselves unwittingly in an ‘at risk’ situation in an inappropriate environment relative to their skill levels. Being that the activity can take place either at sea or on inland waterways, this greatly expands the risks which a paddler can place themselves through ignorance or misadventure.

5. Physical Limitations of Paddler

Being that the SUP paddler manually propels the board through the use of a paddle, travelling range is limited by the physical endurance of the paddler These limitations are similar to other paddle sports.

6. Failure of Knowing Self-Rescue Techniques

Without knowledge of the various self-rescue techniques and distress signals available to them, a paddler could well suffer serious consequences in failing to act when required.

7. Navigational Liabilities

A SUP whether paddled on an inland waterway or at sea, can be paddled or drift intentionally or unintentionally across locations where larger, faster craft travel This includes shipping lanes, ferry routes and water ski areas, presenting a substantial hazard to navigation or safety not already present, putting themselves and other water users at risk SUP boards being powered by paddle alone are not as powerful or maneuverable as larger craft and not as visible

8. Abandoning the Board / Panic

In the event that the paddler becomes incapacitated in some way, the board may appear to provide only a minimal level of safety Some paddlers may decide to abandon their board and swim leading to added increased risks. Abandoning the board should only be done, if ever, as a last alternative

9. Increased Risks Associated with Surf Conditions

Using a SUP board in surf conditions presents a far greater degree of difficulty than that of flat water paddling in a sheltered environment. The potential for injury to the rider and or others is amplified and is similar in nature and extent to other surfing activities

10. Offshore Winds

Moderate to fresh offshore winds are of particular concern especially in open beach environments or larger lakes or dams. Board and paddler can easily be blown or naturally follow wind direction Paddling into a headwind requires strength and endurance together with good paddling technique, often absent in junior novice paddlers.

11. Losing Touch with the Board

Even in calm, windless conditions, the paddler can become separated from their board, which at times can travel and collide with stationary objects or other paddlers. In moderate to fresh wind the board can travel away from the ‘swimmer’ faster than they can swim This is why it is fundamental that a leash is worn at all times appropriate to the operating conditions.

12. Falling On Underwater Obstructions - Operating in Shallow Waters

Falling from the board especially, in murky freshwater inland waterways, can result in falling onto hidden underwater obstructions Falling in shallow water can lead to serious impact injury.

13. Impact Injuries

Paddlers who fall between paddle and board in particular can suffer serious impact injuries

14. Use of Oversized Boards

In the case of instructing youth 18 years and under, boards of 12’ and over are often too ‘corky’ and cumbersome and are more wind-affected than a shorter board, making maneuvering difficult and the learning process and experience less encouraging and enjoyable

15. Age Limitations

Due to the physical limitations, some children are simply too small to participate in SUP. Participants must be of an appropriate stature in order to meet the demands of SUP

16. Inappropriate Paddle Lengths Leading to Injury

Shoulder injuries are often associated with paddle sports, one of the predominant factors being the use of paddles which are too long. Similarly paddles which are too short can result in lower back injuries.

17. Inappropriate Technique Leading to Injury

Shoulder, wrist or back injuries are commonly associated with canoe sports, often caused by poor paddling technique or repetitive strain related injury

18. Clothing Hindering Board Recovery

The wearing of inappropriate clothing can hinder swimming and recovery. Restrictive clothing can limit the paddler’s biomechanical movements required for effective technique and encourage accelerated fatigue.

19. Wearing a PFD in Surf Conditions

In surf conditions, a PFD presents more of a danger than a hindrance and should not be worn. Swimmers cannot ‘Duck Dive’ on-coming waves or board. Board recovery becomes problematic

20. The Effects of the Sun

Overexposure to UV rays can lead to sunburn and heatstroke.

21. Inappropriate Clothing Leading to Hypothermia

Wind chill is the greatest concern where appropriate clothing is concerned. However immersion in cold water is also a consideration The extremities of hands and feet can become numb and painful in cold conditions and sudden immersion into cold water can lead to ‘cold water shock’ syndrome

1.2 Control Measures for Instructor

The WSA have created lesson plans, which form the basis of a progressive uniformed approach towards tuition While each provider will need to determine their own position they may find it useful to assure themselves that the following safety issues have at least been considered

1. Instruction must include topics concerning the implications of paddling beyond the narrow limits of swimming, bathing and surfing areas and the risk factors and safe practices required in order to avoid putting themselves at risk when paddling beyond these limits.

2. Basic rights of way and navigational knowledge must be passed on to the beginner paddler.

3. Self-rescue techniques must be taught and promoted and include paddling assuming a kneeling or sitting position, top hand gripping the paddle mid-shaft. From this position, greater power and blade control can be generated. In the event the paddle is broken or ‘lost’ the paddler can assume a prone position and paddle using hands in true paddleboarding fashion (Paddle can also be positioned blade face down under chest, handle towards the nose of the board). As a lead up to

stand up paddling, these methods must be taught as self-rescue techniques used in the event of needing to take quick, immediate rescue action.

4. Paddlers must be encouraged to stay with their board at all times being more visible in a rescue situation than a lone swimmer and will provide in most cases an adequate platform of safety.

5. Paddlers must be taught the importance of avoiding paddling in a strong offshore winds or strong tidal flow unless specifically searching for these conditions when skill level allows. They must learn to read the conditions, consult weather forecasts and know how to respond to the situation by employing a self-rescue technique.

6 Due to the transportable nature of the craft safety education must extend to explanation of the limits of use of SUPs and appropriate, safe venues and situations in which future learning/SUPing will take place

7. Instruction must be sequential introducing simple skills and progressing through to more complex skills enabling paddlers to master basic paddling and board skills, balance and board recovery. This fosters encouraging outcomes, avoids high attrition rates, higher levels of safety and reduced injuries

8. While the initial experience of SUP may appear ‘effortless’, it must be stressed this is a skillful, physical sport the demands of which significantly increase as natural forces intensify i.e. wind, wave action, tidal flow. Limitations in these areas can result in being taken off-course making recovery sometimes difficult.

9. On-water sessions must include defined paddling areas (boundaries) and be understood by paddlers for their safety, the safety of other water users and the overall management of the learning environment. The use of markers, buoys or fixed objects can be used if necessary.

10. It is essential paddlers are trained in SUP technique and surf etiquette before venturing into a surf or similarly more challenging environment. SUP paddlers must be confident and possess sound paddling and board skills prior and preferably possess surfing experience (surfing, windsurfing, kitesurfing, kayak/canoe surfing) or have been taught by a professional surf school They will then have learnt valuable safety skills, how to paddle out through waves, enhanced stationary turning skills, wave selection, positioning and surf etiquette A thorough knowledge and understanding of river dynamics and river rescue techniques must be obtained before paddling on rivers of grade 2 or above

11 Be aware of underwater obstructions in the teaching environment, remove or isolate via the use of a boundary to avoid impact injuries.

12. Ensure paddlers know how to fall safely.

13. Additional consideration should be given to teaching children under 10 years of age because of the physiological concerns. Short, fun, recreational sessions however should not pose an undue problem in most children.

14. Due to its buoyant nature and stability, a board can easily ‘drift’ as a result of wind, tidal flow or combination of all three. Instructors must teach value of being aware at all times of immediate surrounds and insist clients wear a leash at all times.

15 Instructors must be able to demonstrate and explain the mechanics of paddling to bring about greater efficiency and skills which will assist learners to progress and become more capable participants

16. Many existing levels of safety and consideration given towards the teaching of paddle sports must be passed on during the teaching of SUP This can include levels of preparation, issues of hydration and nutrition, reporting intentions of departure and return times, launching and landing venues, adequate clothing, or communication such as a phone, VHF.

1.3 Operational Considerations

Those providing Stand-Up Paddling activities should take into account the following factors impacting on the safety and value of sessions. These include, but may not be limited to:

1. Briefings / Signals

There will generally need to be a policy on the existence, content and presentation of a safety briefing. Participants should be advised on what they can do to help ensure their own safety and the safety of others. It may not be appropriate for instructors to deliver all relevant instructions in one briefing. Providers should introduce a system of hand signals that are simple and easy to understand and introduced prior to entering the water

2 Acknowledgement of Risk

A policy on informing the participants of the nature and extent of risks, and what to expect from the activity is encouraged. This is particularly important where the participants may have no concept or prior knowledge of this type of activity

3. Identification of Group and Individual Competence

Where SUP is offered as a ‘one-off’ activity to a wide range of groups, from primary schools to corporate groups, a policy of identifying the competence, experience, special needs, physical and medical condition of the participants is advised. Particular attention is needed to establish the water confidence and swimming ability of participants As a minimum requirement, an assurance (possibly written) about water confidence should be sought

4. Weather and Water State

Zero to low winds, preferably cross wind with calm /sheltered waters and little or no tidal flow are preferred learning conditions for novices.

5. Site Considerations

The site for introductory lessons must be sheltered from extremes of weather in order to nurture paddling and board skills in combination with confidence and conditioning. In essence it must be 'safe’ as understood by water sports professionals

● No underwater obstructions

● Sufficient water depth to prevent impact injury

● The site or operating area should be defined so that clear boundaries are set and are obvious for paddlers. Providers should consider a buoyed area or established in-situ objects to indicate to paddlers that they are reaching the limits of the operating area.

● Limited or no water traffic within the learning area

● Limited or no wave action caused by passing water traffic

● Fresh water quarries and river pools are often very cold and may have steep sides and limited access. Providers should be aware that such venues often become dumping grounds for old cars, bikes and shopping trolleys

● Pollution free

● Clearly defined entry and exit points must be established

6. Back-up Plans

It may be beneficial to have alternative venues or alternative start or finish points On the day the most appropriate venue or variation on the venue could be used depending on factors such as the weather conditions, experience and expectations of the group, the number and experience of staff available.

7. Forecasting of Conditions

A policy for obtaining and interpreting weather forecasts, water levels, sea state etc is generally needed. It must be clear who is to do this, when it is to be done, and what action will be taken for a range of possible forecasts These could include, but may not be limited to, modification of the venue, change of venue, cancellation and/or return of payment. If assistant instructor is required, ensure they can arrive in the given time span and are fully briefed.

8. Safety Boats.

Some providers find it helpful to have groups accompanied by, or to have access to, a rescue boat. Careful consideration should be given to the effectiveness and safety of such a solution However, it has been effective, for example, where there is a risk of the group being cut off in sheltered but inescapable bays by a combination of delays and rising tides. Driver must have suitable qualifications. In some areas launching boats can be restricted and must be taken into account.

9. Staffing Ratios and Competence

It will generally be appropriate to have a policy on ratios, maximum group size, use of assistants, taking into account group management difficulties associated with only having one instructor, which can arise at some venues Some providers find it useful to have two separate groups operating at the same venue, available to give mutual support if required.

10. Technical Advice

If it is deemed that certain aspects of the instructional process or knowledge of certain technical aspects of the sport fall beyond the experience of management it would be advisable to seek advice from one or more appropriately experienced and/or qualified person or persons.

Technical Advisor(s) should be able to offer useful, constructive advice on the activity including, amongst other things, staff competence, operating procedures, equipment, ratios, use of assistants, etc. Ideally the provider will be suitably experienced and qualified to fulfill this role.

11. Medical Considerations

Instructors should be made aware of any medical conditions, including any injuries, especially relating to back, shoulders, elbow, ankles and wrists The early stages of learning generally puts only limited stress on the body.

12. First Aid

● Specialised first aid, lifesaving and/or rescue skills may be necessary Some of the lifesaving and rescue skills may be NGB based or developed through in-house training and assessment

● It may be appropriate to include scenario-based training at the venues to be used in order to identify the problems as well as the solutions, which particular venues may present.

● First aid considerations will generally include a procedure for caring for and treating cold participants and should take into consideration the nature of the venue, transport arrangements etc. In hot countries procedures should be concerned with minimizing the risk of hyperthermia and sun stroke.

● Appropriate first aid equipment will need to be carried in the group. At some venues it may be appropriate to have additional equipment (like spare clothes and hot drinks) available in for example a nearby vehicle.

Chapter 2: Essential Knowledge

2.1 Equipment

SUP is promoted as ‘easy’ though this is dependent on a number of factors including the stability/suitability of board design, paddle length and type supplied. Participants use a variety of specialised boards for a variety of uses, providing varying levels of stability and capabilities inherent in the design. Safety is intrinsically linked with board and paddle performance characteristics and therefore the topic is relevant in this context

2.1.1 Board Designs and Sizes

● The classic longboard style of SUP has to date been the most universal shape for learning and an ideal platform for pure stand up paddling, stand up paddle surfing in spilling waves, gentle cruising and exploration in calm, sheltered waters and as a core workout board Designed as all-round workhorses, these boards are essentially a compromise design, offering a stable learning platform for the beginner of various body weights and vary in length from 10’ to 12’6” x 28” - 32” Use of smaller, lighter boards (10’-11’ x 30”) for smaller paddlers is appropriate being more maneuverable and less affected by windage than larger boards

● Wave Riding SUPs are designed specifically for wave riding performance, and do not make for good cruising / learning boards on account of their shorter lengths of 8’ to 10' x 28” - 30".

● Racing SUPs designed for both flat water or open ocean ‘downwind’ racing, are highly specialized and of an advanced construction, often hollow, super light, sometimes with the inclusion of a foot operated tiller arm controlling a fin for directional control. Boards vary in length from 12'6" - 14’ rudderless models, upwards to 18’ x 27” with rudder systems included

● The instructor SUP board should be of adequate length, width and volume to carry at least two people, and also have the capacity to carry certain items of equipment such as a first aid kit and spares. The WSA also recommends a rescue style SUP board with side handles which facilitate the retrieval of a person from the water.

Issuing incorrect equipment could lead to clients falling in numerous times, becoming too cold or exhausted. Being part of a good instructor and responsible leader is having the ability to plan a session and issue suitable equipment

2 1 2 Board Construction

● Soft-decked boards designed specifically for schools and entry level paddling, are available and highly recommended. These boards provide cushioned impact when fallen on, providing a practical alternative to conventional epoxy or fiberglass boards fitted with or without deck-pads.

● iSUP (inflatable boards) have advanced vastly since their original introduction and are rapidly becoming the most popular board purchase by recreational users on account of their transportable nature and storage capabilities Impact injuries are substantially reduced with the use of such boards.

2.1.3 Paddles

● Appropriate paddle length (measured from grip to tip) is crucial in permitting the paddler to apply correct paddling technique via paddle and blade control. Overly long paddles promote shoulder injury Undue pressure is placed on the rotator cuff The top hand should be level with the paddler’s eye level during the power-phase of the stroke when shaft is vertical Paddles should be no more than 6” above head height of the user. Adjustable telescopic shafted paddles are available.

● Paddles should be lightweight and not overly stiff, providing an encouraging ‘feel’ to the paddling stroke, ease of use and avoidance of straining joints and muscles. Ideally lightweight wood, glass fibre or lightweight aluminum inherently having some flex would be preferable over pure carbon fibre.

● Blade area should be small

● An efficient ‘flat-faced’ blade should be used, not concave.

2 1 4 Leg Leashes

The wearing of a leg leash and its function, how it is attached, removed and managed must be part of the learning process and worn at all times to avoid being separated from the board and to minimise the risk to others and property Leashes should be ideally attached to the paddler just below the knee, which elevates the cord from the board and includes a quick release mechanism Leashes should also be appropriate for the environment you are operating in.

2.1.5 Clothing

● Appropriate clothing must be worn to permit movement, swimming and recovery. For the most part, paddlers will not be subjected to constant immersion as a consequence of the learning process in flat water on a stable platform. Wind chill is often a greater factor of concern than immersion.

● Footwear in the form of old trainers, neoprene or rubber soled shoes or similar should be worn in the learning process to improve grip and provide protection.

● In the case of hot, sunny weather, a cap/hat and UV protective shirt should be worn. Sun creams used must be non-greasy otherwise oily residue will be passed on to the board and paddle and make slippery.

2.1.5 Dry Bags and Contents

As guides operating away from immediate assistance we need to consider carefully what safety equipment we carry and how we utilise it to manage emergencies that may occur during our session/journey We must also consider what type of journey undertake as well as the environmental considerations such as weather, time of year.

● First aid kit

● 2 x spare leash - cord

● Small repair kit (dependant on boards)

● Head torch

● Group shelter

● Clothing (windproof – fleece)

● Hot or cold drink

● Sunscreen

● Hat (warm or cap)

● Sunglasses

● Phone / VHF

● Knife

● Split paddle

● Pump

● Compass

● Map / GPS

● Additional tape sling for towing/rescue situations

● Flares

● Duct tape

● Dry bag for each group of equipment to be carried in an outer dry bag / rucksack.

2.2 PFDs

The wearing of a Personal Floatation Device (PFD) should be made available to all participants as a matter of course. However the wearing of a PFD should not be compulsory, except for novices and under 18 year olds In the case of offshore paddling, a waist worn or collar inflatable PFD could be worn. In the case of being in a surf zone, the wearing of a PFD makes recovery, swimming and duck-diving more difficult and therefore a riskier option. For under 18’s we insist on the clients wearing PFDs until they can can demonstrate competent self rescue.

● Compulsory wearing of a suitable leg leash

● Compulsory wearing of a PFD

A guide’s buoyancy aid can be selected to encompass some simple but useful features such as pockets to carry communication equipment, knife, and whistle. All buoyancy aids should fit correctly and meet the weight requirements of the user. They should carry a CE marking and ISO as pictured.

It is advisable that the buoyancy aid should be tested annually (see hse.gov for guidance) and is stored to manufacturers advice

There is a great variety of buoyancy aids available and these should used and worn according to manufacturer’s guidelines A good retailer will advise you on good centre buoyancy aids and instructor buoyancy aids.

2.3 Environment and Weather

Working on water requires a degree of understanding about the weather and how it affects the structure of sessions. This award is aimed at instructors operating in environments ranging from lakes, rivers (grade 1) and estuaries to leading tours around the coast in exposed waters. Although this is not a surf rescue course we must still have an understanding as to how waves are created.

1. SUP tours in exposed coastal waters require careful planning

2. Instructors should have a thorough understanding of how to read the weather forecast and be able to apply the forecast to lessons / hire

3. Daily checking forms a daily part of your dynamic risk assessment.

2.3.1 Wind

The wind and its power are often overlooked by inexperienced water users. The emergency services rescue hundreds of people every year that have been blown out to sea while using inflatables such as dinghies. Understanding the direction of the wind, it’s strength and how this affects the location, group size, the group’s ability and planned route is hugely important.

Wind speed is generally measured in knots and relates to the Beaufort Scale measuring Force 0 (no wind) up to Force 12 (hurricane). In the learning phases you need avoid winds of much more than 12 knots

Wind direction is described in terms of its origin, which in relation to terms of direction relative to the shoreline winds can be described as:

1. Onshore: Wind blowing directly on to the shore

2 Offshore: Wind blowing directly out to sea

3. Cross-Onshore: Wind blowing angled over sea toward shore

4 Cross-Offshore: Wind blowing at an angle over the land out to sea

5. Cross Shore: Wind blowing directly parallel to the shoreline

Some of these wind conditions can be considered hazardous to participation for the newcomer, relative to wind strength; the stronger the wind, the more hazardous the situation

Any offshore wind must be treated with caution Being blown offshore happens all too easily, while returning requires a good deal of physical effort.

Offshore winds create deceptively calm waters close to shore Velocity tends to increase the further from shore you travel due to reduced land friction, elevation and other factors. What may appear to be a light breeze on the shore may well be twice the velocity once only several hundred meters from shore. Always exercise extreme caution.

Recommendations

Many factors will influence your decision to place your students in a learning situation where an offshore wind is present. While recommended wind strengths can be given, the fitness, pre- existing skill levels and varied circumstances of the environment, facilities and staffing levels that exist, differ in all circumstances.

Ensure you are absolutely aware of the potential for problems arising from the presence of offshore winds and how wind strength directly correlates to the levels of physicality required to return to shore

2.3.2 Marine Creatures

Although of little threat, encounters with marine creatures can ultimately be an inevitable consequence of SUP participation in an ocean environment. Depending on your geographical proximity, these may include sharks, rockfish, weaver fish, jellyfish, sea snakes and sea lice.

1 Seasons may result in differing marine life in the same areas

2. Avoid known areas, where dangerous marine creatures are present.

3 In all other circumstances exercise a high state of alert

2.3.3 Dangers from other people and watercraft

Teach clients to be aware of other water users and of other watercraft Ensure they are aware of what is going on around them ensuring maintaining a 360 scanning of the area.

When falling, your safe distance from others is the length of your leash, plus board length (10-12’ average) plus your own body height (6’) which dictates you need leave a very wide area to ensure no collisions will result Realistically when working in tight groups, this is impractical, but it reinforces the need to pass on the importance of learning how to fall and retrieve in a skilled manner.

2.3.4 Pollution

Polluted waters and beaches occasionally occur due to spillages and storms and water run-off.

1. Oil can dirty the board and make both paddle and deck surface slippery.

2. Falling into polluted waters can be detrimental to health and create health issue sometime after the event.

3. Weed can tangle fins and slow progress while flotsam and jetsam need be avoided wherever possible

4. Check daily for occurrences of pollution as part of your dynamic risk assessment.

2.3.5 Waves

While operating in exposed coastal waters a great deal of consideration needs to be applied to how much swell there is and whether it will affect your chosen route and in leaving and returning to the beach. Through an in-depth risk assessment and Normal Operating Procedure (NOP) you will need to establish what kind of conditions are appropriate for certain locations.

Parts of the wave

The front side of the wave is referred to as the wave face, which can be measured from its trough (the bottom of the wave), to its lip (the top, crest or peak) in estimating its wave height. The impact zone is the point at which the wave implodes, which inevitably results in foam being created.

How are waves formed?

Waves are formed by the wind blowing across the surface of the ocean. The size and power of waves are determined by three factors:

● Velocity (Intensity of the wind)

● Length of time it blows

● Fetch (Distance blown over water)

When wind blows over a short distance it produces ‘chop’. As the distance increases waves become larger, eventually becoming swell.

Shorebreak

In respect of learning, there will be occasions when a shorebreak is present and you will need to instruct your students in the skills required to ensure safe passage out and back The term shorebreak refers to a wave which breaks onto the beach or just before reaching its edge The shore break wave needs to be treated with respect

2.3.6 Tides

The state of the tide and its height can have a considerable effect on how we deliver our sessions Certain locations that have an adequate amount of water on a high tide can turn to reveal areas of exposed rock and sand as the tide drops.

Tides exist due to gravitational pull of the moon and sun, producing high and low waters, subject to a 6 hour flow time either way. However, narrow harbour areas may take as much as 7 hrs to fill, and only 5 hrs to ebb. This tidal flow is strongest in the 3rd and 4th hours, the strength of flow determined by the moon's proximity.

Some areas of the world are subject to very large tidal ranges, leading to many metres of variance (11m plus) and strong tidal flow, while areas such as the Mediterranean have marginal tidal range as do equatorial regions.

Tidal effect is due to the sun and the moon moving around the earth. Their greatest effect is on a spring tide; the least is on a neap tide. Generally the seas reach their highest and

lowest levels on the shore twice a day with an average interval between two successive tides of 12 hours and 25 minutes.

The alignment of the sun, moon and earth dictates whether the tides are neap or spring

The moon orbits the earth in monthly cycles. The moons position affects the amount of gravitational pull on the earth’s oceans and seas.

The rate of flow can present serious safety issues. Spring (King) tides in particular can cause the greatest concern. A thorough understanding of the relationship between the tides and how you operate at your location is vital prior to conducting sessions. SUP boards are affected by tidal flow and can place extra physical demand on the paddler. Local knowledge of tides is essential and can be gained by seeking a local tide chart and / or speaking with experienced locals. Variance in high and low waters can leave you stranded.

2.4 Communication

As an instructor you should be aware of what resources are available in the case of an emergency. The emergency services are only available if there are means to contact them in the first place. This will form an important part of your emergency procedure process.

1. The WSA advises all instructors to ensure either a mobile phone or VHF radio is carried at all times.

2 These devices should be checked prior to any session and be well maintained

3. Anyone using a VHF radio should gain a short-range operators certificate.

4. VHF radios are designed to be water resistant and tolerate a degree of exposure to the outdoor environment. This is why they are the device of choice for coastal emergency services.

When calling emergency services consider the following:

● P – Position. Where are you? It is vital that you are as specific when directing the emergency services to you.

● P – Person. Who is involved? Are their multiple casualties? What age and gender is the casualty?

● P – Problem. Is the casualty breathing normally? Have any injuries been sustained? Try to give as much relevant information as possible.

You could be operating in an area which may be covered by a lifeguard patrol or under a local authority’s jurisdiction. The WSA encourages a good working relationship with these people. If you are intending to paddle from one beach to another then ensure local lifeguards are aware of your intended route and estimated duration of the session

2.5 Navigational Markers

It is important to be aware of any local rules and regulations that apply in your operating area Inland waterways and working ports have numerous rules and laws that you must make yourself aware of. Instructors must identify relevant channels, working areas and port boundaries prior to entering the water or conducting sessions Your risk assessment

and Local Operating Procedure (LOP) should outline these areas in detail Not respecting or adhering to these rules could prove fatal.

An isolated danger mark as defined by the International Association of Lighthouse Authorities is a sea mark used in maritime pilotage to indicate a hazard to shipping such as a partially submerged rock.

A Safe Water Mark, as defined by the International Association of Lighthouse Authorities, is a sea mark used in maritime pilotage to indicate the end of a channel. It usually implies that open, deep and safe water lies ahead, though it is sometimes also used to indicate the start and end of a buoyed section of a continuous narrow channel or a line of these marks can be used to mark a safe route through shallow areas

A lateral buoy, lateral post or lateral mark, as defined by the International Association of Lighthouse Authorities, is a sea mark used in maritime pilotage to indicate the edge of s channel. Each mark indicates the edge of the safe water channel in terms of port (left-hand in red) or starboard (right-hand in green)

Emergency wreck marking buoy can be used to mark a newly discovered hazard not yet shown in nautical documents. Emergency Wreck Buoys provide a clear and unambiguous

means of marking new wrecks This buoy is used as a temporary response, typically for the first 24 - 72 hours. This buoy is coloured in an equal number of blue and yellow vertical stripes and is fitted with an alternating blue and yellow flashing light.

A Special Mark, as defined by the International Association of Lighthouse Authorities, is a sea mark used in maritime pilotage It is recognisable by its yellow colour and X, (often referred to as a St. Andrews Cross) top-mark. It has a distinctive sequence of various flashes that does not match any other navigational mark flashes in its vicinity

Cardinal Marks

A cardinal mark is used in maritime pilotage to indicate the position of a hazard and the direction of safe water. Cardinal marks indicate the direction of safety of which to navigate. For example; a north Cardinal mark would indicate the you should keep to the north to avoid danger.

Chapter 3 - Managing Risk

3.1 Core Areas of Managing Risk

Learning how to SUP should merely be concerned with the mechanics of the sport, but more importantly the learning of new knowledge regarding the safe and harmonious relationship with the elements which so strongly govern differing levels of safe or unsafe participation.

After a lesson your students should be armed with the knowledge which permits them to assess some basic measure of dynamic risk assessment in the process of determining their own risk management and duty of care to others

Land-based sessions may include:

● Group management discussion; procedures, expectations, behavior.

● Clothing / footwear requirements and ensure these are checked

● Discussion regarding beach and estuary hazards, including site safety. Basic navigational and rights of way issues

● Weather assessment; paddlers learn importance of safe conditions over unsafe; wind direction, strength, forecasting, present conditions, future forecast in the short term relating it to SUP.

● Introduction to board and paddle, safe use and practice

● Selecting of paddles for each paddler relative to height, ergonomics.

● Paddling technique, paddle management including sound demonstration with sound, logical explanations.

● Demonstrating turning / steering strokes / foot placement

● Leg leash attachment and detachment, the importance and relevance of their usage, differing designs and their application.

● How to carry a board and how to avoid injury.

Water-based sessions can include:

● Swim test over 25m (as part of participation)

● Falling and retrieval (familiarity / reinforces as a water sport)

● Standing on the board without paddle (balance exercises)

● Self rescue techniques and when to use them. Prone paddling and knee paddling.

● Paddle management

3.2 Optimum ‘Safe’ Learning Environment

Selection of an appropriate learning environment, matched with appropriate weather and water conditions, will ensure optimum, safe learning conditions Adverse conditions from the outset, will exponentially affect the success and outcome of your sessions and increase risks of incidents

● Little or no tidal flow

● Smooth calm water

● Low or no wind

● Absence of offshore wind

● No immediate obstructions above or below water level

● N t t ffi

● N

3.3 Group Management and Water Safety

Stand up paddleboarding (SUP) is a hugely accessible sport In a relatively small amount of time someone can achieve a basic level of competency. This accessibility brings with it certain concerns for instructors and for the sport in general terms SUP is often perceived to be easy and when put into the context of flat water with little wind or tidal movement, this statement could be seen as true. This perceived accessibility has the potential to attract people to the sport that may be put off from some of the realities which water sports present.

3.3.1 Pre-empting Potential Incidents

Instructors must be prepared to take responsibility and respond to any apparent distress students may show Instructors must work hard to prevent incidents occurring Identifying potential at risk students may include but not limited to:

● Age extremities: Older and younger participants should be observed as they may require additional assistance.

● Poo coordination: Individuals that appear to be uncoordinated may struggle to simply get into the standing position. These people may require additional support and observation

● Overweight: May struggle, especially when reboarding.

● Weak or less confident swimmers: These students must wear buoyancy aids and be carefully monitored.

● Client characteristics: Disruptive or boisterous behavior is distracting for other members of the group which can subsequently lead to inattentiveness which can be a catalyst for an incident.

● Busy areas: Where the activity is being conducted in an area where there is significant activity from other water users and marine traffic. This may vary during different times of the day and year.

● Alcohol: Where students are intoxicated or hung-over, which may lead to boisterous behavior, a sense of invincibility and the onset of early hypothermia

● Lack of adequate water depth: Shallow water and submerged objects present an inherent risk Where the activity is conducted in areas where the water depth is

insufficient (less than 3ft) or where shallow, dangerous, submerged objects are known to exist the SAFE position should be adopted. This is mainly concerned with when participants are launching or landing close to shore.

3.4 Risk Benefit

Risk–benefit analysis is the comparison of the risk of a situation to its related benefits. Exposure to personal risk is recognized as a normal aspect of everyday life. We accept a certain level of risk in our lives as necessary to achieve certain benefits. In most of these risks we feel as though we have some sort of control over the situation.

The controlling factor is the individual’s perception of their ability to manage the risk-creating situation. Analyzing the risk of a situation is, however, very dependent on the individual doing the analysis. When individuals are exposed to involuntary risk (a risk in which they have no control over) they tend to acknowledge the risk quicker.

3.5 Dynamic Risk Assessment

A dynamic risk assessment is a continuous process of identifying risks and hazards, assessing and coming up with a way to reduce or eliminate such risk or hazard. It operates at a systematic, strategic and dynamic level and involves the concept of a safe person Significantly it is concerned around risks and hazards which are changeable, relate to the natural environment, to weather and water conditions and those obstacles and alterations to the environment which may be man made. It can extend to the assessment of the individual ever changing variance of customers with whom you must deal with every day. A dynamic risk assessment is in effect a daily checklist associated with checking risks and hazards which are to greater or lesser degree out of your control, but you can take steps in advance to ensure that the potential negative consequences are avoided.

3.6 Risk Assessment

"Risk management is the identification, assessment and prioritization of risks followed by coordinated of resources to minimize, monitor, and control the probability and / or impact of unfortunate events'

Risk management can be applied to any amount of situations, but for the instructor, it is largely about identifying the risks (the degree of potential that something may go wrong) associated with the process of teaching and the factors which present as hazards (the 'thing' that could cause harm).

Notable hazards include but are not limited to:

● The elements you encounter- Water, wind, heat, cold, sun, lightening, hail, dust storms etc.

● The natural world you may encounter (marine life): Jellyfish, stonefish, weaver fish, etc.

● The equipment used- board, paddle, leash, PFD

● The people you instruct (characteristics) - Ability, age, attitude, mobility, medical issues, fitness levels, swimming ability, vision, hearing loss, language, gender differences, cultural differences, attention span.Instructors methods and abilitiesattitude, demonstration skills, group management skills, personality.

● Man-made obstacles and dangers- bridges, wharfs, markers, buoys, underwater obstructions, pollution, moored vessels.

● Other water users: kayakers, boaters, ferries, ships, jet skis, sunbathers, surfers

Chapter 4: Laws and Legal Considerations

Laws in differing parts of the world will affect the way you plan and deliver SUP lessons and may extend to laws regarding the use of the beach or its access and laws applying to use of the waters Knowledge of these laws and requirements must be adhered to

4.1 Local Bylaws

"Within its jurisdiction and specific to those areas mandated by the higher body, a municipal by-law is no different than any other law of the land, and can be enforced with penalties, challenged in court and must comply with other laws of the land, such as the country's constitution Municipal bylaws are often enforceable through the public justice system, and offenders can be charged with a criminal offence for breach of a bylaw. Common bylaws include vehicle parking and stopping regulations, animal control, building and construction, licensing, noise, zoning and business regulation, and management of public recreation areas."

4.2 Marine Rules

"The International Regulations for Preventing Collisions at Sea 1972 (Colregs) are published by the International Maritime Organization (IMO), and set out, among other things, the "rules of the road" or navigation rules to be followed by ships and other vessels at sea to prevent collisions between two or more vessels."

4.3 Health and Safety

These rules, laws and expectations are designed to reduce injuries in the workplace and these must be enforced by both the employer and employee and disclosed at the start of all lessons to your customers.

4 3 1 Employers should provide

Provision of a safe environment in which to work and the necessary equipment, training required for operational safety.

4.3.2 Employees and customers (clients) should:

Adhere to the operational rules applying to the work area, which will extend to clothing requirements, avoidance of any high risk areas be they natural or man-made and behavior befitting safe conduct and ensuring at all times, that practice is adhered to

4.4 Duty of Care

These laws not unexpectedly, relate directly to Health and Safety requirements however they go further in stating that everything which is ‘able’ to be done to protect the health and safety of others at the workplace must be recognised and implemented. Your SUP customers are 'in your care' as are your concerns regarding anyone who may come into contact with them, such as other water users

4.4.1 Indemnity waiver forms

A release of liability, sports waiver or assumption of risk form, can be created to be signed by your student prior to participation, which is in short a contractual agreement that you will do all you can to keep them safe and in turn they act within the limits of your guidance Though this may include a statement along the lines, they will not sue for injuries incurred, the fact remains, any failure on you part to provide adequate due care or instruction may find you negligent. Some claims over a certain value prevent you from avoiding liability.

4.4.2 Incident Reports

An incident report, simply details the nature of any significant event relating to injury (however small) or even near misses By documenting such 'incidents' you can build up a record of any pattern of injuries or near misses. You can detail the actions you took, the date, the conditions and circumstances, names of the individuals involved. This documentation may help in the case of insurance claims our future issues.

Incident report forms are a usual requirement for the workplace. At the very least you should be reporting such incidents within your log book or diary. Where the 'law' is concerned you may need to provide such information, so it is always best to document the information as soon as possible.

Chapter 5 - SUP Rescue Techniques

5.1 Emergency Response Procedures

Very simply, this relates to your ability to respond to an emergency situation in a number of circumstances both on-shore or when on the water. Naturally this implies there is some medical emergency or a situation which must be dealt with urgently to prevent any escalation of the scenario.

The success of your emergency response is often dependent upon having:

1. An ability to recognise the situation in the first instance

2 An ability to respond quickly and calmly

3. A procedure in place to ensure the safety of others in your care

4 The ability to act as a first responder (first aid)

5. A means of communication (VHF / Mobile Phone)

6. Knowing the location of the nearest medical facility

7. A first aid kit available

8. Local knowledge of the environment (exit points, roads, beach access)

9. Having practiced the drill for an emergency

In addition, you must have emergency numbers pre-programmed in your phone, VHF channels to the Coastguard should be known by you. You should know where there are additional phones if required (shore-based), vehicle access (spare key so as it can be entered), use the assistance of other students to raise the alarm, seek help, ensuring their safety and your own at all times.

5.2 The Rescue

In a rescue situation it is necessary to remember that the safety of the rescuer must remain the priority. All rescues require a calm and resourceful approach. Unfortunately rescues do not seem to follow the textbook and incidents often require quick thinking.

What must be remembered is that lessons and training sessions often operate in scenic locations that attract other water users. There are occasions when surf instructors on beaches have been involved in incidents due to it being out of lifeguard hours or out of season where there is no lifeguard cover As Stand-Up Paddle instructors you may come across situations that require emergency intervention for individuals that our not part of your group Instructors have a duty of care to their students Only become involved in an external rescue situation if the safety of your group can be guaranteed. Sometimes the most appropriate course of action is to call the emergency services and maintain visual contact of the casualty(s).

5.2.1 Self, Team, Victim, Equipment (STVE)

This acronym is used in emergency service training, especially in and around water. We can apply this in a rescue scenario to ensure a structure is followed and prevent the situation

from worsening Using STVE will give you, the instructor, time to take a breath, stop and think before our natural instinct to get involved takes over.

● Self: Whilst we may be concentrating on others safety, we must focus on ourselves to ensure that we are not put in danger or likely to risk injury. This will then mean we are ready to take appropriate action.

● Team: In this instance this means our group. Is the group in our care safe? We may need to move them to a different area, ensure that they are together and give them clear instructions before we take action and perform a rescue.

● Victim: Once our group is safe we must then address the rescue of the person in difficulty. This should be done using an appropriate technique based on the situation you are presented with following the correct protocols.

● Equipment: This refers to the equipment of either the victim or any that was involved in the incident. Your primary concern is preserving life and looking after equipment should come last in a serious incident This means you may have to leave equipment and retrieve it at a later stage. If this is done you must make sure you inform all relevant emergency services of the equipment left should they be found floating in the water.

5.3 Drowning

For a drowning to occur in a structured lesson there would have to be numerous operational failings.

“Drowning is the process of experiencing respiratory arrest from submersion / immersion in a liquid medium, thus preventing the victim breathing air”.

The victim may live or die after this process, but whatever the outcome, they’ve been involved in a drowning incident. At the most fundamental level, fatal drowning is death from asphyxia (lack of oxygen)

5.3.1 A Drowning Event

A person can be said to have experienced a 'drowning event' if any of the three phases have been reached. Recovery from such an event can lead to symptoms including coughing, shortness of breath, vomiting and delayed respiratory infections or psychological

responses A feeling of 'wellness' may not be implicit that the person has fully recovered and side effects may manifest up to 72 hours and therefore the individual should seek medical / hospital attention.

The drowning process:

1 Immersion: At least the airway and face are underwater, though the rest of the body may be floating.

2. Submersion: Requires that the whole body be below the surface of the water.

3. Aspiration: The process of solids or fluids entering the lungs.

Three distinct stages of drowning:

1. Distress: This is where a person has difficulty in getting to safety but has enough skill or buoyancy to remain afloat They can wave or call for help People may often be unaware of their situation or unwilling to call for the assistance of an instructor. Getting into difficulty can create feelings of embarrassment. It is important to intervene and take control at this early stage as the casualty may be in a state of induced shock and unable to shout for help.

2. Panic: This follows on from distress as the casualty loses strength. Panics can occur on sudden water entry or depth increase. This is the classic ‘climbing ladder’ stage.

3 Submersion: Once submersion occurs it is very difficult to locate the casualty due to visibility and currents.

Sudden Drowning Syndrome:

This is associated with existing injuries or illness, which may lead to drowning in the absence of distress or panic behavior such as associated with a cardiac arrest, spinal injury, epilepsy,intoxication, drug use and other illnesses.

5.4 Rescuing with no equipment

As Stand-Up Paddle instructors we should strive to remain in contact with our board at all times Our board is our means of transport, an observation post and a vital piece of rescue equipment. There may be some rescue situations where a casualty is in a confined space or close to rocks where it is not possible or safe to use a board to perform a rescue Attempting to rescue a casualty in the water with no equipment is a concern as it is possible for the casualty (often in a state of panic) to use the rescuer as means of remaining afloat.

It must be made clear that attempting a rescue with no equipment can be highly dangerous and only considered as a last resort.

Where possible it is encouraged to attempt to establish verbal contact with the casualty and direct them to a point of safety. If a throw bag is available then it should be deployed and if that fails, attempt to reach the casualty with a paddle If you feel there is no other

option and it is safe to do so then enter the water Before you enter the water ensure someone knows what you are doing.

1 On approach to the casualty establish ‘Casualty Contact’

2. As a rescuer you need the casualty to remain calm. Do not approach the casualty until you feel it is safe to do so.

3. Upon arriving to any casualty in the water it is important to establish whether that person is alone.

4. Once in contact with the casualty you may have to use simple evasion techniques often referred to as ‘releases’ to avoid being pulled under the water yourself.

5.4.1 Front Release

People that are drowning do not want to go underwater as this is likely to prove fatal. As a rescuer you can avoid being pulled under by a casualty simply by choosing to go underwater yourself and swimming away. You may have to use your hands to push away from the casualty once underwater When you surface firmly instruct the casualty to remain calm or you will be unable to help them.

5.4.2 Rear Release

This is very much the same as the front release but this time the casualty is behind the rescuer Again, submerge yourself and use your hands to push the casualty away from you Swim away to a safer location and attempt to establish good, calm verbal communication.

5.5 Tows

Once you have control of the casualty it is necessary to signal for assistance. Shout and wave for help. Although you have the casualty at this point you are still without equipment and the rescue remains high risk.

There are simple yet effective methods for towing a casualty without rescue equipment. There are a variety of reasons as to why and when one should use certain tows. Real life situations have shown us that you often do what works best. These techniques are designed to give the rescuer options.

5.5.1 Extended arm tow

This tow is suitable for a conscious casualty. Instruct the casualty to reach out with their arm. Hold their wrist and side stroke while encouraging the casualty to kick their feet.

5.5.2 Cross-chest tow

Suitable for unconscious casualties. Lifeguards on beaches use this tow when bringing a person back through the surf as it maintains control of the casualty, especially when they are a dead weight.

5.5.3 Chin Tows

This tow is suitable for unconscious casualties with suitable buoyancy or exhausted conscious casualties that are struggling to keep their airway out of the water. You can either swim with an extended arm or for more casualty control rest the casualties head on your shoulder.

5.6 SUP Board Rescue

A SUP board of adequate volume and dimension provides a platform that can be used to rescue a person from the water in the same way as a lifeguard rescue board. It must be made clear that SUP boards are considerably wider and noticeably more difficult to handle in a rescue situation when compared to the traditional lifeguard rescue board. Through trials and testing the WSA have identified that a narrower SUP board with side straps can be more functional in a rescue situation.

The use of a board in a rescue situation provides:

● A swift and reliable method of reaching the casualty from an elevated position above the water which allows the rescuer to maintain visual contact of the casualty

● A solid and reassuring platform for the casualty.

● A reliable means of transport back to safety

5.6.1 Rafting Up

This is a technique that is used in many different scenarios and is very useful in that a certain degree of group control is managed through this method. It is best to explain and action this technique so that clients familiarise themselves and know how to do this if you as an instructor/guide deem that you may need your clients to raft up during your lesson/journey.

5.7Conscious Casualty Self-Rescue

When rescuing a casualty who is visibly conscious, alert and clear of danger it is important to remain calm and reassure the casualty Although there may not be any danger present the casualty could become increasingly panicked.

1 Ensure that your group is safe prior to approaching the casualty

2. Establish casualty contact on your approach and assess the situation for dangers.

3 When near, drop to your knees and bring the board alongside the casualty It may be appropriate to allow your casualty to have a moment's rest and reassurance prior to asking them to re-board

4 Instruct the casualty to lay on the board face down: (i) Placing paddle under their chest and paddle 'prone' using their arms or, depending on the paddlers 'state'. (ii) Kneel on the board and paddle the casualty to a point of safety.

5.8 Conscious Casualty Board Rescue by Towing their Board

Individuals that are not used to Stand-Up Paddling can become fatigued. A light breeze is enough to challenge a person’s ability to control the board when paddling against the wind. It may be necessary to tow a student and there are different methods to carry out this technique.

1. Ensure that the rest of your group is safe. This may mean gathering your group in a location or asking them to remain stationary possibly by rafting up.

2. Establish contact on your approach and assess the situation for dangers.

3. When near, drop to your knees. Use a spare leash, sling or tow line and fasten it tightly around the handle of the student’s paddle or on to a D-ring on the students board. Ensure the blade of the paddle is placed under the student’s chest with the shaft angled upwards Any system of towing must be a quick release system

4. Once the student is comfortable and holding firmly onto the paddle in the prone position you can start to paddle yourself either on your knees or in the prone position.

Alternatively you can ask them to hold onto your leash and have their paddle secured under their chest If the casualty is injured or unwell then it may not be appropriate to ask them to hold onto a paddle or a leash while being towed. In this situation you may have to discard their board and paddle and secure them onto your board If you leave any

equipment in the water it is crucial that you notify lifeguards or the coastguard to avoid search and rescue teams being deployed. Members of the public that observe floating objects are likely to make an emergency call.

5.9 Multiple Client Tow

In principle towing more than one person is the same as an individual. The example shown involves 2 individuals. In this case you may attach your spare leash or suitable tow line to one of the students paddles and have the other two link arms either side to form a raft or as the photo shows. Note: It is generally only feasible to tow a maximum of 3 people effectively at any one time due to the physicality involved

In a strong headwind it may be best advised to tow each person individually for this reason also This method is useful when you want to tow multiple clients over a short distance away from danger.

Towing an Unconscious/Injured Casualty

There may be a requirement to tow a client who has lost consciousness. In this instance it may be best to utilise another SUP Instructor or client to provide support to the unconscious casualty to prevent the casualty from falling off the board The support assistant can also monitor the unconscious casualty and take the appropriate action if required.

5.10 Board Rescue of a Conscious Casualty using the Instructors Board

It may be appropriate to have the student mount the instructor’s board as the best and soundest method of assistance This is where it is necessary for the instructor’s boards to be of adequate length, width and volume to support two people. In addition to this handles are essential for the casualty to make easy contact with the board and to assist pulling themselves onto the board. Using an inflatable iSUP in this scenario is also advantageous as it minimises any impact injury issues and is move comfortable for the casualty

5.11 Board Rescue of an Unconscious Casualty

Being faced with a person floating face down in the water is every instructor’s worst nightmare. This situation requires swift and methodical action. Human beings require oxygen to survive and therefore the primary concern of a rescuer is to get the casualties airway clear of the water.

The following technique has been designed to help a lone rescuer retrieve an unconscious, exhausted or injured casualty from the water. Different boards and body sizes can make this type of rescue very challenging. It is important that in an incident like this you ensure help is on the way in the form of lifeguards, other instructors or a lifeboat.

1. Ensure that the remaining members of the group are safe.

2. Even if the casualty is lying face down in the water it is important to shout and reassure the casualty that help is on the way. Medical studies suggest that hearing is the last sense to go before death If a drowning victim hears the voice of a rescuer coming to their assistance it may be difference between them giving up or fighting on for another few seconds

3. Once you are close to the casualty and it is obvious that they are unconscious in the water you should aim to keep your paddle close to your board

4. Approach the casualty with speed. Once alongside them lay down across your board and with your arms, reach under their armpits and remove the casualties airway from the water.

5. Assess the casualty for ‘Signs of life’ and check whether they appear to be breathing. If the casualty is not breathing then administer five rescue breaths to the nose while keeping their mouth shut. We refer to this technique as Expired Air Ventilation (EAV).

6. Roll the casualty towards the nose your board. The casualty should be in the upper third of the board with the rail opposite to you underneath their armpit.

7. Make sure you keep one hand on the casualty so you do not lose them. Get your bodyweight over the top of the board and use your knee you dig the rail closest to

you Pull the outside rail towards you so that the board rolls and ends up with the fin(s) facing upwards. Make sure the casualty is pushed back into the same position with their armpits on the outside rail. Repeat the roll.

8. The casualty is now lying on the board and at this stage you can get onto the board and position them correctly You will have to remove their leash if you haven’t already done this. Signal for assistance and attempt to get help on the way. Choose a suitable location to land the casualty

It must be stated that this technique is extremely difficult. An unconscious person is very heavy and awkward to handle. Getting someone that is unconscious into a boat, onto a board and swimming with them is one of the hardest things a lifesaver will experience. The help of another person(s) will make the handling of an incident like this much easier and efficient.

5.12 Landing the Casualty

Once you have reached a safe location to land the casualty you need to decide whether or not they need to be moved again. If you are on a pontoon or at the bottom of a slipway it may be suitable to begin the primary survey and commence CPR if necessary.

You may be on rocks or the tide may be coming in making it necessary to move the casualty to a safe location where treatment can be safely administered. Remember that a defibrillator may be used in CPR and therefore it is important to have the casualty clear of the water.

It is better to take a bit more time initially moving a casualty to a suitable location than interrupt lifesaving treatment once it has started.

5.12.1 One Man Drag

If you are alone then you can drag the casualty using the following technique.

1 Roll the casualty off the board into a sitting position making sure their head is supported. Signal for assistance and assess the casualties breathing and whether they are displaying any ‘signs of life’ If breathing is absent then administer 5 more rescue breaths to the nose while keeping the mouth shut.

2. Position yourself behind the casualty. With one hand support the airway using a ‘V’ grip and secure one of the patient’s hands to their body.

3. Bending your knees and not your back, lift the casualty and allow them to fall into your body. You can then walk backwards while dragging the casualty’s legs.

Please note that if there is help available you must be sure to sue it. The one man drag is a difficult technique to apply and can cause injury.

5.12.2 Two Person Lift

1. Roll the casualty off the board into a sitting position making sure their head is supported Signal for assistance and assess the casualties breathing and whether they are displaying any ‘signs of life’. If breathing is absent then administer 5 more rescue breaths to the nose while keeping the mouth shut.

2. If help arrives instruct them to scoop the patient’s legs up with their arms while you position yourself behind the casualty. With one hand support the airway with a ‘V’ grip and secure one of the patient’s hands to their body.

3. Give the command ‘Ready, brace, lift’ and stand up. From here you can move the casualty to an appropriate location and comence First Aid / CPR.

Remember that lifting can be dangerous Be sure to use clear commands and follow manual handling guidelines such as bending your knees and not your back.

5.13 Post Rescue Care

People react in different ways after being rescued Casualties can appear embarrassed, thankful, distressed or relieved. Once we have got someone to a point of safety whether it be back on their board or to a pontoon it is necessary to ask a number of questions to establish whether that individual requires medical attention.

1 Are you sure you were alone? Casualties in a state of panic may not hear you correctly in the water when you ask them if they are alone or not. Once back to a point of safety it is important to confirm this.

2. Did you inhale or swallow any water? If the casualty has aspirated water they can develop a condition commonly referred to as ‘Secondary drowning’. A tablespoon of water can be highly toxic to the lungs and can seriously affect the casualty, even prove fatal up to 72 hours after a drowning event has occurred. Symptoms may include respiratory distress, coughing, vomiting and delayed levels of response.

3. Did you receive a blow to the head? Post rescue care is about trying to establish how and why the casualty ended up in the water or whether they have sustained any injuries that require further medical care.

4 Did you lose consciousness at any point? Any person that has lost consciousness and ended up in the water or lost consciousness while in the water must be assessed by a healthcare professional.

5. Are you on any drugs or medication? This may be prescribed medication or recreational drugs. Once again, here we are attempting to put together any information that may explain how the incident occurred.

5.14 Spinal Extraction

Spinal injuries tend to be associated with high impact sports however while Stand Up Paddling you may come into contact with people that have fallen into shallow water hitting their head, fallen down steps, slipways etc. while entering or exiting the water or been involved in a collision with a boat.

What we have learnt over the years is that you cannot rule anything out so we must therefore be prepared. We must suspect a spinal injury in any person who has:

1. Sustained a significant blow to the head

2. Significant signs of facial / head injuries

3. Fallen from height

4 Discovered unconscious in the water

5. Fallen and landed awkwardly and complaining of back or neck pain.

6 Your priority with any suspected spinal injury is Manual in Line Stabilisation (MILS) of the neck. Do not move a casualty with a suspected spinal injury unless (i) The casualties is not breathing normally, (ii) The casualty is in danger, (iii) The casualty is face down water.

It is not uncommon for a person who has suffered a spinal injury to walk or stagger from the water and then collapse on the beach. Lifeguards are often presented with this situation after a collision in the water or a surfer hitting the bottom head first

Facedown

If you come across someone who is lying face down in the water and you suspect a spinal injury you can assume that they are either unconscious or conscious and unable to move due to the injury they have sustained.

1 Initially your concern is removing the casualty’s airways from the water Attempt to get assistance verbally and with hand signals as you approach the casualty. Use the ‘bear hug’ technique If necessary use your knee to support the casualty Try to avoid blocking the ears and maintain the head and neck in the neutral position.

2. If help is available they must now check for breathing and signs of life. If the casualty is not breathing or appears to not to be breathing them your priority is to get the casualty from the water without delay and commence CPR. The two person lift can be used. This is mean turning the patient over first. Preservation of life is the priority, spinal injury is secondary to life.

3. If the casualty is conscious and breathing then time and care can be taken to ensure MILS is maintained. At this point the help of lifeguards and other emergency services is required as they are fully trained in extracting casualties from the water If this is not possible then it is necessary to recruit the help of other people.

4 Roll the casualty over while maintaining support of the head Once turned support the casualty in the water while maintaining neutral alignment. With clear commands from the person on the head the casualty must be angled slightly to allow a board to placed underneath them. Use the command ‘Ready, brace...’

5 With minimal movement of the patient’s body aim to position them with their head close to the nose of the board to allow the person controlling the head to maintain control

6. Use the command ‘Ready, brace, walk’ to then move the casualty to a suitable location and lower them down. If the patient’s airway is clear and they are breathing normally we can leave on their back. Reassure them and monitor their breathing, keep the casualty warm with blankets if necessary and make sure the emergency services are on the way.

Moving a casualty with a spinal injury is the last resort and where possible The WSA advises that you have the assistance and direction of the emergency services and healthcare professionals. If the patient is breathing normally and in no danger then leave them where they are.

Chapter 6: Inflatable SUPs (iSUPs)

6.1 Inflatable SUPs (iSUPs)

The popularity of inflatable boards as platforms for teaching and subsequent ownership has caught everyone by surprise; to the extent they are more prevalent than hardboards. iSUPs have their own set of peculiarities in so far as maintenance and tolerances are concerned.

The biggest mistake many users of iSUPs make is to assume these boards can be abused without consequence. They should be treated with as much care as any laminated board and in many ways require higher levels of maintenance including;

● Checking for punctures

● Valve failure

● Leaks

● Seam delamination

● Board twist

● Optimum inflation levels within ± tolerances

Everyday school use close to shore and close to rescue facilities is the main level of use for these boards. Longer coastal and inland trips/ventures, require another level of caution as any form of major failure will require considerable resourcefulness on the part of the leader/instructor.

6.2 iSUP Repair On The Move

The increased use of inflatable boards for all disciplines of SUP cannot go without notice Whilst we recognise theirs strengths of being light weight, easy to handle, great for storage and of course sometimes incorrectly promoted as indestructible, the fact is, they are all prone to puncture of even valve failure.

As an instructor, we may not have the luxury of paddling to shore and getting another board. We must therefore be prepared to act and have the knowledge to ensure either evacuation, ability to continue without one board or repair. A simple method of repair on the move can be a lifesaver.

Most reputable iSUP’s will include a repair kit and instructions. These may be great for centre/school repair but may not suit and sandy beach or rocky cove.

Minimum to Carry

1 Superglue (large tube)

2. The patch from your repair kit

3 Towel

4. Hand pump Procedure

1. Deflate the board or ensure no air is leaking at pressure from the area.

2. Dry the area completely and shelter from the rain/sand.

3. Add the superglue to the board and then add the patch.

4. Stick the patch over the puncture acting quickly to push any air from underneath.

5. Do not get stuck to the board (medical gloves can help with this).

6. Allow the glue to set.

7 Put all waste back in the container and return to your bag

8 Re-inflate the board with the pump

This should buy you enough time to finish the journey or indeed land the board where you can repair in properly Once back at the safety of your centre the board should be repaired fully before use on another trip.

6.3 Loss of Air Whilst Afloat

Slow loss of air whilst afloat will generally not be a huge issue, with plenty of time to return to shore. Whilst the likelihood of catastrophic failure is remote, the question remains, what does this look like and how will you cope? Moreover, the question becomes, what instructional advice can you provide to students?

Currently all iSUP boards are single chamber inflated, which means any breach of the internal chamber, could result in near total deflation. The most unlikely failure which could result in sudden and rapid loss of air pressure is valve failure or high impact into a sharp surface. A large enough hole will cause all the air to suddenly and violently escape which may render the board flat almost immediately. If it were a simple case of the valve requiring tightening with the valve spanner supplied with the board, it may be resolved by tightening and re-inflating

If you reach a point where you cannot successfully manage the board, folding the board in half will form a crease between two areas of the board, which should help trap some air in parts of the board which is not damaged. It will also provide greater buoyancy under the user. Lie over the board and use arms and feet for propulsion (you may need to ditch the paddle) and detach your leg leash.

6.4 Board Recovery

It may become necessary to tow boards wither to reach a destination or in a recovery/rescue exercise. It’s important you practice and prepare for such an eventuality and this is best first thought out on the beach prior to it ever becoming necessary once on the water, given the boards you are using.

One way of towing multiple boards can be achieved through stacking Some boards have towing points on the nose, but this can result in the board fishtailing as it is being pulled directly from the front Using a series of half hitches along the length of the board, creates what is known as a towing bridle, which pulls the boards together and ensures the pull is not from the front but spread from the front to back ensuring better handling. The bottom board should still have its fin in place, whilst the others will needs theirs removed for stacking.

Here we have 4 half hitches along the length of an 11’5” board more or less equally spaced The knots must be made on the underside of the board and be in the centre line so as to pull the board upwards when being towed and lift the nose out the water