CLS Summer Youth Paddling and Water Safety Program
Purpose: Teaching
water safety, competence while swimming in lake and open water, basic
paddleboard, kayak and canoe paddling skills, beginning skills in singles and
K1s, discipline around boating equipment, problem solving and teamwork.
Skills and Competence to be achieved in the
program:
Open Water
Competence: swim variable
distance (head down), tread water, swim in weeds, open eyes in water, dive down
for sand/mud in a low visibility lake, swim under paddleboard in deep water,
take life jacket on and off in deep water, take bulky clothes on and off in
deep water, basic water polo ball passing in deep water for leg strength and
treading stamina. With the exception of
the K-1, every boat a student enters the first time will be entered by swimming
at least
30 yards to the boat
and climbing in.
Boat Handling: Boat handling discipline, there is a correct
way to carry, launch, and store each type of boat.
Paddleboard siills: swim under paddleboard in deep water, fall
off/get on paddleboard in deep water, paddling stopping and turning board, knee
paddling, covering long distances, flipping and righting, turtling, duck
diving, “lifeguarding” swimmer while
paddling and clearly learning the discipline of “buddy system”.
Canoes: hold paddle correctly, fall out/ get in boat in
deep water, paddle stop and turn solo and double, J-stroke, paddle straight,
bow and stern commands, teamwork, and
responsibilities.
Kayaks: hold paddle correctly, use paddle to balance
boat paddle stop and turn, fall out/ get in boat in deep water, cover long
distances, paddle straight, paddle at controlled speed, line up and do sprint
pieces, paddle stroke technique and proper body mechanics for powerful and
efficient strokes, paddle different types of kayaks (recreational, surf skis,
k1)
K1: Get in/ get out of boat in shallow water,
balance using paddle, procedure for swimming tipped k1 into shore, flip k1,
drain boat, paddle straight and at controlled speed, line up and paddle sprint
piece. Patience, relaxation, focus on
paddle technique.
Sculling: knowledge of basic boat components parts and
handling, hand placement on oar handles, row flat slide/ square blade, row
forward, back, turn boat, stop boat correctly, row straight. (all done flat
slide/ square blade).
All skills learned
results in paddler comfortable and competent in the water, able to switch boats
with other paddlers in water, competent in a wide range of boats, introduced to
more advanced boats and able to enjoy the lake in a unique way to the
county.
Beginning Paddling:
The two-week beginner
sessions focus on gaining and assessing skills and comfort in the lake,
teaching beginning skills in paddleboarding, kayaking and canoeing, and putting
these different skills together to help students achieve a base level
competence and safety in the lake. At
the end of a beginning session, a student who began as a poor swimmer should be
able to tread water comfortably for 15-20 minutes at a time, has learned to
relax and enjoy falling out of boats and climbing back in, and will have gained
some skills manipulating lifejackets and heavy wet clothing in an open water
situation.
Advanced Paddling:
The advanced program
picks up where the beginning program ends, continuing with water safety skills
and paddling. The program delves more into technique, stamina, and
strength of the different boats,
introduction and a certain level of competence in K1s, introduction to
sculling, using paddling as a means for fitness (long distances covered, short
sprint pieces) and learning how to use teamwork and problem solving in
race-situations/ under stress.
6 Session
Beginner Program Schedule:
Day 1: Assess swimming skills: Students swim out to buoy and back (no more than 100
yards total). Bring students to shallow end, have them open eyes in lake water,
dive down to retrieve sand and put on head, grab weed put on head. Move them out
to deep water treading, feet-first surface dive to bottom, swim through weeds,
throw water polo ball while treading. Then, depending on time, number of
students, nature of group, etc., continue either swimming (water polo type
game), show the types of boats in the yard and introduction to boat handling,
or (if fewer students and they are competent swimmers) introduction to
paddleboarding.
Day 2: At beginning of each lesson, begin with
swimming. Make students swim out to buoy, then throw waterpolo ball while
treading water. About ten minutes of swimming before each lesson helps students
get used to/ comfortable in the water before beginning with boats. Teach
paddleboarding: all skills can usually be learned in one session. Initially,
students should swim to the boards, climb on, roll off, climb on and roll
off. After teaching basic hand
paddling skills of propulsion, stopping, steering, and turning , either play a
number of games with the boards (combination of swimming and paddleboarding) or
take students on a long paddle stopping every once in a while to practice
stopping, turning, falling off board etc.
There is a definite method taught in falling out of or off of a board or
boat. Student is taught to hit the
water and recover themselves in a relaxed matter, to put a hand up to shield
the head, and then to take a deep exhale
before trying to return to boat. This
prevents the panic response of jumping immediately back to a boat where other
objects may be coming after the fallen boater, and hit them in the face or
head.
Day 3: Start with swimming. Teach either kayaking or
canoeing. In both, begin initially with students swimming to boats to climb in
them. Have them hand paddle the boats to
propel initially, fall out and get back in.
Go over all basic skills, and then take them on a paddle to get used to
handling the boats. Make sure to cover proper boat handling (on and off the
water) on these days. It should be
noted that a solid 1/3 of students will not be able to get into a canoe from
water for a while. They should be
given a few chances to try, then encouraged to just get into shore and
launch from shore. Use those students
to demonstrate how to get in from shore, there should be only positive
encouragement to do this and an emphasis
to learn this over time. Some students
simply need to build fitness and strength over time, certain skills should not
be barriers to this achievement.
Day 4: Swim for 10 minutes. Teach either kayaking or
canoeing (depending on what was taught the previous day). Doing an obstacle
course is also a good way to enable students to practice skills like stopping,
turning, paddling straight, falling out and getting back into boats.
Day 5: We usually take this day to practice all the
skills we’ve learned. Start with swimming, then assign students different types
of boats (make sure there are enough boats of each type), then take students on
long paddle stopping at regular intervals to make them switch boats. Every
student should paddle each different type of boat. Make them take lifejackets
off and leave them with their boats. Then they swim over to the next boat.
Leaving their flotation and swimming through open water (often through weeds)
to another boat is a good way to help students gain more confidence in the
water.
Day 6: On the last day, do something fun such as
relays. Swim, then bring down all boats. Divide students up into teams, where
there is one swimmer, paddleboarder, kayaker and canoer (or two). Teams rotate
so each student gets to race everything.
Advanced Paddling Activities:
Use paddleboards and
pair up with a swimmer. Send paddleboarders and swimmers on a course,
paddleboarder “lifeguards” the swimmer. When swimmer gets tired, they switch.
Make sure paddleboarder uses proper stopping/ turning skills when switching
with swimmer and instructor focus should be on proper communication between the
teammates, and proper concentration by the paddling buddy on board distance
from swimmer. The board should be
paddled to the rear and to one side of the swimmer, no closer than a body
length and no farther than a board length.
This drill is good because the student will be tired from swimming when
the switch is made, and there’s an
immediate tendency just to rest and relax and forget about swimmer in
water. Swimmer signals desire to
switch by taking stroke on back and waving to buddy or call out “switch” then
continues swimming. The paddler
paddles past the swimmer and glides so that the swimmer approaches the board
from behind. The swimmer grasps the
board over the stern and either taps the paddler’s foot or says “go”.
The new swimmer slides
off board to the same side as the buddy approached and to the front, so that any reaction movement of the board by
the new swimmer will be away from the
fatigued one. The new swimmer swims
away, the former one is now the paddler and watches new swimmer as he/she
positions on board and begins paddling.
Same idea as above,
but swimmer treading in open water. Paddleboarder some distance facing opposite
direction. Swimmer yells “abalone” (in lieu of help) Paddleboarder must turn
board and sprint to save swimmer. Must sit up and stop at swimmer.
Take students on a
long paddle into the middle of the lake (their choice of boats). Before turning
around, have students jump out of boats and tread in open water for a couple
minutes.
To teach K1s: Have
students paddle around right in front of yard. Students will flip, and if they
don’t fall out accidentally , have them then do so purposely. When they flip,
they may take lifejacket off, put paddle and lifejacket in boat and swim boat
in pushing it in front of them. When students can paddle around consistently
without flipping (will take a few sessions) line them up and do practice pieces
(paddling straight, consistent speed etc.) By the end of the season, make a
point to simulate a K1 race.
On relay days, have
one leg of a relay be swimming with clothes on. Make students swim out to a
buoy, put bulky clothes and lifejacket on in the water, swim a distance and
take off. Teaches problem solving in stressful situations. Another way to show
this is to make students fall out of a boat and climb back on in race
situations. When students are problem
solving, putting on lifejackets, removing or putting on clothing, instructor should note students who, even in
the haste of a race, stop to think first and plan what they’ll do rather than
rush through things. A good example is
fitting a lifejacket, that the student first
loosens all strap adjustments before trying to put it on, rather than hastily putting it on and trying
to squeeze it around, or try to adjust straps blindly while jacket is in
way. Including these skills in a
relay is an excellent lesson in thinking one’s way through an emergency
situation.
Safety:
A primary goal of this
program is to teach water safety and should as a result be taken seriously. We
had a number of ‘rules’ that had to be striclty enforced to drive home the
importance of safety and also to make sure our program was safe for the
students and instructors. For most people (not just students), water can be a
very dangerous thing, especially around boats. It is our job to teach practices
that make our program safer, but can also be applied in other situations and
recreations on the lake.
Safety Rules and Practices for Instructor:
·
Two people
are present to watch students. One can be instructing, but one person should
always be there with the sole purpose of lifeguarding. Lifeguard should have a clear view of all
students. When students are diving it
should always be one student at a time, and when falling out of boats, they
should be doing so in the same field of vision of the lifeguard. In boating only situations where there is
no in and out to the water, lifeguard
can trail group.
·
While
students are in open water, there should be some flotation device within reach of the students. Any students that become fatigued while
doing swimming activities should swim easily to shallow water and stand to rest
until rejoining activities, rather than resting on the floatation. Floatation should be used where there might
be a problem reaching shore.
·
Boats are
handled properly, and boat handling is always supervised to insure this. This
means that off water, they are carried correctly, launched and stored properly,
and docked properly among the weeds when unattended in the water.
·
Boats are
handled properly in the water. No “bumper boats.” Boats should not be paddled
around where students are swimming, and swimmers should not be hanging off onto
boats while being paddled unless explicitly part of an exercise.
·
No standing on paddeboards unless explicitly
told to do so by the instructor as part of a drill. Standing on the boards is wonderful for a
preview of someday learning to surf and is a fun skill for the students. When they can stand up, boards should be
at least two board length’s away from any other board/ dock/ swimmer.
·
Lifejackets
are to be worn on all boats except paddleboards. Much of the activity in the classes is in
going in and out of water where swimming skills are very useful. Students should swim enough in lifejackets
to learn how to adjust their technique, but in the switching drills, students
will use that as an opportunity to manipulate the jacket in the water, and
place it back with the boat they left.
·
The
instructor should plan and organize in such a fashion so as not to be
shouting. When students get into
boats, they should have a clear idea where they will go and when. Circle patterns in front of the yard are
useful to have some students practicing while instructing the others. Students who horseplay or will not listen
to instruction will be disciplined by having them sit on the shore in the shade
until the instructor calls them back.
If the student does not respond to this,
the instructor should talk to the parent and explain why the student
will be removed from class, and the terms for them to return.