Stand Up Paddle Water Safety and Rescue

5.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.

6.Paddlers must be taught the importance of avoiding paddling in strong offshore winds or strong tidal flow. They must learn to read the conditions, consult weather forecasts and know how to respond to the situation in the event they cannot paddle head to wind or against a strong tide, by employing a self-rescue technique.

7.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 should take place.

8. Instruction must be sequential introducing simple 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.

9.While the initial experience of SUP may appear ‘effortless’, it must be stressed this is a skilful, 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.

10. On-water sessions must include defined paddling areas (boundaries) and 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.

11.It is essential paddlers are trained in SUP technique and 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, kite surfing, kayak/canoe surfing) or have been taught by a professional surf school where they will learn valuable safety skills, how to paddle out through waves, enhanced stationary turning skills, wave selection, positioning and surf etiquette.

Surf schools whose focus is essentially surf, when dealing in particular with non-surfers or anyone with little or no surf skills, should provide introductory, flat water courses focused on paddle and board handling skills and elements of basic safety. They must be satisfied a person has reached a required skill level prior to undertaking a course geared toward SUP surfing.

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

13.Ensure paddlers know how to fall safely.

14.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

15.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.

16.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.

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.

1.Board Designs and Sizes

(i) The classic long-board style of surfboard has to date been the most universal shape for learning and an ideal platform for pure stand up paddling, stand up paddle surfing in shallow 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 manoeuvrable and less affected by windage than larger boards.

(ii)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 7' to 10' x 28"- 30".

(iii)Racing SUPs designed for both flat water or open ocean ‘downwind’ racing, are highly specialised 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.

2.Board Construction

(i) 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 fibreglass boards fitted with or without deck-pads.

(ii) iSUP (inflatable boards) have advanced vastly since their original 18- © Steve West, Batini Books 2014 introduction and are rapidly becoming the most popular board purchase by recreational users on account of their transportable nature. Impact injuries are substantially lessened with the use of such boards. They are used across every discipline of the sport.

3.Paddles

(i)Appropriate paddle length (measured from grip to tip) is crucial in permitting the paddler to apply correct paddling technique with 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.

(ii) 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 aluminium inherently having some flex would be preferable over pure carbon fibre.

(iii)Blade area should be small.

(iv)An efficient ‘flat-faced’ blade should be used, not a concave one.

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. Ideally attached to the paddler just below the knee, which elevates the cord from the board and includes a quick release mechanism.

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.

Stand Up Paddle Water Safety and Rescue

The WSA Foundation Coach and Adventure Coach Leadership Awards highlight the importance of giving student’s the correct equipment. Having the right equipment is not only key towards being successful and enjoying a learning experience, it also minimises the risk of an incident occurring.

Instructor board – Must be of adequate length, width and volume and have the capacity to carry certain items of equipment such as First Aid Kit. The addition of side handles would add functionality in a rescue situation.

An instructor selecting unsuitable equipment could lead to clients falling in numerous times, becoming cold or too hot, fatigued or exhausted. Part of being a good instructor is having the ability to plan a session, issue equipment and prepare for the unforeseen by planning ahead.

Student boards – Must be of adequate length, width and volume.

(ii)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.

(iii)In the case of hot, sunny weather, a cap/hat and UV protective shirt should be worn. Sun creams used must be non-greasy as the oily residue will be left on the board and paddle, making them slippery.

6.PFDs

(i)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 perhaps for novices and under 18 year olds. Vest type PFDs make swimming and recovery more difficult for the user and hinders the paddler’s mobility and paddling efficiency.

(ii)In the case of offshore paddling, a waist worn or collar inflatable PFD could be worn.

(iii) 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 dangerous option.

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

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. It may not be appropriate for instructors to deliver all relevant instructions in one briefing. Verbal communication at some venues can be very difficult. Providers should decide whether a system of hand signals is necessary and introduce this at an appropriate point.

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.

Coiled leash and cord leash. Different applications for different situations and a vital piece of safety equipment.

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. A 25m-swim test should be considered either wearing a PFD if one is going to be worn in the session, or not if one is not going to be worn in the session. 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. Calm / sheltered waters. Little or no tidal flow.