__________________________________
Evaluation Location:
__________________________________
Water Safety Instructor Trainer’s Signature:
__________________________________
Candidates’ Names and Red Cross ID#
(where applicable)
Copyright © 2015 The Canadian Red Cross Society
ine Injury
ing
Choking Rescue, Mild an
Obstruction, Conscious d Severe Airway
Person
Rescue Breathing, Adult
and Child
Complications of Rescu
e Breathing
Complete (C) • Inco
mplete (IC)
Universal Sign for Chok
Suspected Head and Sp
Asthma
Hyperventilation
Diabetic Emergencies
Seizures
Nosebleeds
Muscle Cramps
Bleeding
Strokes
Scrapes
Water Safety Instructor Trainer:
Water Safety
Skills
Heart Attacks
3 min
Feet-/Head-First Surface
Dives with Underwater
Swim 2m
Throwing Assist without
a Line
Throwing Assist with a
Line
Reaching Assist with Re
scue Equipment
Disorienting Entries
Stride Entry
Standing Shallow Dive
Front Crawl 100m
Back Crawl 100m
Elementary Back Stroke
50m
Breast Stroke 50m
Sidestroke 25m
Recognition of Struggli
ng Swimmer
Assistive Carry from De
ep Water
Assistive Removal of a Consc
ious Person
from Deep Water
Walking Assist
Rescue of Submerged Pe
rson
Evaluation Date:
Eggbeater/Tread Water
Water Safety Instructor
Skills Evaluation Worksheet
Instructor Emergency Response
(IER) Skills
__________________________________
Name:
ID#:
Name:
ID#:
Name:
ID#:
Name:
ID#:
Name:
ID#:
Name:
ID#:
Name:
ID#:
Name:
ID#:
Page 1 of 7
Performance Criteria
Instructor Trainer Notes:
•
•
•
•
Use this worksheet for the skills evaluation in the Water
Safety Instructor Course, the Water Safety Instructor
Recertification Course, the Water Safety Instructor Trainer
Course, and the Water Safety Instructor Trainer
Recertification Course. Evaluate the candidates’ water
safety skills and strokes to ensure they meet the Red
Cross Swim Kids 10 performance criteria.
Evaluate the candidates’ Instructor Emergency Response
(IER) skills to ensure they can respond appropriately to
IER scenarios in an instructional setting.
When evaluating entries, ensure that there is a safe pool
depth and width and that candidates perform entries at a
safe distance from the pool edge and without goggles.
Candidates are to include the Check, Call, Care steps for
all of the first aid skills.
WATER SAFETY SKILLS
EGGBEATER/TREAD WATER 3 MIN
Eggbeater
• Sits in water with back straight
• Flexes hips so that thighs are nearly parallel to surface
• Rotates legs in circle, alternating leg actions
• Keeps hands/forearms out of water
Tread Water
• Keeps body in vertical position
• Keeps head out of water
• Maximizes efficiency by minimizing movement
FEET-/HEAD-FIRST SURFACE DIVES WITH UNDERWATER SWIM 2M
Feet-First Surface Dive
• Demonstrates Self-Safety by checking depth and condition
of water
• Presses down with arms, performing any power kick
(e.g., scissor, whip, eggbeater) to provide upward body lift,
then uses upward arm press to assist vertical descent,
keeping legs together and hands at sides
Copyright © 2015 The Canadian Red Cross Society
•
•
•
•
Once head submerges, presses palms upward with arms
outstretched to assist descent
Where site permits, descends 2m
Swims 2m underwater
Returns to surface with arm extended above head
Head-First Surface Dive
• Demonstrates Self-Safety by checking depth and condition
of water
• Pikes at waist or tucks into vertical descent, keeping body
streamlined, with legs together
• Where site permits, descends 2m
• Swims 2m underwater
• Returns to surface with arm extended above head
THROWING ASSIST WITHOUT A LINE
• Throws aid to a distressed conscious swimmer 5–10m away
• Identifies characteristics of a good throwing assist
(e.g., buoyant, accessible, easy to throw, not easily blown
away, easy to hold)
• Identifies 3 examples of a good throwing assist (e.g., ring
buoy with or without a line, PFD/lifejacket, kickboard)
THROWING ASSIST WITH A LINE
• Demonstrates throwing a line to a distressed conscious
swimmer at least 3m away:
1.Calls for help and speaks clearly to distressed swimmer
while maintaining eye contact
2. Places feet shoulder-width apart, with line secured under
front foot
3.Faces swimmer and throws assist
4.Gets into stable position (lying down) before swimmer
grabs assist
5.Smoothly pulls swimmer to nearest point of safety
• Explains reasons for not going into water during a rescue
and avoiding direct contact
REACHING ASSIST WITH RESCUE EQUIPMENT
• Identifies characteristics of a good reaching assist
(e.g., buoyant, light, easy to hold)
• Gives 4 examples of a good reaching assist (e.g., kickboard,
paddle, ring buoy, inner tube)
• Demonstrates safe reaching assists to distressed swimmer:
1.Gets into stable position (lying down on angle)
2.Speaks clearly and continuously, maintaining eye contact
3.Pulls swimmer to nearest point of safety, keeping reaching
assist between self and swimmer at all times
• Explains reasons for not going into water during a rescue
and avoiding direct contact; identifies need for further
training
DISORIENTING ENTRIES
• Experiments with disorientation through a variety of deepwater entries (e.g., front roll, side roll, jumping in and turning
a somersault)
STRIDE ENTRY
• Demonstrates Self-Safety
• Enters water with legs in stride or whip kick position
• Leans forward slightly during entry to increase surface
resistance and presses down with outstretched arms
• Keeps head above water at all times
STANDING SHALLOW DIVE
• Keeps head up until entry
• Enters water in a streamlined manner, keeping arms/hands
extended in front of head
• Uses proper order of entry: hands, head, trunk, legs, and feet
• Dives within maximum depth of 1m
• Glides to surface maintaining streamlined body position
NOTE: Assist must land within 1 arm length behind or to the side
of distressed swimmer.
Page 2 of 7
Performance Criteria
Instructor Trainer Notes:
•
•
•
•
Use this worksheet for the skills evaluation in the Water
Safety Instructor Course, the Water Safety Instructor
Recertification Course, the Water Safety Instructor Trainer
Course, and the Water Safety Instructor Trainer
Recertification Course. Evaluate the candidates’ water
safety skills and strokes to ensure they meet the Red
Cross Swim Kids 10 performance criteria.
Evaluate the candidates’ Instructor Emergency Response
(IER) skills to ensure they can respond appropriately to
IER scenarios in an instructional setting.
When evaluating entries, ensure that there is a safe pool
depth and width and that candidates perform entries at a
safe distance from the pool edge and without goggles.
Candidates are to include the Check, Call, Care steps for
all of the first aid skills.
STROKES
FRONT CRAWL 100M
• Maintains near-horizontal body position
• Does not sway hips/body
• Flutter kicks from hips
• Flicks ankles with each kick
• Recovers arms above water in controlled alternate manner
• Extends hand entry in front of head in line with shoulders
• Catches water with hands at full extension point to initiate
pull
• Performs a bent arm pull to shoulder
• Extends push past hips
• Breathes to the side in a rhythmic pattern, either bilateral or
unilateral, exhaling underwater
• Coordinates breathing with alternate arm recovery above
water
BACK CRAWL 100M
• Maintains near-horizontal streamlined body position
• Rolls body as 1 unit (shoulders, hips, and toes)
• Maintains neutral head position with chin tucked slightly
toward chest
Copyright © 2015 The Canadian Red Cross Society
• Does not sway hips
• Flutter kicks at surface of water and continuously from hips
• Keeps knees below surface of water
• Flicks ankles with each kick
• Recovers arms straight and high above water in alternating
motion
• Turns hands palms outward before entry
• Does not pause arms
• Hands enter and catch water at 11:00 and 1:00 positions
• Slightly bends elbows as arms pull to hips and push to legs
• As body roll finishes, turns hands toward feet with rigid hands
and forearms (like a paddle), bends elbows and pushes water
with palms toward feet
• Coordinates body roll with arm recovery
• Breathes in a relaxed manner
ELEMENTARY BACK STROKE 50M
• Maintains near-horizontal back glide position, face above
surface of water at all times
• Keeps back, hips, and thighs nearly straight, just below
surface of water
• Recovers legs symmetrically by bending knees (knees slightly
apart) and dropping heels toward bottom
• Leads movement with heels, drawing a circle (kick can be
wide or narrow) and pushing water with insides of feet
• Flexes feet as heels drop and legs move
• Whips feet and lower legs back to glide position with
streamlined legs and feet
• Straightens legs as they come together
• Points toes during glide
• Slides hands slowly up sides of body
• Reaches arms outward at head height, with fingers leading
and elbows remaining bent
• Presses hands and forearms symmetrically, with palms facing
toward feet, and pushes water in large scull toward feet
• Accelerates arms through power phase
• Keeps hands and arms at side during glide
• Initiates sequence with hands, with arms and legs finishing
close together for glide
• Glides until momentum slows (2–3 seconds)
BREAST STROKE 50M
• Keeps body/head at or near surface of water
• Recovers legs symmetrically by bending knees (knees slightly
apart) and pulling heels toward buttocks
• Leads movement with feet, keeping ankles slightly wider
than knees, drawing a circle (kick can be wide or narrow)
• Whips flexed feet and lower legs back to glide position
• Accelerates legs through power phase
• Recovers arms forward to full extension, with palms together
• With extended arms, sculls hands outward slightly wider
than shoulders in single motion
• Bends elbows and sculls forearms and hands downward and
toward shoulders
• Sweeps palms together under chin
• Accelerates arms through power phase
• Timing: pull, breathe, kick, glide
• Initiates exhale during glide phase
• Glides until body is streamlined
SIDESTROKE 25M
• Aligns body and head in horizontal side glide position
• Recovers legs slowly and together by pulling knees toward
chest
• Extends 1 leg forward with foot flexed and 1 leg back with
toes pointed, similar to scissor action
• Squeezes legs together until ankles touch and toes are
pointed (propulsion phase)
• Recovers trailing arm, close to body, to meet leading hand
at chest
• Recovers leading arm back to side glide position
• In side glide position, pulls leading arm to chest
• Pushes water toward feet with trailing arm, finishing in a
side glide position (NOTE: Hands come in together and
move away at same time.)
• Begins pull with lead arm as trailing arm recovers to chest
and legs initiate recovery position
• Pushes to side glide position with trailing arm as lead
arm recovers to forward position and legs squeeze together
for propulsion
Page 3 of 7
Performance Criteria
Instructor Trainer Notes:
•
•
•
•
Use this worksheet for the skills evaluation in the Water
Safety Instructor Course, the Water Safety Instructor
Recertification Course, the Water Safety Instructor Trainer
Course, and the Water Safety Instructor Trainer
Recertification Course. Evaluate the candidates’ water
safety skills and strokes to ensure they meet the Red
Cross Swim Kids 10 performance criteria.
Evaluate the candidates’ Instructor Emergency Response
(IER) skills to ensure they can respond appropriately to
IER scenarios in an instructional setting.
When evaluating entries, ensure that there is a safe pool
depth and width and that candidates perform entries at a
safe distance from the pool edge and without goggles.
Candidates are to include the Check, Call, Care steps for
all of the first aid skills.
INSTRUCTOR EMERGENCY RESPONSE (IER)
SKILLS
RECOGNITION OF STRUGGLING SWIMMER
• Demonstrates ability to recognize and simulate 4 different types of struggling swimmers:
1.
Distressed swimmer: swimmer’s body position can be
horizontal, vertical, or diagonal, depending on how he is
trying to support himself; distress is obvious on swimmer’s
face; arms may be flailing up and down as he tries to rise in
water to breathe rather than trying to swim forward
2.
Weak/tired swimmer: swimmer may be facing an
apparent point of safety, edge, or shore, and may be able to
call or wave for help
3.
Injured swimmer: swimmer may be holding affected area
of body and may be able to call or wave for help
4.
Unconscious swimmer: swimmer may be horizontal or
vertical, face down, face up, or submerged
ASSISTIVE CARRY FROM DEEP WATER
1. Recognizes distressed swimmer (in deep water) and signals to
lifeguards/Instructors about leaving station
2. Chooses appropriate rescue equipment and entry into water
3. Keeps rescue equipment between self and distressed swimmer
Copyright © 2015 The Canadian Red Cross Society
4. Reaches across rescue equipment and grasps swimmer at
armpit to help him maintain balance; ensures swimmer’s head
does not drop below water
ASSISTIVE REMOVAL OF A CONSCIOUS PERSON FROM DEEP
WATER
1. Maintains communication and eye contact with person
2. Maintains physical contact and support of person
3. Assesses environmental conditions, such as water depth, waves,
weather, height of deck ledge, ladders, and ensures person’s
head does not drop below water
4. Holds person firmly and assists person out of water (can be
assisted by another person or Instructor/lifeguard)
5. Uses legs rather than back to do lifting work
WALKING ASSIST
1. Performs an assistive carry to shallow end
2. Places one of person’s arms around own neck and across
shoulder
3. Grasps wrist of person’s arm that is across own shoulder
4. Wraps free arm around person’s back or waist to provide
support
5. Holds person firmly and assists person in walking out of water
RESCUE OF SUBMERGED PERSON
NOTE: This skill must be performed with an Instructor or lifeguard.
1. Recognizes drowning person and signals to Instructors/
lifeguards about leaving station
2. Chooses appropriate rescue equipment and entry into water
3. Performs a feet-first surface dive, and positions self behind
person
4. Reaches one arm under person’s armpits (right arm to right
side or left arm to left side)
5. Uses free arm to pull self and person to surface
6. Once at surface, grasps and positions rescue equipment and
ensures person’s face is fully out of water
7. Holds person in face-up position on rescue equipment with
person’s face fully out of water
8. Returns person to nearest point of safety
HEART ATTACKS
• Identifies what to look for with a heart attack: squeezing chest
pain; problems breathing; abdominal or back pain (more common in women); cold, sweaty skin; skin that is bluish or paler than normal; nausea and vomiting; jaw pain; denial
• Demonstrates how to care for a heart attack:
1.Has person rest comfortably
2.
Assists person in taking his medications, such as ASA and
nitroglycerin (if person has it), after checking Five Rights
of Medication* (nitroglycerin comes as a spray or pill and
is sprayed or placed under tongue)
3.Ensures person’s ABCs are present
4.Performs a secondary survey and treats any non-life threatening conditions
5.Provides continual care until EMS personnel arrive
SCRAPES
• Identifies what to look for with scrapes: person’s skin is rubbed or scraped away; pain; possible bleeding, which is usually minimal and easily controlled
• Demonstrates how to care for scrapes:
1.
If gloves (preferably non-latex) are not available, uses some
other kind of barrier between hand and wound; if possible,
has injured person use own hand
2.If there is bleeding, puts direct pressure on wound until it
stops
3.Washes wound thoroughly with soap and clean water
4.If possible, rinses wound for 5 minutes with clean, running
tap water
5.If an antibiotic ointment or cream is available, puts it on
wound as recommended by a pharmacist after checking Five
Rights of Medication*; asks person if she has a sensitivity to
any antibiotics, such as penicillin; if so, does not apply
ointment
6.Covers wound with a sterile non-stick dressing and/or
bandage
7.Watches for signs of infection
Page 4 of 7
Performance Criteria
Instructor Trainer Notes:
•
•
•
•
Use this worksheet for the skills evaluation in the Water
Safety Instructor Course, the Water Safety Instructor
Recertification Course, the Water Safety Instructor Trainer
Course, and the Water Safety Instructor Trainer
Recertification Course. Evaluate the candidates’ water
safety skills and strokes to ensure they meet the Red
Cross Swim Kids 10 performance criteria.
Evaluate the candidates’ Instructor Emergency Response
(IER) skills to ensure they can respond appropriately to
IER scenarios in an instructional setting.
When evaluating entries, ensure that there is a safe pool
depth and width and that candidates perform entries at a
safe distance from the pool edge and without goggles.
Candidates are to include the Check, Call, Care steps for
all of the first aid skills.
BLEEDING
• Identifies what to look for with bleeding: arterial bleeding is
bright red, often rapid and profuse, and is life-threatening; venous bleeding is dark red or maroon and flows steadily; capillary bleeding is most common, is usually dark red, oozes steadily, and clots easily.
• For deadly bleeding, calls EMS/9-1-1
• Demonstrates how to care for bleeding:
1.
If gloves (preferably non-latex) are not available, uses some
other kind of barrier between hand and wound; if possible,
has injured person use own hand
2.Puts direct pressure on wound until bleeding stops
3.Washes wound thoroughly with soap and clean water
4.If possible, rinses wound for 5 minutes with clean, running
tap water
5.If an antibiotic ointment or cream is available, puts it on
wound as recommended by a pharmacist after checking Five
Rights of Medication*; asks person if she has a sensitivity to
any antibiotics, such as penicillin; if so, does not apply
ointment
6.Covers wound with a sterile non-stick dressing and/or
bandage
7.Watches for signs of infection
Copyright © 2015 The Canadian Red Cross Society
MUSCLE CRAMPS
• Identifies what to look for with cramps: pain that can be caused
by heavy exercise or by staying in same position for too long
• Demonstrates how to care for cramps:
> Has person rest
> Has person stretch and massage area with cramp
> Has person change position of area with cramp
NOSEBLEEDS
• Identifies what to look for with nosebleeds: blood coming out of
nostril(s)
• Demonstrates how to care for nosebleeds:
1.
If gloves (preferably non-latex) are not available, uses some other kind of barrier between hand and blood
2.Has person sit with head slightly forward while pinching nostrils for 10–15 minutes
3.Once bleeding is controlled, tells person to avoid rubbing, blowing, or picking nose because this could restart bleeding
4.If bleeding was caused by an object in nose and object is
easy to grasp, gently pulls it out (without feeling around
inside nostril with finger); if there is an object in nose that
cannot be removed easily, tells person to seek medical
attention
5.If nosebleed was caused by a severe head injury, does not pinch nose
6.If person loses consciousness, places her in recovery position
to allow blood to drain from nose
7.Provides continual care
SEIZURES
• Identifies what to look for with a seizure: before a seizure,
person may hallucinate and see, hear, taste, or smell something
that doesn’t actually exist; person may feel an urgency to get to
safety; during a seizure, person may appear to be daydreaming;
may experience uncontrollable muscle movements, eyes rolling
upward, back into head, and have drool or foam in mouth
• Demonstrates how to care for a person during a seizure:
1.Never puts anything in person’s mouth
2.Allows person to move without restraint
3.Protects person from injury by moving furniture, protecting
person’s head with blankets, keeping other dangers away
from person
• Demonstrates how to care for a person after a seizure:
1.Ensures person’s ABCs are present
2.Performs a secondary survey and treats any non-life threatening conditions:
• Makes sure there aren’t any fluids in person’s mouth
• Places person in recovery position
• Keeps person comfortable and warm
3.Provides continual care
DIABETIC EMERGENCIES
• Identifies what to look for with diabetic emergencies: changes
in level of consciousness; changes in behaviour, such as confusion or aggression; rapid breathing; cool, sweaty skin; skin
that is paler than normal; appearance of intoxication; feeling and looking ill
• Demonstrates how to care for diabetic emergencies:
1.Ensures person’s ABCs are present
2.Performs a secondary survey and treats any non-life threatening conditions:
• If person is conscious (and person knows it is a diabetic
emergency):
> Offers person a sugary drink such as orange or apple
juice
> If person’s condition improves, recommends he eat a complete meal
• If person is unconscious:
> Performs a secondary survey and places person in
recovery position
> Provides continual care until EMS personnel arrive
HYPERVENTILATION
• Identifies what to look for with hyperventilation: shallow, rapid
breathing; a feeling of not getting enough air or suffocating;
fear, anxiety, or confusion; dizziness; numbness or tingling in
fingers and toes
• Demonstrates how to care for hyperventilation:
1.Tells person to relax and breathe slowly; reassures person
(which is often enough to stop hyperventilation)
2.Performs a secondary survey and treats any non-life threatening conditions
3.Provides continual care until EMS personnel arrive
Page 5 of 7
Performance Criteria
Instructor Trainer Notes:
•
•
•
•
Use this worksheet for the skills evaluation in the Water
Safety Instructor Course, the Water Safety Instructor
Recertification Course, the Water Safety Instructor Trainer
Course, and the Water Safety Instructor Trainer
Recertification Course. Evaluate the candidates’ water
safety skills and strokes to ensure they meet the Red
Cross Swim Kids 10 performance criteria.
Evaluate the candidates’ Instructor Emergency Response
(IER) skills to ensure they can respond appropriately to
IER scenarios in an instructional setting.
When evaluating entries, ensure that there is a safe pool
depth and width and that candidates perform entries at a
safe distance from the pool edge and without goggles.
Candidates are to include the Check, Call, Care steps for
all of the first aid skills.
ASTHMA
• Identifies what to look for with asthma: wheezing when exhaling;
gasping for air or inability to catch one’s breath; being upset;
chest tightening or tingling in hands and feet
• Demonstrates how to care for asthma:
1.Moves person into a well-ventilated area, away from the
environment if this is what caused attack
• Helps person get into a comfortable position
• Calms person to help slow down his breathing
2.Helps person to take any prescribed medication for his
condition
3.Ensures person’s ABCs are present
4.Performs a secondary survey and treats any non-life-
threatening conditions
5.Provides continual care
SUSPECTED HEAD AND SPINE INJURY
• Identifies what to look for with a suspected head and spine
injury: witnesses impact with bottom/wall/deck/diving board or
another swimmer; changes in level of consciousness and
behaviour; severe pain or pressure in head, neck, or back; numbness, tingling, or loss of feeling in any body part; weakness
or inability to use a leg or arm; shock; unequal pupil size; unusual
Copyright © 2015 The Canadian Red Cross Society
bumps on head, neck, or back; blood or clear fluid coming from ears or nose; heavy bleeding from head, neck, or back; seizures;
difficulty breathing or seeing properly; nausea or vomiting;
persistent headache; dizziness, disorientation, and/or loss of
balance; bruising of head (especially around eyes and behind
ears); drowsiness; unusually positioned neck or back; loss of
bladder or bowel control
Demonstrates one of the following:
NOTE: Person is breathing in shallow water; removal from water is
not required
Vice Grip Technique—Face-Up Person
1. Approaches person from side
2. With body at about shoulder depth in water, places one forearm
along length of person’s breastbone and other forearm along
person’s spine
3. Uses hands to gently hold person’s head and neck in line with
body
4. Places one hand on person’s cheekbones (keeping nose and
mouth clear) and other hand on back of head, being careful
not to place pressure on or touch front or back of neck
5. Squeezes forearms together, clamping person’s chest and back
6. Continues to support person’s head and neck
7. Holds person so person’s face is fully out of water until help
arrives
8. Checks for consciousness and for breathing
9. Continues with Emergency Procedure steps
Vice Grip Technique—Face-Down Person
1. Approaches person from side
2. With body at about shoulder depth in water, places one forearm
along length of person’s breastbone and other forearm along
person’s spine
3. Uses hands to gently hold person’s head and neck in line with
body
4. Places one hand on person’s cheekbones (keeping nose and
mouth clear) and other hand on back of head, being careful
not to place pressure on or touch front or back of neck
5. Squeezes forearms together, clamping person’s chest and back
6. Continues to support person’s head and neck while starting to
slowly glide person forward
7. Turns person over while submerging under person and
continuing forward movement
8. Rolls under person while turning person over, avoiding twisting
person’s body
9. Holds person so person’s face is fully out of water until help
arrives
10.Checks for consciousness and for breathing
11.Continues with Emergency Procedure steps
Extended Arm Grip Technique—Face-Up Person
1. Approaches person and stands beside person’s head, then
lowers own body until water level is at neck
2. Grasps person’s arms midway between shoulder and elbow
(grasps person’s right arm with right hand and person’s left
arm with left hand)
3. Places thumbs on inside of person’s arms, and then gently
moves arms up alongside person’s head
4. Slowly and carefully squeezes person’s arms against person’s
head to help hold head in line with body; does not move
person any more than necessary
5. Ensures person’s face is fully out of water
6. Positions person’s head close to crook of own arm, with
person’s head in line with body
7. Holds person in this position until help arrives
8. Checks for consciousness and for breathing
9. Continues with Emergency Procedure steps
Extended Arm Grip Technique—Face-Down Person
1. Approaches person from side
2. Grasps person’s arms midway between shoulder and elbow
(grasps person’s right arm with right hand and person’s left
arm with left hand)
3. Gently moves person’s arms up alongside person’s head
4. Slowly and carefully squeezes person’s arms against person’s
head to help hold head in line with body
5. Places thumbs on person’s head, if possible
6. Slowly glides person forward to keep body straight and at
surface
7. Continues moving slowly and pushes person’s closest arm
underwater while pulling person’s other arm across surface
toward self
8. Turns person until face up and ensures person’s face is fully
out of water
Page 6 of 7
Performance Criteria
Instructor Trainer Notes:
•
•
•
•
Use this worksheet for the skills evaluation in the Water
Safety Instructor Course, the Water Safety Instructor
Recertification Course, the Water Safety Instructor Trainer
Course, and the Water Safety Instructor Trainer
Recertification Course. Evaluate the candidates’ water
safety skills and strokes to ensure they meet the Red
Cross Swim Kids 10 performance criteria.
Evaluate the candidates’ Instructor Emergency Response
(IER) skills to ensure they can respond appropriately to
IER scenarios in an instructional setting.
When evaluating entries, ensure that there is a safe pool
depth and width and that candidates perform entries at a
safe distance from the pool edge and without goggles.
Candidates are to include the Check, Call, Care steps for
all of the first aid skills.
9. Positions person’s head close to crook of own arm, with
person’s head in line with body
10.Holds person in this position until help arrives
11.Checks for consciousness and for breathing
12.Continues with Emergency Procedure steps
UNIVERSAL SIGN FOR CHOKING
• Demonstrates universal sign for choking: one or both hands
clutching throat
• Identifies what to look for with choking: inability to speak,
cough, or breathe; change in face colour (e.g., bluish or paler than normal); look of panic with wide eyes; high-pitched noises
CHOKING RESCUE, MILD AND SEVERE AIRWAY OBSTRUCTION,
CONSCIOUS PERSON
• Recognizes person with an airway obstruction
• Demonstrates how to care for mild and severe airway
obstruction for a conscious person:
1.Checks scene for danger
2.If it is safe to do so, checks person
3.Shouts for help
Copyright © 2015 The Canadian Red Cross Society
4.Determines if choking is mild or severe by asking
“Are you choking?” If person can speak, cough, or breathe,
it is mild choking:
• Encourages person to continue coughing and does not
interfere; obstruction might clear itself
5.If person is unable to speak, cough, or breathe or is
making high-pitched noises, it is severe choking:
• Stands (or kneels for a small child) behind person and
wraps one arm diagonally across person’s chest
• Bends person forward at waist until person’s upper
airway is at least parallel to ground
• With heel of other hand, delivers 5 firm back blows between shoulder blades
6.If object has not been dislodged, makes a fist and places
it just above person’s belly button
• Places other hand over fist and pulls sharply in and up,
doing 5 abdominal thrusts
• Continues cycle of 5 firm back blows and 5 abdominal
thrusts until object comes out or person begins to breathe
or cough or becomes unconscious
RESCUE BREATHING, ADULT AND CHILD
• Demonstrates how to perform rescue breathing for an adult
and child:
1.Ensures no further danger and checks scene
2.If it is safe to do so, checks person’s level of consciousness
(tap and shout)
3.If unresponsive, shouts for help and tells bystander to call
EMS/9-1-1
4.Rolls person onto back (if necessary) and opens airway
using head-tilt/chin-lift
5.Checks for breathing (look, listen, and feel for 5–10 seconds)
6.If there isn’t normal breathing, simulates 2 one-second
rescue breaths (tight seal, nose pinched)
• Adult: Performs rescue breathing at a rate of 1 breath
every 5–6 seconds
• Child: Performs rescue breathing as for adult,
demonstrating modifications:
>Opens airway gently, breathes at a rate of 1 breath
every 3–5 seconds or 12–20/minute
>Expels less air; each breath should last 1 second
COMPLICATIONS OF RESCUE BREATHING
• Simulates rescue breathing for a child and adult
• Recognizes 2 types of complications (distended stomach and
vomiting), and shows how to respond:
1.Distended stomach: decreases amount of air expelled
during breaths
2.Vomiting: protects head, rolls person onto side, wipes mouth clean, repositions person on back, opens airway, and continues rescue breathing
* Five Rights of Medication
1.
2.
3.
4.
5.
Right person: Make sure the person getting the
medication is the one whose name is on the label of the
medicine container.
Right medication: Read the label when you are getting
the medication.
Right amount: Use an accurately marked measuring
container (if applicable).
Right time: Give the medication at the right time.
Right method: Read the directions carefully.
NOTE: Over-the-counter medications won’t have the person’s
name on them.
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