Core Areas of Learning Related to Safety First

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.

1. Land-based sessions may include;

(i) Group management discussion; procedures, expectations, behaviour.

(ii) Clothing / footwear requirements and ensure these are checked.

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

(iv) 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.

(v) Introduction to board and paddle, safe use and practice.

(vi) Selecting of paddles for each paddler relative to height, ergonomics.

(vii) Paddling technique, paddle management including sound demonstration with sound, logical explanations.

(viii) Demonstrating turning / steering strokes / foot placement

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

(x) How to carry a board and how to avoid injury.

Stand Up Paddle Water Safety and Rescue

2.Water-based sessions can include:

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

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

(iii) Standing on the board without paddle (balance exercises)

(iv) Self rescue techniques and when to use them. Prone paddling (using the hands, or when paddle kneeling using the paddle.

(v)Paddle management.

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.

No water traffic.

No swimmers / bathers.

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.

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. The WSA advocates the same philosophy.

During the early stages of a lesson or training it is important for the instructor to identify and if necessary make other instructors aware of certain individuals that may present a higher risk than others.

This may include but not be limited to:

1.Age extremities

Older and younger participants should be observed as they may require additional assistance.

2.Uncoordinated

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

3.Overweight

May struggle, especially when re-boarding.

4.Weak or less confident swimmers

These students must wear buoyancy aids and be carefully monitored. Be confident in wearing one.

5.Client characteristics

Disruptive or boisterous behaviour is distracting for other members of the group which can subsequently lead to inattentiveness which can be a catalyst for an incident.

6.Busy areas

Where the activity is being conducted in an area where there is significant activity.

7.Alcohol

Where students are intoxicated or hung-over, which may lead to boisterous behaviour, a sense of invincibility and the onset of early hypothermia.

8.Lack of adequate water depth

Shallow water. Submerged objects. Where the activity is conducted in areas where the water depth is insufficient (less than 3ft) or where shallow, dangerous, submerged objects are know to exist.

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 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.

Wind

The wind and its power is 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, its strength and how this affects the location, group size, the groups ability and planned route is hugely important.

Wind speed is generally measured in knots and relates to the Beaufort Scale measuring Force 1 (very light winds) up to Force 11 (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-On-Shore

Wind blowing angled over sea toward shore.

4.Cross-Off-Shore

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.

1.Any offshore wind must be treated with caution.

Being blown off shore happens all too easily, while returning requires a good deal of physical effort.

2.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 beach, may well be twice the velocity once only several hundred metres from shore.

3.Always exercise extreme caution.

4.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.