Full In-Service Exercises & Scenarios
Scanning, Zone Validation, Victim Recognition
Scanning: Awareness and Recognition
Missing Person Search
Submerged Victim Recognition & Rescue
Missing Swimmer: Waterfront
Special Situations: Seizures
Special Situations: Respiratory and/or Cardiac Medical Scenario: Infant
Special Situations: Respiratory and/or Cardiac Medical Scenario: Child
Special Situations: Respiratory and/or Cardiac Medical Scenario: Adult
Normal Operations: Rule Breaking
Dry-Land emergency Management: CPR, AR, and First Aid
CPR Skills: Identifying and Managing an Obstructed Airway
CPR Skills: AED and O2
Aquatic First Aid Review
Special Situations: Seizures
First Aid and Water Rescue: Swim Team Practice
First Aid: Land Based
First Aid: Fight
Water Rescue Skills
Rescue Techniques: Using a Rescue Tube
Active Victim Rescue: Birthday Party
Passive Victim Rescue: Lap Swimmer
Submerged Victim Recognition & Rescue
Multiple Active Victims: Together
Multiple Victims: Separate
Multiple Guard Rescue: Combative Adult Victim
Special Situations: Seizures
First Aid and Water Rescue: Swim Team Practice
First Aid and Water Rescue: Water Slide
Spinal Rescues
Extrication: Rapid Procedure with Backboard
Spinal Injury Management
Spinal Injury Scenario: Shallow Water
Spinal Injury Scenario: Deep Water
First Aid and Water Rescue: Water Slide
Emergency Action Plan: Full Scenario Training
Lifeguard Communication
Emergency Action Plan
Site Specific Training
Fitness: Conditioning
Beyond the Rescue
Character Development
Waterfront Lifeguarding
Water Recreation Attractions
Missing Swimmer: Waterfront
First Aid and Water Rescue: Water Slide
Other
Special Situations
Basic Pool Management
Severe Weather
Special Situation: Disabled Guest
Just Plain Fun
Football Drills
AW-OO-GA
Shoulder-Rubs
Look Down, Look Up
Eye Contact
Chuck the Chicken
Freeze Tag
Drowning Victim Tread
Rescue Tube Tug of War
1,2,3 Name Game
Lifeguard Scrabble
Pass the Lifesaver
Treading Water Duck Duck Goose
Back to Back
Hula Hoop Line Pass
Name Action Syllables
Name Juggling
Yurt Circle
Alphabet Soup
Move It If
Blob Tag
Elbow Tag
Spider Web
Smaug’s Treasure
This Is a What?
In-service topic #1 – Awareness and Recognition: The Importance of Scanning
Ninety-five percent of a lifeguard’s job is watching the pool. About four percent
are secondary duties such as maintenance, cleaning, and enforcing rules. Less than one
percent, favorably zero percent, is performing a rescue. Despite these numbers, the
majority of the lifeguard’s training focuses on rescue techniques and lifesaving skills,
which are necessary, but we hope we never have to use. In training, it is important not to
overlook the lifeguard’s primary task, to watch the pool. The following examples and
drills emphasize the importance of scanning in order to achieve heightened awareness
and recognition when lifeguarding. Proper scanning technique is the foundation of safe
lifeguarding.
Classroom Activities:
1. Discussion: The lifeguard’s job is a serious one. The safety and life of each swimmer
is the responsibility of the on-duty lifeguard. Unfortunately, there is no shortage of
tragic examples of what can go wrong when a lifeguard does not vigilantly watch
over a pool. Included with this document is a “Lessons in the News” article that
details the drowning of a seven year old girl. Many others can be found on our web
page, www.redwoodsgroup.com, under aquatics. Discuss some examples with the staff
and evaluate what was done wrong, and what could have been done better.
Alternately, the video Touched by a Drowning shows an unsuccessful rescue and can
be used as a learning tool in a similar fashion. We can make this video available to
you upon request.
2. Drill: Have the guards stand in a line, with their arms held out to the side, each an
arm’s length apart from the next. Instruct the guards to keep their heads and eyes
fixed straight ahead. Place an object or note card in one hand of each person and an
object or note card at the feet of each person. Instruct the guards to identify the object
or read the card held by the guard next to them without moving their eyes. They will
not be able to do this accurately. Instruct them to attempt the same task keeping the
head fixed ahead but allow eye movement. They should be more able to see, but still
have some trouble. Ask them to identify or read the item at their feet. This will not
be possible. Ask the guards to remember the story from “Lessons in the News”. The
girl was found directly below the lifeguard chair. Next, instruct the guards that they
may move their heads to identify or read the items. The task will be easy. This is a
simple visual test that demonstrates the necessity for a guard to constantly be moving
his or her head when guarding.
3. Discussion: Describe different scanning patterns such as up and down, side to side,
figure eight, and circular patterns. These patterns prevent boredom, ensure active
scanning and head movement, and allow the entire zone to be scanned routinely. The
guards should experiment with different patterns during the following pool drills and
find a pattern or combination of patterns that works for them.
Pool Activities:
4. Discussion: Discuss the need for the guards to scan both the surface of the water and
below the surface. With the guards, examine the pool and identify any problems that
obstruct visibility. Such problems may be due to glare, poor lighting, or poor
positioning of the lifeguard stands. Discuss solutions to the problems such as moving
guard stands, having lifeguards change positions regularly, or posting a roving guard
position during busier hours. Be sure to emphasize the need to see every area of the
pool at any given time.
5. Drill: Explain common signs of distressed swimmers and drowning victims. Place
one guard on land and the others in the water. Spread the swimmers throughout the
entire coverage zone. Lead the guard on land out of the pool area (or blindfold).
Designate one guard in the water to simulate a drowning victim or distressed
swimmer. Bring the lifeguard on land back in (or remove blindfold) and sit the guard
in the stand. The lifeguard in the stand must identify the victim and execute the
proper response. Change the guard in the stand so that each guard has a turn. Record
the time it takes for each guard to identify and reach the victim. Optimally, each
guard should identify and reach the victim within 20 seconds
6. Drill: Continue the following drill, but vary the identification that the guards must
make. After a number of rounds, designate no guard to simulate a drowning. See if
the guard put in the stand can identify that nothing is wrong. After a couple more
rounds, drop a manikin or shadow in the pool and have the other guards swim
normally in the zone. The guard will then take the stand and must identify the
location of the manikin or dummy and respond. This will show if they are actively
scanning the bottom of the pool as well as the surface. At this point the drill is in full
operation. Guards will need to vigilantly scan all aspects of the pool to determine
what (if anything) is happening. Change the guard in the stand so that each has a
turn. Record the time it takes for each guard to identify and reach the victim or
manikin. Again, the times should optimally fall under 20 seconds.
Review
7. After the discussions and drills above discuss with the lifeguards how they had to
actively scan the pool when looking for a distressed swimmer or the submerged
manikin. Did they implement the scanning patterns described earlier? Did their
scanning during the drills differ from how they normally scan the pool. Discuss the
heightened level of tension and anxiety felt when they were actively looking for a
victim and being timed. Explain that an incident can occur at any time, and they must
be prepared for it. The methods they used during the drills must be used at all times
when lifeguarding, and the anxiety must always be felt. If a problem is identified and
responded to quickly, hopefully they will never have to use the CPR and Rescue
Breathing skills they also practice.
8. Continue to practice scanning with the guards and test them on their vigilance.
Perform vigilance awareness tests weekly (at minimum) to ensure that the guards are
actively scanning when on duty. Encourage lifeguards to discuss problems with
visibility that come up in the day to day operation of the pool with the management.
In-service topic #2 – Water Rescue Techniques – Using the Rescue Tube
The rescue tube is the primary piece of equipment utilized by a lifeguard during a
water rescue. The tube not only aids in performing a rescue faster and more effectively,
but it makes the rescue safer for both the lifeguard and the victim. The rescue tube
should be used properly every time a rescue is performed or practiced. The following
training plan will cover all aspects of in-water rescues using the rescue tube. Due to the
time limitations of your in-service session, you may choose to break up the training into
more than one session.
Classroom Activities:
1. Discussion: Because of the physical nature of these skills, the majority of the training
must be physical, in-water training so that the lifeguards can become more
comfortable using the tubes. For discussion purposes it is important to emphasize
that the tube be worn at all times, be held across the lap, and have the excess slack
gathered to prevent it from catching during a rescue. This is a rescue ready position,
the position that the guards must always be in when on the water. The skills that will
be covered include:
- Water entries
- Approach strokes
- Active victim rescues
- Passive victim rescues
- Submerged victim rescues
The rescue tube should also be utilized in a spinal injury situation, but due to the
specific management of spinal injuries this will not be discussed in this training.
The use of the tube is explained in the spinal management training.
2. Drill: The techniques for in-water rescues can be demonstrated and practiced on land
if desired. It is important to also perform them in the water so that the guards can
become comfortable in a more direct situation.
Pool Activities:
3. Drill: The skills described can be demonstrated and practiced in either shallow or
deep water. Tailor the training to meet the demands of your specific pool or pools.
- Compact jump:
1. Squeeze the rescue tube high against your chest with the tube under your
armpits.
2. Hold the excess line in one hand to keep it from getting caught in the chair
or on equipment.
3. Jump out and away from the lifeguard stand or pool deck.
4. Bend your knees and keep your feet together and flat to absorb shock if
you hit the bottom.
5. Let the buoyancy of the rescue tube bring you back to the surface.
6. Focus on the victim when you surface, begin approach stroke.
-
Approach Stroke
1. Position the tube under your armpits or torso as you begin approach.
2. Swim crawl or breaststroke toward the victim with the tube in place and
your head up.
3. Maintain visual contact with the victim as you approach.
4. If your tube slips out from under you, continue to approach the victim with
the tube trailing behind you. Be sure to retrieve and reposition the tube
before you make contact with the victim.
-
Active victim rescue: front drive
1. At about one body length from the guest, pull the rescue tube from under
your arms and push it out in front of you with both hands. Keep your
arms straight with elbows locked.
2. Keep the tube out in front of you as far as possible.
3. As you near the guest, push the tube slightly underwater to position it
below the guest’s arms. Push the tube into the chest and kick, driving the
guest backward.
4. Keep your arms extended to prevent the distressed guest from grabbing
you.
5. Keep kicking and driving the guest backward to the wall of the pool. Talk
to the guest and encourage him or her to grab the tube until at the wall.
-
Active victim rescue: rear hug
1. As you approach the guest, keep the rescue tub positioned against your
chest and under your arms.
2. As quickly as possible, extend your arms under the guest’s armpits and
wrap your hands around his or her shoulders. Keep the rescue tube
between you and the guest.
3. Keep your body and head slightly to the side to prevent the guest from
striking you.
4. Move backward toward the nearest wall or safe exit point.
-
Active victim rescue: two lifeguard rescue
1. If you decide that you need assistance in a rescue, first signal to a nearby
guard for help. One fist raised above your head is the standard signal.
2. The second guard enters the pool and approaches the guest from the
opposite side as the first rescuer. (Be sure to either make sure another
guard is watching the pool, or first clear the pool before both guards leave
the stand).
3. The two guards position themselves with the guest between them. As they
prepare to make contact with the guest, timing is very important, and a
signal should be prepared ahead of time.
4. On the signal, the rear guard quickly performs a rear hug. The front guard
simultaneously executes a front drive into the forearms of the rear guard.
5. The rear guard reaches over and secures the front tube, locking the guest
between the two tubes.
6. The rear guard tows the victim backward to the pool wall or safe exit
point, continuing to hold both tubes. The front guard assists by driving the
front tube and victim in the same direction.
-
Passive victim rescue: front roll
1. Approach the victim from the front. Pull the rescue tube from under your
arms and place it between you and the victim. Hold the tube in the center
with your left hand.
2. Reach over the tube with your right hand while slightly submerging it with
your left. Reach your right hand to the underside of the victim’s right
wrist.
3. Grasp the victim’s wrist and turn the victim face-up by pulling the arm
down and then back up toward the surface, drawing a “U”.
Simultaneously, submerge the tube with your left hand and push it toward
the victim. Continue to roll and pull the victim toward you and on to the
tube. Position the tube under the victim’s back.
4. Release the wrist, secure the victim and the rescue tube and move the
victim quickly to the wall for extraction.
-
Passive victim rescue: rear hug
1. Approach the victim in the same manner as with a conscious victim from
behind.
2. If the victim is in a vertical position, reach under the armpits, grasp the
shoulders, and pull the guest backward on to the rescue tube.
3. If the victim is in a more horizontal position, swim nearly on top of the
victim, reach under the armpits and grasp the shoulders in the same way.
As you pull the victim into the vertical position, you may have to use one
hand to push the victim’s hips down into the water as you pull up on the
shoulders. Roll the victim backward on to the rescue tube.
4. Pull the victim quickly backward to the wall or safe exit for extrication.
-
Submerged victim: within reach
1. Stop approach when slightly in front of and above the guest.
2. Hold your rescue tube in front of you with your left hand. Reach over the
tube with your right hand.
3. Push the rescue tube down as you reach over it and grab the guest’s wrist.
Pull the guest up while pushing the tube down, under the guest’s arm.
4. If the guest is active, execute a front drive when the guest is on the surface
and the tube is under the arm.
5. If the guest is passive, roll the victim onto the tube as you pull up in the
same manner that you execute the front roll.
6. Move the guest to the pool wall or safe exit point.
-
Submerged victim: out of reach
1. Stop approach when directly above the guest.
2. Perform a feet first surface dive and approach the guest from behind.
3. Grasp the guest under the armpit and around the chest with one arm.
4. As you bring the guest to the surface, pull the strap from the rescue tube
down and feed it into your hand holding the guest. This will both pull the
tube toward you for positioning and pull you and the guest to the surface.
5. One hand will now be holding the guest and the strap. Use the free hand
to position the tube between you and the guest and execute a rear hug
rescue. This will work for both active and passive victims.
6. If the water is too deep to dive with the rescue tube attached, remove it
and leave it at the surface. Signal for another guard to help so that you
have assistance after bringing the guest to the surface without a rescue
tube.
7. Move the guest backward toward the pool wall or safe exit point.
4. Drill: After these techniques have been practiced, and the lifeguards are comfortable
performing them, vary the type of rescue in drills. Be sure the lifeguards can identify
the type of rescue needed and perform it appropriately. Include simulations in your
training that requires the lifeguards to execute these rescues. Have the lifeguard
perform a set of rescues, each of a different type without getting out of the water.
Time how long it takes each guard to complete the set of rescues. This will involve
stamina, and the guard will be forced to rely on the rescue tube both for support and
assistance.
Review:
5. Enforce the rule that lifeguards must be in a rescue ready position with a rescue tube
across their lap when sitting or held in front of them when standing. In every inwater training exercise be sure to incorporate the rescue tube properly into the rescue.
For warm-up swimming at in-services or independent training, encourage the
lifeguards to practice using the tube in approach strokes.
In-service topic #3 – Extrication: Rapid Procedure with Backboard
In an aquatic emergency, speed is the key factor in a successful resuscitation. To
prevent death or lifelong injury, the resuscitation of a drowning victim must be initiated
as quickly as possible. In-service topics 1 and 2 covered the fastest and most effective
ways to both identify and perform a rescue on a victim. The fast identification and rescue
of a drowning victim will be for nothing, however, if the victim cannot be removed from
the water. Only on land can the proper respiratory and circulatory management
techniques be performed fully.
Pool Activities:
9. Discussion: Examine the dimensions and features of your specific pool or pools with
your lifeguards. Each aquatic facility may have different water/deck levels or types
of ledges or gutters. You will need to modify this technique according to your
facility’s design. Discuss obstacles that may slow or hinder the extrication process
such as lane lines or starting blocks. In general, the lifeguards should find the fastest
route that is clear (try not to cross lane lines or ropes), and will provide the easiest
exit. Keep in mind that the closest wall may not be the fastest. The lifeguards should
experiment with different extrication locations and determine which areas of the pool
are the best and the worst for removing the victim. Also keep in mind that the
number of lifeguards available will affect the technique used. The following requires
at least two rescuers. Plan accordingly how each guard will react as a part of your
Emergency Action Plan.
10. Drill: The two-lifeguard rapid extrication technique is to be used on victims that are
unconscious or cannot exit the pool under their own power. It must be performed as
quickly as possible if the victim is not breathing. The maximum standard time for
removing a victim is 2 minutes. Optimally, the victim should be removed in under 30
seconds. The procedure is performed as follows:
1. As the primary rescuer moves toward the side of the pool with the victim, a
second lifeguard brings the backboard, with the head immobilizer removed to the
edge of the water. The second guard places the board vertically against the wall,
with only the top portion above the surface if possible.
2. As the primary lifeguard approaches the backboard, he or she will move to the
side of the victim and continue moving the victim toward the board. One arm of
the victim is raised so that the second lifeguard can grasp it. The second lifeguard
tilts bottom of the board up as the victim is moved toward it. The backboard can
be controlled with the foot of the first lifeguard if necessary.
3. Slide the tube out from under the victim before contact is made with the
backboard.
4. The second lifeguard should now be holding the victim’s wrist with one arm and
the top of the backboard with the other. The primary lifeguard should stabilize
the board and ensure that the victim is positioned properly on it. If the victim is
large, or there is a large distance between the water and the pool deck, the top
strap on the backboard may be used to secure the victim
5. With the victim positioned properly on the backboard, the lifeguards must
communicate that they are both ready to remove the victim. The second guard
will pull the board on to the deck as the primary guard pushes the board up. Be
sure to slide the board on to the deck, do not try to lift it.
6. The victim, on the board, should be moved to a safe location, at least six feet from
the water so that the AED may be safely used. Immediately open an airway,
check for breathing, and begin resuscitation if necessary.
11. Drill: Practice is essential to making sure that the lifeguards are comfortable with the
physical skills and timing required for a rapid extrication. Practice the technique
often in both shallow and deep water. Incorporate it with other rescue drills. For
instance when practicing in-water rescues, be sure all rescues end with a quick
extraction.
Review
12. After the skill has been practiced, discuss with the lifeguards the best places to
remove victims. Be sure all guards know the best place to move a victim from any
point in the pool. Make sure all guards know the location of the backboard and
incorporate it into the Emergency Action Plan.
In-service topic #4 – CPR Skills – Identifying and Managing an Obstructed Airway
A lifeguard is the primary responder in an aquatic emergency, a professional health care provider.
Before emergency medical services arrive, a lifeguard’s knowledge and skill in all aspects of
Cardiopulmonary Resuscitation may be the difference between life and death. The CPR Skills in-service
topics will review common trouble areas often found in CPR practice. These skills can be practiced in
either a classroom setting or on the pool deck, but it is advised that the lifeguards practice in the aquatic
setting and that it is incorporated in with your Emergency Action Plan. The topics should be used as aids
when practicing, and are not meant to replace full CPR training. Make sure that every person on the
lifeguard staff has a current CPR certification.
Technique: We will start with an unconscious adult, non-spinal injury victim that has
been extricated from the pool. EMS has been activated, and the lifeguard has gloves and
a rescue mask.
1. All guards must take universal precautions to prevent the transmission of
blood-borne pathogens. The commonly used rule is “chest up, glove up”.
This means that if you will be contacting a victim above the chest, as in all
CPR situations, gloves must be worn.
2. Open the airway using the head tilt/chin lift method.
3. Determine whether or not the victim is breathing: place the side of your face
and ear a few inches above the victim’s mouth and nose. Look down toward
the victim’s chest. Look for the chest to rise and fall, Listen for air passing
through the victim’s nose and mouth, and Feel for exhaled air against your
cheek. Look, Listen, and Feel for 10 seconds. If the victim is breathing,
move to the recovery position.
4. If you determine no signs of breathing, deliver 2 slow rescue breaths. To do
so, position yourself kneeling above the victim’s head. Place the mask on the
victim’s face so that it covers the mouth and nose. (Rescue masks differ, be
sure the guards know how to properly use the masks at your facility). Place
both thumbs on the mask and press it to the victim’s face by grasping the jaw
with your fingers creating an airtight seal. Take a deep breath and deliver the
2 breaths slowly.
5. If air does not go in, reposition the head. You may not have opened the
airway correctly the first time. Re-deliver 2 breaths.
6. If air still does not go in, there is likely an obstructed airway. In an aquatic
emergency it is likely water or vomit that has entered the victim’s airway. If
you cannot clear the airway, you cannot deliver air to the victim, and will
not be able to resuscitate.
7. To clear the airway, first turn the victim’s head to the side to allow any
foreign matter to clear more easily.
8. Re-position yourself kneeling above the victim, straddling the knees.
9. Place your hands just above the navel, well below the xiphoid process with
your arms locked.
10. Perform 5 abdominal thrusts, quick upward motions.
11. Move back to the head and perform a finger sweep: open the victim’s mouth
by grasping his or her tongue and lower jaw and lifting. Insert your other
hand’s index finger alongside the inside of the cheek, to the back of the
mouth. Using a hooking action, attempt to remove the object if you find it.
Clear away any excess material before continuing. If you have a manual
suction device, use it instead of the finger sweep. Be sure the lifeguards know
how to use it properly.
12. Attempt two breaths again. If they do not go in, reposition the head and try
again. If they still do not go in repeat abdominal thrusts and finger
sweep/suction.
13. Continue this pattern until breaths go in. Then check again for breathing and
pulse. You cannot move on to another step in the CPR process until you
can deliver breaths.
This process must be practiced regularly. It is essential that the first rescue breath
be delivered to a drowning victim as quickly as possible. A lifeguard cannot take time to
overcome confusion during a rescue. The actions must be automatic, second nature to the
trained guard. Confusion in identifying and managing an obstructed airway is very
common among lifeguards who do not regularly practice. Remember to emphasize the
order of CPR: Airway, Breathing, and Circulation. If the airway is never established, the
CPR will not be effective.
In-service topic #5 – CPR Skills – AED and Supplemental Oxygen
A lifeguard is the primary responder in an aquatic emergency, a professional
health care provider. Before emergency medical services arrive, a lifeguard’s knowledge
and skill in all aspects of Cardiopulmonary Resuscitation may be the difference between
life and death. The CPR Skills in-service topics will review common trouble areas often
found in CPR practice. These skills can be practiced in either a classroom setting or on
the pool deck, but it is advised that the lifeguards practice in the aquatic setting and that it
is incorporated in with your Emergency Action Plan. The topics should be used as aids
when practicing, and are not meant to replace full CPR training. Make sure that every
person on the lifeguard staff has a current CPR certification.
Two relatively new technologies to the aquatic safety field are AEDs and
Supplemental Oxygen. These are not intended to replace traditional CPR and rescue
breathing, but if used correctly as a part of your Emergency Action Plan, will greatly
increase the chances of survival in life-threatening emergencies.
AEDs, or Automated External Defibrillators, are more widely found in many
highly populated areas such as airports and malls. In some areas of our country, AEDs
are the standard of care in aquatic and fitness centers; it is reasonable to expect that they
will become the universal standard of care in the foreseeable future. Supplemental
Oxygen is also becoming more widely used in aquatic facilities. The YMCA
recommends making both of these devices available, but requires anyone who will
administer care to be certified in their use. If your facility incorporates AEDs and
Oxygen, be sure that all lifeguards are certified to use both, and that they maintain their
level of knowledge through practice.
AEDs:
In the aquatic environment, there is the potential for a number of life threatening conditions,
including drowning, heart attacks, and Sudden Cardiac Arrest (SCA). SCA kills up to 350,000 victims in
the United States every year, often shows no warning signs and can lead to death in a matter of minutes. A
victim of SCA is identifiable by the immediate loss of pulse, blood pressure, and consciousness. No matter
what the reason, if you determine a victim to have no pulse, the AED should be utilized in conjunction with
CPR. In 1990, the AHA developed the “Chain of Survival”, a set of four crucial steps necessary to the
rescuing a victim of sudden cardiac arrest.
1.
2.
3.
4.
Early access to medical care (Activate your EMS)
Early administration of CPR
Early defibrillation
Early institution of advanced cardiac life support, including intubation and
drug therapy
In an emergency in your facility, the lifeguards are responsible for administering the first 3 steps of this
chain. The greater speed at which they perform, the greater the chance of survival. The victim’s chance of
survival declines 10% with every minute that passes. In a case of sudden cardiac arrest, only defibrillation
can restart a victim’s heart. CPR is necessary to circulate oxygenated blood to the victim’s vital organs, but
the AED is essential. Statistically, the chance of survival depend on the care given and the speed at which
it is given:
Type of Care
Chance of Survival (%)
No Care
0
No CPR and delayed defibrillation (after 10 min.)
0–2
CPR within 2 min, but delayed defibrillation
2–8
CPR and defibrillation within 8 min.
20
CPR and defibrillation within 4 min., paramedic
43
help within 8 min.
Make sure that the lifeguards are familiar with these statistics and with the “chain of survival”.
All staff should know the location of the AED and its use should be part of your Emergency Action Plan.
When using an AED near the water, be sure to move the victim away from the water or any puddles (at
least 6 feet is advised) and to dry the victim’s chest thoroughly before administering a shock. When
training CPR, incorporate the AED every time so that its use becomes routine.
Supplemental Oxygen:
Life-threatening medical emergencies are usually accompanied by low tissue oxygen levels (not
enough oxygen to tissue and organs). If this progresses, the brain will begin to die first, with other organs
following. Additionally, low oxygen levels to the heart may lead to cardiac arrest. This is why rescue
breaths must be given as quickly as possible to a victim, such as a drowning victim, that is not breathing.
To greatly increase the level of oxygen administered, supplemental oxygen should be used immediately,
every time rescue breathing or CPR is performed. However if there is a delay retrieving and setting up the
oxygen unit, rescue breathing should be performed until it is ready.
Supplemental oxygen should be used for any life threatening condition that arises, whether the
victim is conscious or not. Practice different first aid and rescue scenarios with the lifeguards and be sure
they know when to use supplemental oxygen. Have all the equipment in a readily available and known
location and incorporate its use into your emergency action plan.
In-service topic #6 – Lifeguard Communication
The lifeguard is always a part of an emergency response team. This includes his or her fellow
lifeguards as well as support staff and EMS that are involved in your facility’s EAP. It is essential that the
lifeguards can effectively communicate with each other, guests, management, and emergency services
personnel. This will speed up rescues, minimize confusion during elements that require timing such as two
rescuer CPR, and will allow for information to be conveyed accurately and concisely to EMS when a call is
made.
Classroom Activities:
Discussion: Discuss the common communication that must be used by the lifeguard.
This will be specific to your facility, but include any language, hand signals, whistle
signals, or other types of communication that are used. Be sure everyone is familiar with
your uniform signals. Practice scripts for quickly and effectively communicating in
emergency situations. What information do you give when you call for help? What
information is communicated to the guests via PA system?
Drill: Demonstrate the need for (and difficulty of) effective communication. Divide your
guards into teams of two. Situate each team so that the members cannot see their
teammates, but can hear them (opposite sides of a wall, or object). Give the first team
member a completed Lego assembly of your design. Try to use many different types of
blocks and colors. The second team member is given the pieces that are needed to
assemble your design. The first teammate must give instructions to the second on how to
build the design. Time the teams to see which can assemble the design fastest (and most
accurately). Have the fastest team explain what methods they used to convey
information. Have the slower teams explain what troubles they had in communicating.
Discuss how the same principles can be applied when lifeguarding or during rescues.
Pool Activities:
Drill: Practice rescue skills in teams of two or three. Choose skills that require timing,
coordination, and teamwork such as 2 lifeguard rescues, extrications, spinal injury
management, and CPR. However, in the rescues, no guard is allowed to act unless told to
do so specifically by one of the other guards. The guards also must do exactly as they are
told. For instance in a spinal injury situation, the guard on land must instruct the guard in
the water to do an in-line stabilization and to bring the victim toward the wall. The guard
in the water must tell the guard on the pool deck to get the backboard and how and when
to maintain control of the victim on the board. Avoid general terms (instead of telling a
guard to “call EMS”, the guard must be told to “use that phone and dial 9-1-1. Tell the
dispatcher that…”) Evaluate after the rescues what methods were used for
communication and what obstacles were faced. Discuss how these obstacles can be
overcome in a real situation. Finish the drill by incorporating as many guards as possible
into a full rescue and resuscitation scenario fully using the EAP. Make sure EMS is
called, universal precautions are taken, the AED and Oxygen are used, the crowd is
controlled, etc. Again, no guard may perform an action until told to by another. This
should produce a very hectic and confused situation the first time it is performed.
Discuss any problems and repeat the drill until it is running smoothly and no steps of the
EAP are left out.
Drill: Black-out CPR. Start with two or three guards blindfolded on the deck with a
manikin. Put sets of gloves for each, a rescue mask, an AED trainer, and an Oxygen
setup all within reach. Instruct them to perform whatever actions are necessary on your
prompts. Be sure to cover obstructed airway management, rescue breathing, and CPR
scenarios. The guards will have to communicate well with each other as well as perform
very deliberately in order to provide appropriate care. For instance, the guards will not
be able to eye the location for chest compressions. They will be forced to feel along the
edge of the ribcage to the xiphoid process and measure from there (The correct way).
They will also have to coordinate their efforts so as not to run into each other during
exchanges. Discuss afterwards how their actions and communication differed from
normal CPR practice. What did they learn? This drill not only works on communication,
but strongly reinforces CPR skills (if your guards can correctly perform CPR blindfolded,
they should have no trouble in an audit or real life situation).
Review:
Discuss what the lifeguards learned from the drills. Do they think they communicate effectively? How can
they get better? What are the important details to give when describing an emergency situation to the
EMS? Return to some of these drills when training other rescue skills such as extrications, spinal injuries,
or CPR. Being able to examine a situation, break it down into its basic elements, and communicate them to
someone else will greatly expand the lifeguard’s understanding of the situation.
In-service topic #7 – Spinal Injury Management
A spinal injury is one of the worst injuries that can occur at an aquatic facility. In
a spinal emergency, even slight movement of one vertebrae or disc could pinch or shear
the spinal cord. Once the spinal cord has been damaged, it cannot be repaired. Injured
guests suspected of having a spinal injury require the immediate care of medical
professionals, but as is the case in all aquatic emergencies, it is the lifeguard’s
responsibility to give the highest level of care to the victim until the medical
professionals arrive. This means that the lifeguard must not only monitor the vital signs
of the victim, provide first aid, and perform resuscitation if necessary, but must do so in a
fashion that minimizes movement. This will limit the possibility of further harm.
Classroom:
Discussion: Lifeguards should understand the nature of the spine, and the importance of
maintaining stabilization of a victim of a spinal injury. These basics are included in most
lifeguard manuals, but more information can be gained from other sources if desired.
Discuss the characteristics of a spinal injury. First, what caused the injury? In pools,
most spinal injuries occur:
- At the shallow end, in a corner, or where the pool bottom slopes from shallow
to deep water
- Where someone strikes a floating object
- At a guest’s first visit to the facility
And spinal injuries most often occur due to:
- A headfirst entry into shallow water
- A fall from a height
- A water slide or diving board accident
- A water entry from a height
A person having suffered a spinal injury may have:
- Head, neck, or back pain, loss of balance, or difficulty breathing
- Loss of body movement below the injury site
- Tingling or loss of sensation in the extremities
- Bumps, bruises, or deformations on the head, neck, or back
- Altered consciousness, seizures, or fluid or blood in the ears
- Complete or partial inability to move the arms and legs
A victim may also:
- briefly swim or struggle at the surface before submerging
- hang on to the side of the pool or exit the water holding his neck or head
- be unable to exhale forcefully enough to clear water from the airway, even
when conscious
A spinal injury incident may include any number of these incidents, or possibly, none that
you can determine. Due to the serious nature of the injury, if you suspect a spinal injury
for any reason, activate your EAP immediately and begin care. For every guest that has
sustained a serious head injury, proceed as if he or she has a spinal injury.
Drill: It is important to perform spinal injury rescues when the circumstances indicate
that a spinal injury has occurred. It is also important to not waste valuable time in a
rescue when there are no signs of spinal injury or when more important actions must be
taken immediately. For instance, if you were to discover a submerged victim in deep
water with no diving board, it is not likely a spinal injury. For a victim that is not
breathing, rapid extrication and resuscitation are the top priorities. Be sure that the
lifeguards can identify which situations require spinal management and which ones do
not. Make up note cards with descriptions of accidents and ask the guards to determine
what actions must be taken. If any disagreements arise, discuss why each guard thinks a
particular action should be taken and determine the appropriate course of action.
Pool:
Discussion: Examine the pool and the surrounding area with the guards. Discuss which
areas are the highest risk areas for spinal injuries. Discuss what actions need to be taken
in these areas, if any. Are there adequate no diving signs in the shallow end, for example,
or are their handrails on the diving boards or water slide stairs? Do any of these areas
need to be guarded more closely?
Discussion: Discuss the skills that are needed for fast and efficient spinal management.
These not only include teamwork and communication, but good skills, treading ability,
and stamina, especially in deep water rescues. Make sure the guards know where the
equipment such as the backboard and head immobilizer is and that they know how they
should be stored. Make sure they know how the equipment must be prepared for a spinal
injury situation, and how the EAP works in this instance.
Drill: For perfect spinal injury management, the basic skills must be practiced
continuously throughout in-service training. The most important skill for deep-water
spinal rescues, as well as aiding non-spinal rescues, is the rotary kick tread. The rotary
kick, or “eggbeater” kick, provides the strongest and most stable treading position for the
lifeguard. Unlike a breaststroke or scissor kick, the guard will not bounce in the water as
they kick. This is very important in keeping the spine of the victim as motionless as
possible. Hold races or relays between guards using the rotary kick. Do a set with the
guard treading in each direction, facing the same way. Do a set without using hands,
carrying a brick, and then towing a victim using the head-splint technique. After a set of
each, the guards should be fairly tired. Have the repeat the sets using a rescue tube
underneath their armpits. This should be significantly easier. Remind the guards why
they always should utilize the rescue tube.
Drill: Incorporate the practice of spinal rescues into your training along with other
scenarios. Some points to address are:
- Make sure the guards take all precautions to ensure that the victim’s spine is
not moved. This includes a waveless entry and approach stroke, proper in-line
stabilization from the rescue to backboarding, and good communication
between the guards so that the stabilization is not lost when transferring
control.
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The victim may be either conscious or unconscious in a spinal injury. The
guard should talk to the victim if conscious. Ask qualifying questions about
how the accident happened and if the victim has any areas of pain, tingling, or
numbness. Try to make the victim more comfortable by explaining what is
being done during the backboarding.
If the victim is unconscious, the airway and breathing should be checked
immediately. If the victim is not breathing, they must be extricated
immediately and rescue breathing or CPR begun. The guards should take
care not to move the spine, but it is more important that the victim receive
rescue breaths.
The rescue tube can be used to assist both in the rescue and in the
backboarding. In the rescue, the guard can keep the tube under his armpits
between himself and the victim while maintaining the vice grip. The tube
should not be placed under the victim, as the buoyancy can move the spine.
During backboarding, the tube can be placed under the end of the board to
keep it horizontal on the surface of the water.
If CPR is necessary be sure the guards can perform the jaw thrust method to
open an airway as opposed to the head tilt/chin lift which causes too much
movement of the neck. Also, practice CPR with a victim already strapped to
the board on the pool deck. Procedures must be adapted slightly. For
instance, the victim’s head cannot be turned to the side when clearing an
obstructed airway. After abdominal thrusts have been given, the victim,
strapped to the board, must be carefully rolled.
Practice with different size victims. The procedure for backboarding a 6 foot
250 pound man will differ from a 4 foot 80 pound child. Be sure your guards
can make the proper adjustments in technique.
Review:
The lifeguards should be as comfortable performing a rescue, extrication, and CPR in a spinal injury
situation as they are in any other situation. Practice regularly, making sure every aspect of your EAP is
incorporated. This includes activating the EMS, crowd control, communication, AED and Oxygen use, and
reporting the incident. Make sure every guard practices the different responsibilities so that they are
comfortable with whatever they may need to do. A spinal injury should be managed as well as any aquatic
emergency you may face.
In-service topic #8 – Aquatic First Aid Review
The lifeguard, as a first responder, must be prepared not only to perform water
rescues and CPR, but also must be ready for an assortment of both serious and common
medical incidents. Your lifeguards should already be certified in first aid as their
certifications either include it or require it. Just like rescue skills and CPR, this does not
mean that they do not need to practice it regularly. The medical emergencies that you
will see depends on the type of facility you have. All pools will have their share of cuts,
scrapes, and bruises, but it is unlikely that at an indoor pool you will encounter as many
bee stings as you will at an outdoor facility. Adjust your practice so that it focuses on
what you will most likely encounter, but don’t completely disregard the less common
injuries. At any point you could be faced with a heart attack, an epileptic seizure, a
severe burn, or even an indoor swarm of bees. The lifeguards need to know how to react
in any situation.
Classroom:
Discussion: Take a moment to quickly review common first aid with the lifeguard staff.
Each lifeguard manual includes a section on first aid, and more information can be found
in other first aid manuals. Give more attention to injuries and emergencies that are
common in an aquatic facility. These include, but are not limited to:
- Scrapes, cuts, and bruises
- Bleeding (internal and external)
- Shock
- Hyperthermia
- Hypothermia
- Allergic reactions/anaphylactic shock
- Asthma
- Diabetic emergencies
- Epileptic seizures
- Bites and stings
- Fainting
Drill: Divide the lifeguards into teams of two. Begin asking questions in a “game show”
format of your choosing (be creative). Give the guards a set of symptoms. The first team
to respond must have one team member accurately identify the injury or ailment. The
second member must then describe the proper treatment. If either member is incorrect,
another team will have a chance to answer. This drill can also be changed however you
see fit. The guards may be given an injury and have to describe symptoms or be given
the treatment and have to identify the injury and symptoms.
Pool:
Discussion: Evaluate the potential areas for injury in your facility. For instance, where
are cuts and scrapes more likely to occur (on concrete, stairs, or sports equipment), and is
there an area of greater risk for animal bites or stings (by wooded areas)? Is there any
way to address the issues you find now, so that injuries can be prevented? Go over the
locations of your first aid supplies, and determine if there are any supplies lacking. Is
there anything new that should be bought for the first aid kits? For anything missing,
such as an eye patch, what else can be used as a substitute (sterile gauze and tape)? Be
sure the lifeguards know how to incorporate first aid care into the EAP, and for which
injuries EMS must be activated.
Drill: Create a set of cards with specific injuries and emergencies. Give at least one card
to each lifeguard. Each lifeguard must then draw the name of a fellow lifeguard out of a
hat. The lifeguard that is picked must act out the symptoms on the card, and the lifeguard
that has drawn the name must provide the appropriate care. This includes calling EMS if
necessary, controlling any crowd activity, and properly caring for the victim. Vary the
injuries on the cards so that they range from nosebleeds to heart attacks. You may also
combine symptoms. A victim with a cut may faint, and a victim that is bleeding severely
will need to be treated for shock. Also, vary the location of the injuries across the
facility. Not all injuries happen on the pool deck or in the meeting room. Many injuries
also occur in the water, and may necessitate a rescue. Some emergencies will result in
the need for CPR. Make a number of cards to cover a range of emergencies. Have the
lifeguards use the facility’s first aid supplies (or at least retrieve them) so that they are
comfortable with the location.
Review:
Discuss the first aid practiced. Which emergencies were the most troublesome? What
was done to overcome obstacles such as a lack of the correct supplies? How did the
lifeguards react and adjust to changing situations? What can be changed and practiced
next time? Go over your EAP and decide if any changes need to be made in order to
manage emergencies involving first aid better.
In-service topic #9 – Emergency Action Plan
In an emergency situation, lifeguards must perform their duties correctly, quickly,
and in coordination with one another. There is no time for guessing, confusion, or
forgetting a necessary action. Your facility needs a specific plan of action for all
emergency situations. Your lifeguards need to practice this plan so that they know every
step automatically. The life of one of your guests may depend on how well you and your
lifeguards can execute the emergency action plan.
Classroom:
Discussion: Go over your facility’s emergency action plan. If your plan involves the
assistance of staff other than lifeguards, it may be necessary to schedule an in-service that
the other staff can attend. It is important that you have a basic plan for aquatic and
medical emergencies as well as alternate plans for different types of emergencies. For
instance, an indoor pool will need procedures for evacuation and an outdoor pool will
need a specific plan for severe weather emergencies. This in-service topic will focus
primarily on the aquatic emergency action plan, but it is important to incorporate a
similar plan when practicing or discussing other plans. Make sure that your EAP covers
all steps that need to take place, including but not limited to:
- Activating EAP
- Calling EMS
- Survey of the scene
- Rescue
- Zone coverage
- Equipment retrieved and prepared
- Universal precautions taken
- Crowd control
- Reports completed
- Evaluation and corrective action
Drill: Make note cards with a different step of the basic emergency action plan on each
one. Hand one card to each lifeguard. The guards must then work together to put
themselves in order so that all the steps are taken. If they are not in the correct order, the
guards must decide whom to move until they are in correct order.
Drill: Make note cards with all the different specific steps of the emergency action plan
for different emergencies. Include steps for spinal injuries, first aid, CPR, water rescues,
and anything else you want to include. Divide the lifeguards into teams of two, three, or
four, depending on the size of your group and the number of guards that usually works
together. Give each group a specific emergency situation. The guards must then collect
all of the cards they will need for their EAP and divide them among the group so that
each person has the cards that indicate the steps that they would perform. The individual
must then put his or her cards into the correct order. When complete, the team must
present their EAP in the correct order, with the tasks divided appropriately. Remember to
make enough cards for the actions that all teams must take (make more than 1 “activate
EMS” card).
Pool:
Discussion: Go over the steps of your emergency action plan to make sure the guards
know how the plan operates and where important equipment and information are located.
Go over the change in zone coverage that occurs when one lifeguard must leave the stand
and the procedure for clearing the pool if more must help. Make sure the emergency
phone numbers are posted and that the location of all rescue and first aid equipment is
known to the staff. Determine if any changes should be made before practicing.
Drill: Using the emergency action plan cards from the second drill in the classroom, have
each team perform the plan as they planned it. After completion, have the teams rotate
the tasks that they must perform so that each guard performs all the steps. After this,
have the teams exchange plans with one another and perform the plans that they did not
prepare.
Drill: Practice full-scale scenarios with the staff. Have one lifeguard choose an
emergency at random. This lifeguard will be the primary rescuer. Choose two or three to
be secondary rescuers, and some to be support staff. Try to simulate the regular
operating staff of the facility. Assign the rest of the guards as swimmers, parents, or any
other normal user of the facility. Assign one (or more) to play the victim, and simulate
the emergency. The lifeguards acting as rescuers should not know the identity of the
victim(s) or the situation. This can be combined with the scanning drill mentioned in
topic #1. Upon identifying the victim, the primary guard must activate the EAP and
coordinate the other guards. Evaluate how ell each set of guards does responding to a
scenario.
Review:
Evaluate how well the EAP was performed in each scenario. What obstacles did each
team face, and how did they work to overcome them. Are there any changes that need to
be made in the facility to make the EAP work better? Keep communication open
between the guards and management in order to address issues that may arise that could
affect the EAP.
In-service topic #10 – Conditioning
The skills demanded of a lifeguard require that the guard maintain a high level of health and
fitness. In an emergency, the guard will have to react quickly, with a few seconds to a few minutes of
strenuous activity. Proper health and fitness levels will allow the guard to stay alert and will provide the
energy and ability to respond to emergencies when necessary. In order to maintain a high fitness level, the
lifeguard should exercise regularly, and incorporate rescue specific skills into the training. This includes
swimming with the head up, treading water using the rotary kick, swimming underwater, and incorporating
the rescue tube. These skills should be the focus of a lifeguard’s training regiment, which should also
include support exercises both in the water and on land.
Classroom:
Discussion: Review the system your facility uses for lifeguard conditioning. The
program should be regularly performed (at least once a week), and should build upon
itself incrementally to increase strength and fitness. Encourage lifeguards to train
together for support. This training can be done either before or after working hours or
during long enough breaks. Workouts should not be done while the guard is on duty,
either in the stand or down. Be sure to include essential skills in the workout.
Example:
- Minimum 500 yd, to include warm-up/cool-down
- 50 yd heads up (2x freestyle, 2x breaststroke)
- 2 x 50 yd approach stroke with tube
- Rotary kick 5 minutes (hands up) straight or 3 minutes with brick
- Recover manikin (or brick) 3 times in deep water, kick to opposite side of the
pool with manikin or brick
The workout should retain the same basic form and skills, as above, but should become
more difficult as the guards’ fitness increases. It may also incorporate new skills
depending on the fitness level and swimming ability of your lifeguards.
Example:
- 200 yd warm-up alternate fly/free, back/free, breast/free, and free/free
- 2 minute rest
- Pyramid: 100 yd free, 150 yd free, 200 yd free, 150 yd free, 100 yd free
- take 15 seconds rest after each swim
- 2 minute rest
- 6 x 25 yd approach stroke sprint
- 10 seconds rest after each sprint
- 2 minute rest
- 100 yards rotary kick with a kickboard in the vertical position sideways (i.e.
as much resistance as possible)
- 2 minute rest
- Retrieve the diving brick or manikin from the deep water, then rotary kick
with it for 1 minute, drop and retrieve again.
- Repeat 3 times with 30 sec. rest between sets
Be creative when designing workouts, and try to vary the exercises. Have each lifeguard
discuss the activities they do besides working as a lifeguard. Encourage each to
incorporate at least one athletic activity or period of exercise into their routine each day.
Pool:
Drill: Although the majority of conditioning work needs to occur outside of in-service,
time can be used to go over conditioning principles, stroke technique, and fitness during
the in-service. Run a full workout, of a level that you believe to be appropriate for the
guards. Make sure the guards have the fundamentals of the strokes correct, are timing
themselves correctly, and are taking the full amount of rest between sets. You will have
the opportunity as well to time the guards, give splits on laps, and be more active in the
training regiment.
Drill: If you don’t have time to run a full workout during each in-service, be sure to
incorporate an activity that relies on fitness. Hold relay races between guards, a 15minute distance swim, or sprints at the end of the in-service. This will allow you to help
the guards with swimming skills and technique, to gauge the overall level of fitness of the
guards, and to know which guards have not been sticking to the training program.
Drill: Vary your in-service activities to be both fun and fitness intensive. Water Polo is
an activity that does this as well as reinforcing rescue skills such as heads up swimming,
treading, communication, and teamwork. The exact rules do not have to be held to, and
the teams do not have to be the correct size. The correct type of ball does not have to be
used, and if you do not have goals, the teams can place the ball on the opposite deck for a
goal. For a 5-10 minute interval during the game, switch a brick for the ball. The brick
has to be handed to teammates to pass and placed on the opposite wall to score. If the
brick is dropped to the bottom, the opposing team must perform a feet-first surface dive
and retrieve the brick to continue play.
Review:
After a conditioning based in-service, discuss with the guards the importance of continuous fitness training.
Encourage other ideas for both workouts and in-service activities that focus on conditioning. What skills
need to be worked on more than others? Have the guards arrange times that they will meet to train. If
possible, try to have a supervisor present to coach conditioning workouts.
In-service topic #11 – Beyond the Rescue
In the event of an emergency at your facility, the responsibility of the lifeguard staff does not end
with the rescue or first aid. Even after the victim has recovered, been taken home, or been transported to
the hospital, the lifeguard still has important duties to fulfill. These duties may include filling out the
appropriate reports, dealing with the media, controlling a large crowd, checking the equipment, and
evaluating the incident and the facility. The emotional result of an emergency on a lifeguard can also be
significant. It is important for your staff to be aware of the potential for personal distress following an
emergency.
Classroom:
Discussion: Discuss with the lifeguards the steps in your Emergency Action Plan that must take place after
the rescue. Normally, this should first include filling out an accident or incident report as quickly as
possible. The report should include all important information with as much detail as possible. These
reports could be used later for legal reasons, so it is important that the lifeguards describe accurately what
has happened. An accident report should be filled out any time first aid is administered, including any
rescue. An incident report should be filled out for any other occurrence that requires the attention of a
lifeguard. Some discretion must be used here. An incident report does not need to be filed every time a
guard tells a child “no running” or if a guard has to deal with an angry parent. One should be completed,
however, if a child’s parents are asked to remove a child from the facility or if the police are called to deal
with a very angry parent. Incident reports should also be filled out for theft, abuse, or other occurrences
that are reported.
Discussion: After any emergency, the entire staff needs to be brought together to discuss the incident and
evaluate the procedures, the emergency action plan, and the facility. These debriefings should be similar to
the review after each in-service, with the basic questions: What did we do well, what did we do badly, what
can be changed, what are we going to do next? In this case, the staff will be dealing with a real emergency
and not practice drills. Check to see if any rescue equipment needs to be repaired or replaced. Evaluate the
safety of the facility and the attentiveness of the lifeguards. Is there anything that can be done to prevent
similar emergencies in the future? Give the discussions after in-service the same level of seriousness that
would apply in the case of a real emergency.
Discussion: In lifeguarding, stress can be a large factor before, during, and after a rescue. During the day to
day activity of a lifeguard, stress and tension can be a good thing. This will help keep you alert, vigilant,
and tuned to the signals of distress in a swimmer. During the performance of a rescue, stress is inevitable.
Reacting to a life or death situation is inherently stressful, and this cannot be avoided. What is important is
how the lifeguard reacts to the stress. A lifeguard cannot be overwhelmed with stress in an emergency
situation and freeze, get confused, or forget procedures. The best way to overcome this is through constant
practice. A guard can easily overcome stress in a rescue situation if they are trained, practiced, and can
identify problems and make decisions automatically. After an emergency, especially one in that a death or
severe injury occurred, a lifeguard may experience a high level of debilitating stress known as Critical
Incident Stress. The lifeguard staff, whether involved in the emergency or not may need the assistance of
professional services. Locate what services are available in your area for Critical Incident Stress debriefing
and management (check with firefighters, police officers, and rescue workers) and if possible, arrange for
someone in the field to give a presentation at your in-service.
Pool:
Drill: Practice scenarios and rescue skills as usual, but continue the drill past the rescue. Have the
lifeguard(s) fill out accident or incident forms by questioning the victim, witnesses, or family members
(you will have to assign these roles). During a scenario involving 3 or 4 lifeguards, have the others
observe. After the emergency practice is complete, the observing guards must evaluate the performance
and make recommendations, as in a true debriefing.
Drill: Include a number of non-water rescue drills in your scenarios. Include land-based first aid, disruptive
guests, emergency evacuation, or any other possible occurrences at your facility. Observe how your guards
adapt to situations that they have not been formally trained for and observe how well they use their
lifeguard skills to adapt.
Review:
Discuss how the lifeguards can use the skills they use in lifeguarding outside of the facility. These skills
include teamwork, communication, leadership, and preparedness. What skills from outside of lifeguarding
can they use at work? Although stress is a necessary part of the lifeguard’s job, it can be unhealthy to carry
the stress at all times. Discuss stress relieving activities the guards can use on their own.
In-service topic #12 – Character Development
The YMCA’s mission statement is “to put Christian principles into practice through programs that
build healthy spirit, mind, and body for all”. A YMCA lifeguard, no matter what his or her certification, is
a both a representative of the YMCA, one who must deliver this mission, and a recipient, as the lifeguard
program promotes these ideals to the lifeguard. A lifeguard position requires more responsibility, training,
focus, and skill than most jobs filled primarily by younger people. It is important to reinforce these
principles in the lifeguards so that they can take these values with them when they continue on into life.
Classroom:
Discussion: In all YMCA programs, the prime objectives are to help participants:
- grow personally by developing their self-esteem and self-reliance;
- strengthen positive values;
- improve their personal and family relationships by learning to care,
communicate, and cooperate with others;
- appreciate people of different ages, abilities, races, religions, cultures,
incomes, and beliefs;
- become better leaders and supporters by learning to work toward a common
goal;
- develop specific skills through growth in spirit, mind, and body; and
- have fun
Discuss how the lifeguard program incorporates these objectives and how they have
benefited the lifeguards. Discuss what the lifeguards can do to help these objectives
reach the guests at the aquatic facility.
Discussion: What personal characteristics are needed of a lifeguard? The YMCA
believes in imparting the values of caring, honesty, respect, and responsibility. Discuss
how the lifeguards have used each of these characteristics at work, and why they are
necessary to achieve the YMCA’s objectives mentioned above. Also discuss why these
characteristics are essential in the lifeguard’s ultimate responsibility, aquatic safety.
Pool:
Drill: The exercises and drills that you regularly practice already reinforce positive
personal characteristics. These include responsibility, communication, self-reliance, and
teamwork. Reinforce these by stressing their importance. Have the lifeguards practice
communicating in a variety of situations. Not only will they have to communicate with
others, but also they will have to enforce the rules of the pool, speak to large crowds, and
get very important messages to the guests. First, practice rule enforcement. Important
elements of rule enforcement are:
- Be consistent when enforcing rules. This means enforcing the same rule, the
same way, every time.
- Enforce rules uniformly. Remember that the rules apply equally to all of
your guests.
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Use a positive approach. Instead of telling a guest what not to do, inform
them of the rule, why it is important, and what they must do to correct the
action.
- Remember the “Golden Rule”. Treat all guests the way you would like to
be treated, with respect.
- Know where the rules are posted. The posted rules reinforce your authority
and it is your responsibility to know all of them. Refer guests to them if
necessary
- Refer problems to your supervisor. If you have a continuous problem with
a child, or if an older guest argues with you over a rule, seek assistance from
your supervisor. It is his or her job to help you with rule enforcement. This is
especially important if you are watching the pool, as you cannot allow
yourself to become distracted.
You may want to run scenarios that require rule enforcement in addition to your rescue
scenarios. Mix them in so that the guards do not know which they must do. You also
may want to practice crowd control, especially if you have a large facility. You can
either run a scenario or give each guard a note card with the details of an incident written
on it. The guard must then communicate the important information to the group. When
speaking to a large crowd, the guards should remember to:
- Keep calm
- Speak loudly and clearly
- Give precise, simple directions
- Speak with authority
Evaluate the guards on how well they perform this. Remember that whenever the guards
are speaking to guests, one on one or as a large crowd, they are representing the YMCA,
and must keep a professional appearance as well as keeping in mind the values of the
organization.
Review:
The lifeguards must all act at times as individuals, members of a team, and as team leaders. Make
sure the guards can act appropriately in any of these roles. Vary your drills so that guards have to work
alone at times, and in groups others. Rotate the guards so that each one has an opportunity to be the
primary rescuer, the secondary rescuer, or other support staff. Make sure that they act accordingly. The
support staff should not be controlling a rescue. On the other hand, the primary rescuer must be willing to
accept help from others. Give the lifeguards a greater chance for leadership than they normally have. Give
them greater responsibilities such as leading in-service training and workouts, or scheduling maintenance
hours. Reward good work with praise, recognition, and promotion if desired. Remember that you and your
staff are working cooperatively toward the common goal of aquatic safety and the fulfillment of the YMCA
mission.
In-service topic #13 – Missing Person Search
Whether your facility is an open waterfront, an outdoor pool, or an indoor pool, it
is important to have a procedure in case of a missing person emergency. This procedure
will vary greatly on the type of facility you operate, the number of lifeguards on duty, and
the number of people that are present. A missing person can often be a child that has
wandered off and cannot be found by the parent, but because of the hazard posed by the
water, every missing person report must be taken seriously.
Classroom:
Discussion: Discuss your facility’s procedure in the event of a missing person report.
This will vary greatly with the size and type of facility. In a clear water pool, on-duty
lifeguards constantly monitor the water, from bottom to surface. In a brown water
facility such as a lake or river, anyone beneath the surface cannot be seen. If a missing
person is reported, the lifeguards must:
 Activate Emergency Action Plan...blow whistle, air horn, etc.
 Clear the water of swimmers... gather them together and remove them from the
waterfront or deck
 If you have a P.A. system, make an announcement for the situation. Often the
person does not know they’ve been reported missing
 Check other areas for the missing child (bathrooms, cabins, play areas, boating
area, etc.)
 Concurrently begin a water check (i.e., do not await verification that the child is
truly missing). In clear water this can be done visually. In brown water, perform
the following:
 shallow water check (water up to about chest deep)
 net search (use an upside-down volleyball net dragged along
bottom)
 keep the net tautly stretched, with the net's header tape on the
bottom
 walk through the zone swiftly but systematically, overlapping
search swathes
 deep water check (volleyball net method sometimes can be used from a
dock)
 use goggles, mask, and fins; use minimum of 2 people, more if
available
 go down together, systematically covering one end to the other
 repeat as needed, extending into non-swimming areas
Decide in advance a length of time after which EMS will be called. If the person is found
in the water before this time, activate EMS immediately and perform the appropriate
rescue and care. If the person is found, and does not require medical assistance, the EMS
response can be cancelled. In any instance, fill out the necessary reports after the
incident.
Pool:
Discussion: Locate areas in which a person, especially a child, could become missing.
These areas include bathrooms, locker rooms, classrooms, playgrounds, or wooded areas.
In your EAP, these areas should be the first checked on land, after the water has been
fully searched. Determine the amount of time it should take to fully search your facility.
In a brown water site, the search of the swimming area should be completed in less than
three minutes. The rest of the area can be searched after this. If your aquatic facility is
connected to or a part of any other buildings such as gymnasiums or campgrounds,
coordinate your search plan with the staff from the other areas.
Drill: Practice your missing person emergency action plan by physically going through
each step and searching the entire premises. Time the search. Is the time more or less
than you had expected? How can you modify the plan to make the search faster? Try
different patterns and search orders both in the water and out to develop the best plan for
your facility.
Drill: Incorporate missing person scenarios into your practice. One way is to hide a
dummy on the grounds prior to the in-service. You may elect to place the dummy in or
out of the water. When the guards arrive, report to them a missing child and let them take
over. Time how long it takes for them to organize, search, and find the dummy. You
may also do this with no hidden dummy and time the search of the entire facility. How
quickly did the guards react and search? Compare this time to previous practices. Is
there anything that could have been done better, or were there any areas missed in the
search?
Review:
A missing person emergency is always a serious matter, and requires a lot from a
lifeguard staff. They must be trained and practiced in the search procedure, able to
coordinate themselves and others into a search team, and be able to effectively
communicate to the parents of a missing child and to staff and guests assisting in the
search. It is especially important to have the lifeguards practiced in these skills in larger,
more crowded, and brown water facilities. This doesn’t mean that it can be ignored in a
smaller setting such as a 6-lane 25-meter indoor pool. Although the water can be
searched very quickly, a missing child is likely an unsupervised child who is at a higher
risk of an accident or injury.
In-service topic #14 – Waterfront Lifeguarding
Each in-service training session must address lifeguarding in a manner that directly relates to your
specific aquatic facility. In a waterfront facility such as a lake, river, or ocean, the physical characteristics
of the facility will make the task of aquatic safety more difficult. The distances may be greater between the
lifeguards and the swimmers. The decreased water clarity may make it impossible for the lifeguards to see
below the surface of the water. Weather conditions, marine life, and natural hazards may pose a greater
threat to the safety of the guests. A waterfront facility may adapt any of the in-service training topics
described here to fit its needs, but may still require a more specific level of training. This in-service topic is
intended to address the issues specific to the waterfront facility.
Classroom:
Discussion: A lifeguard at a waterfront may require a higher level of fitness and training
than a lifeguard employed at a pool. Although every lifeguard must maintain a level of
fitness that allows him or her to perform the duties of the job, a lifeguard at a waterfront
may have greater physical demands placed upon him or her. This may include swimming
greater distances, or at greater depths, covering a greater distance on land from the
lifeguard stand to the water, and using different equipment such as row boats or rescue
boards. Discuss with the guards what physical demands are required of them. Does the
current conditioning program incorporate all necessary skills? If necessary, design a
training plan for your facility with the guards. If your facility utilizes a row boat or
rescue board, be sure to incorporate practice with this equipment. Also include adequate
running, swimming, and strength training.
Drill: Be sure that your guards are familiar with the specific layout of your facility. Give
each guard a piece of paper and a pencil (the paper may have a map of part of or the
entire waterfront, including the area not included in your facility, or may be blank).
Instruct each guard to first outline or draw the boundaries of the aquatic facility. This
area falls into the lifeguard’s direct responsibility. Instruct the guards to then mark the
swimming boundaries, the position of the lifeguard stands, the location of the rescue
equipment, and the communication device for EMS. Instruct the guards to include any
other important information specific to your facility. Collect the papers and determine
the accuracy of each. Discuss what elements had been forgotten or misplaced. Return
the papers and ask the guards to identify any potential safety hazards. When complete,
have the guards bring the papers with them when you move to the waterfront.
Waterfront:
Discussion: Evaluate the facility using the diagrams the lifeguards have drawn. Is the
facility marked so that the swimming areas, deep water, lifeguard stations, EMS
communication device, or any other important features are easily identifiable both to the
lifeguards and the guests? If not, what needs to be changed? Have each lifeguard point
out the safety hazards that were identified on paper. Discuss how these hazards can be
eliminated or reduced. Discuss common environmental factors present in your facility.
Include currents, tides, weather conditions, dangerous animals, or sanitary concerns.
Discuss how these can be either monitored properly or eliminated. How can the guests
become more familiar with these risks?
Drill: Practice using rescue equipment specific to your facility such as watercraft and
rescue boards. Break the lifeguards into teams of four. Start a basic relay. The first
guard must blow the whistle, descend from the stand, and run to the water where the
second guard is waiting. To exchange, the incoming guard must give the rescue tube to
the outgoing guard who must put it on to proceed. The second guard must swim to the
third guard, the third must paddle the rescue board to the fourth, and the fourth must pilot
the watercraft to the finish. Vary this drill as necessary, and rotate the position of each
guard in the relay. The teams may either race each other directly or may be timed.
Repeat the same drill, but in reverse, and with a victim. The first guard must make a
reaching assist from the watercraft and transport the victim to the second guard. The
second guard must make a rescue with the rescue board and paddle the victim to the third
guard. The third guard must make a rescue using only the rescue tube, and tow the
victim to shore. The fourth guard must bring the victim to a safe position on land. This
can be either an assist or drag. For a more advanced drill, have all four guards convene
on shore when the fourth guard takes control of the victim. All four guards must then
perform a spinal extrication or CPR on the victim to complete the relay.
Drill: Go over your facility’s missing person search plan. Refer to the in-service topic
#13 for more information if you have not practiced your plan recently. Before your
guards arrive, place a number of items submerged in the swimming area along with one
manikin. Inform the guards that there is a submerged victim that must be found. The
guards will have to employ shallow water and deep-water methods to search for the
manikin. In deep water, they will need to use the mask, snorkel, and fins to effectively
determine what object they find. After they find the manikin, and perform whatever
rescue measures you determine to be necessary, have the guards continue their search for
the rest of the items.
Drill: First, discuss what methods you use for guest surveillance. This may include
testing and marking of swimmers for skill level, the buddy system and buddy checks, or
swimmer counting. Assign one or two lifeguards to be “on-duty” and the rest to act as
guests. Assign one “guest” to simulate a drowning, distressed swimmer, or any other
incident that the “on-duty” guards must respond to. Make sure that the “on-duty” guards
employ the proper methods of guest surveillance so that the incident is identified and
responded to quickly.
Review:
Although the environment may make the duties of a waterfront lifeguard more
challenging, the same basic principles for safety apply. Pro-active lifeguarding is crucial
to preventing accidents before they happen, competence in skills and techniques ensure
that the lifeguards can confidently perform their duties, and a well practiced Emergency
Action Plan will allow a fast and effective response to an accident. Make sure that the
staff is ready for any type of emergency in your aquatic facility. Coordinate the plan with
the local EMS service, park services, or other local authorities so that your staff can work
effectively with them in case of emergency. Also, be sure to keep the guests informed of
any changes that come up in your facility. The natural waterfront aquatic facility is
subject to far more variability in risk factors than is an indoor or even outdoor pool.
In-service topic #15 – Water Recreation Attractions
Water recreation attractions are becoming increasingly more popular in YMCA aquatic facilities
both indoor and outdoor. These attractions may include water slides, zip lines, wave pools, or spraying
water features, previously found almost exclusively in water parks. As YMCAs change and incorporate
new attractions, the lifeguards must change as well, and adapt to the increased risk that accompanies these
attractions. If your facility has a water attraction, old or new, it is important to understand the potential
dangers of the attraction and how to deal with any emergency or incident that may arise. Practice involving
the attractions will make your guards confident in any situation involving the attraction.
Classroom:
Discussion: The operation of your facility and emergency action plan will differ greatly
depending on the number and types of attractions you have. Identify which features in
your facility classify as water recreation attractions. This could range from a 40-foot
slide, to a 4-foot slide. It may be a current channel or kiddy play area. Examine the daily
maintenance required and standard operation of each attraction. How many lifeguards
are required on each attraction? What maintenance must be performed, and how often?
How often do the attractions need to be safety tested? If you are unsure about any aspect
of the operation of your attractions, contact the manufacturer immediately. Be sure the
lifeguards are aware of all operational aspects of the attractions.
Discussion: Discuss the risks that are associated with each attraction. For a water slide,
one of the most common attractions, the greatest hazards are for impact injuries such as
bruises, cuts, and scrapes. Although the majority of these will be minor, the guards must
be prepared for more serious injuries such as broken bones, severe bleeding, and head,
neck, or back injuries. Water slides also have the potential to draw non-swimmers or
children with poor skills. A child will likely be drawn to a water slide without
considering the depth of the catch pool. For this reason it is very important to swim test
and mark children accordingly. Smaller children or swimmers with weaker skills may
also become caught in a hydraulic at the end of a slide. A hydraulic is the strong
downward flow of water from the end of the slide to the catch pool. The force of this
current can knock a guest off balance or hold a non-swimmer under the water. Water
slides, especially those that end in a free fall from a height, can increase the chance of a
dry drowning. Dry drowning, or asphyxiation, is caused when water makes contact with
the epiglottis and causes it to close over the airway. This prevents air from entering the
lungs, and the guest suffocates. If a guard sees a guest choking or having a gagging
reaction, the guest should be removed immediately from the water. If the reactions stop,
and the guest is breathing without any difficulty they may be released. If the reaction
does not stop, or the victim loses consciousness, call EMS immediately and begin airway
management procedures.
Pool:
Discussion: Examine your water recreation attractions for safety and sanitation issues.
Slides should have no sharp edges or protruding objects. The water should be flowing
properly. For all attractions that have water that is turned on or off, be aware of the
potential for bacteria growth when the system is turned off. While bacteria are usually
destroyed during normal patron use hours when chemical injection systems are operating
and are of appropriate size, once the water circulation system is shut off or slowed down,
some bacteria proliferate. This is especially true in the water spray features of many
devices. When the water feature pumps are restarted the next day, a large volume of
bacteria is released by aerosolization into the air. Contact the manufacturer of the
equipment if you have any questions about cleaning or maintenance. Identify any areas
that hold a greater risk for accidents, and discuss what could be done to prevent
accidents. Discuss how rules and regulations for the ride are communicated to the guests.
Drill: Practice scenarios that involve the use of your water recreation attractions. Practice
common incidents such as first aid at the top of the water slide or rescues at the bottom.
At kiddy play areas, it is common to have older children playing roughly around the
younger children. Be prepared to deal with this situation. Practice more difficult skills
such as spinal management in challenging areas such as the bottom of a water slide where
the space is restricted, in moving water, or in extremely shallow water. The basics
remain the same, but adaptations must be made to deal with the more challenging
features of the attraction. It is important to know how all of your features operate, so
practice is essential. In a catch pool for a water slide, for example, it is important to
know where the areas of calmest water are in order to perform in-line stabilization. In a
current channel or lazy river, the victim must be stabilized with the head toward the
current to reduce movement. In extremely shallow water, or in a narrow slide run-out,
extreme care must be taken, as the water will not support the victim. Practice often to
determine the best procedure for your specific water attraction.
Review:
A water recreation attraction can be a big selling point for your facility. It can also cause
increased risk of accidents and injuries if not properly maintained, operated, and lifeguarded. In this
respect it is no different from any other aquatic feature of your facility. Be aware of the risks, be pro-active
in preventing them, and have your staff ready to react in case of an incident. Practice regularly and
incorporate local EMS or other staff that may have a role in the emergency action plan involving your
recreation attraction.
In-service topic #16 – Special Situations
The lifeguard staff must be ready to deal with any type of situation that arises in
the aquatic facility, from the common stubbed toe to the emergency medical incident that
we hope never happens. The lifeguards must also be ready to encounter incidents that are
not medically related, and again can be either commonplace or extremely rare.
Lifeguards must enforce the rules of the facility to prevent accidents and must
communicate in a friendly manner with the guests. This is a difficult task when dealing
with guests that are disabled, causing a disturbance, do not respect the authority of the
lifeguards, are violent, or under the influence of drugs or alcohol. Special events such as
swim meets and birthday parties held by outside users of the facility also pose a greater
safety risk to the facility and may cause difficulty in enforcing the rules. As a YMCA
employee, a lifeguard must also be aware for the potential of child abuse in the aquatic
environment. This includes knowing how best to prevent it, how to identify signs of
abuse, and the procedure for reporting possible abuse incidents.
Classroom:
Discussion: Discuss the standard method of rule enforcement for your facility. For
instance, how do the lifeguards tell a child to not run on the pool deck? Do they yell
“walk!” or “no running!” or do they blow the whistle and summon the child to them for
an explanation of the rules? Is there a consistent form of punishment for repeated rule
breakers such as a time out, a talk with the manager, or a suspension from the facility?
Determine the best methods for rule enforcement to be used uniformly by all your guards.
Consistency by the staff will support your authority in enforcing rules. Discuss how the
staff must adapt when dealing with guests with disabilities. This includes hearing
disabled, vision disabled, mentally disabled, or guests with other physical disabilities.
How will the guards get the attention of a deaf or blind child? How will they explain the
rules to a mentally challenged guest? What special consideration must be given to
physically disabled users? Identify the best ways to deal with situations such as these and
identify any known guests with disabilities or special situations.
Discussion: How must the lifeguards adapt the procedures for enforcing rules when
dealing with troublesome guests such as guests under the influence of drugs or alcohol,
disruptive guests, or guests that will not respect the authority of the lifeguards? The short
answer should be to refer the problem to the manager or supervisor. This should be done
in any situation in which the lifeguard has trouble dealing with the guest. The lifeguard
needs to be aware of how to deal with these guests before the supervisor is summoned or
available. In a situation that is potentially violent or may endanger the safety of the
lifeguards or other guests, both the supervisor and the police should be called.
Discussion: Discuss the special events that are common in your facility. Swim or dive
meets are common, and involve a great deal of supervision, crowd control, and
professionalism. In this case, your facility is the venue for a public sporting event, and
the lifeguard staff must promote the professional image of the YMCA. The event itself
must be guarded closely as the sports themselves hold inherent risks. Meets for youth
teams will bring a large number of children to the facility that are not familiar with your
rules. In many cases the individual parents of each child will not be present. This
atmosphere leads to a larger outbreak of rule breaking and safety risk. It is important to
strongly enforce the rules and not let the situation get out of control. Discuss the best
methods for doing this without seriously disrupting the event taking place. Also common
are parties held by guests that are not regular users of the facility. These groups may
consist of children or adults, and it is likely that they will not be aware of all of the rules.
Some adult groups may have alcohol present, or children may bring flotation devices that
your facility does not permit. Before any group begins its party, it is a good idea to hold
a quick information session. Introduce yourself, the supervisor, and the lifeguard staff.
Explain all of the rules, and explain the job of the lifeguard in enforcing them. Make sure
the guests respect the authority of the lifeguards and know to direct any problems to you.
Pool:
Drill: Examine your facility and determine what locations are accessible for disabled
guests and what equipment you have to aid them. Divide your lifeguards into pairs. One
lifeguard is blindfolded, and the other must give the “blind” guest an orientation of the
pool. Discuss what the guard must do to help the “blind” guard have a safe and enjoyable
time. Discuss what additionally can be done to ensure safety, such as an extra guard
positioned to watch the zone. Remember that the guards may not treat a disabled guest
differently than a normal guest or deny them any services or freedoms that are available
to a normal guest. For instance, you cannot restrict a disabled guest from a section of the
pool because of their disability. (You can, however, deny them access to a section such as
the deep end if they cannot swim). Switch the guards so that each has a turn leading and
experiencing the role from the guest’s side. Try the drill with other disabilities. Have
one guard explain the rules without talking or with the guest wearing earplugs. If you
have a wheelchair, incorporate it.
Drill: Practice speaking to large groups with your lifeguards. Assign one or two guards
as the speakers. The rest of the guards take the role of the guests. Give a scenario card or
explain a scenario to the speakers that they must communicate to the guests. Include
what the topic is, what details are known, and to what group the lifeguards are speaking.
Do not put down every piece of important information and add some information that is
either unnecessary or should not be communicated. The guards should not simply read
the card, but should use the information they are provided with to communicate the
important information in an effective manner. For example, a card may read:
A tornado warning has been issued in the county of your pool. You have cleared
about 25 swimmers from the pool. Some are preparing to leave, others want to
know why the pool has been closed.
Other topics may include speaking to outside parties, speaking to the guests in an
emergency, or speaking to a group of parents after an event has been cancelled. Try to
use situations that may occur in your facility. Change the guards and the topic so that
each gets a turn with a different situation. When each speaker or group of speakers is
finished, evaluate the announcement and determine what was done well and what needs
to be done better.
Child Abuse Identification and Prevention:
The increasing incidence of reported child abuse has become a critical national concern. The
reported incidence of physical abuse, sexual abuse, and neglect has tripled since 1980. It is a special
concern of the YMCA because of the organization’s role as an advocate for children and its responsibility
for enhancing the personal growth and development of both children and adults in all YMCA programs.
The aquatic facility and aquatic programs both can lend themselves to be environments for abuse. The
following guidelines can be used by the lifeguard staff to help to both prevent and identify signs of abuse:
-
In order to protect YMCA staff, volunteers, and program participants, at no time during a
YMCA program may a leader be alone with a single child unobserved by other staff. For the
lifeguards, they should not be alone with a child, unobserved, at any time.
- YMCA staff and volunteers will not discipline children by the use of physical punishment or
by failing to provide the necessities of care, such as food or shelter. YMCA staff or
volunteers will not verbally or emotionally abuse or punish children. For the lifeguards, be
sure to have in place a strict protocol for the enforcement of rules, such as a time out or
reporting to the supervisor. Do not allow the guards to independently or creatively give
punishments.
- Any report or sign of abuse is to be reported to the lifeguard’s supervisor immediately.
For more information, the YMCA of the USA has developed a Child Abuse Prevention Training manual.
Make sure the staff is familiar with it, and if possible, schedule a time for the lifeguards to receive a formal
training in abuse prevention.
Review:
As with rescue skills and medical care, the lifeguards must practice communication with guests
and be ready for any special situation that might arise. This will allow your guards to act in a professional
manner in any situation. Include practice of special situations regularly in your scenarios and encourage
feedback from the staff on any situations that occur that have not been planned on.
In-service topic #17 – Basic Pool Management
The lifeguard’s primary responsibility is to ensure the safety of the users of your
aquatic facility. The great majority of this is taken up by vigilantly and proactively
scanning the swimming area. The rest of the time includes more mundane tasks such as
maintenance, cleaning, and helping the aquatic director with any other tasks necessary to
run the facility. Although practicing any of these tasks does not directly help with
lifeguarding skills, it is still an essential part of the job. In-service should not focus on
these tasks often, but reviewing the correct methods for performing these tasks can help
your facility to run in a more efficient manner. This can be very useful if your facility
has recently hired a number of new lifeguards. In-service can also provide a time for the
lifeguards to become familiar with the aquatic director’s role in staffing, supervision, and
internal auditing.
Classroom:
Discussion: Discuss with the lifeguards the primary job functions of the aquatic director.
Ask them exactly what they think the job entails, and inform them of any differences
between their perception of the job and the actual requirements of the position. Review
the chain of command at the association, from the lifeguard, through the aquatic director,
to the branch and association directors. Explain how the aquatics program must operate
as a part of the whole, and how aquatics can help to further the mission of the YMCA.
Discussion: Prior to the in-service, videotape a number of your lifeguards in the stand on
duty for a couple of minutes each. Try to do this without their knowledge. If you have a
previous audit tape, you may use it as well. Try to have enough segments to show both
poor and good examples of a lifeguard’s professional appearance. Give each lifeguard a
set of aquatic quick check cards, or any other form you use for internal audits. As they
watch each segment, instruct them to fill out each card. Collect the cards, rewind the
tape, and go over each segment again, discussing what is observed. Pay close attention to
any area that is heavily disagreed upon and determine what element causes the debate.
Debate the element and try to come to a consensus. When you have finished reviewing
the tapes, explain what you, as the supervisor are looking for in these tapes and when you
are on deck. The lifeguards should begin to look for these characteristics in themselves
and their fellow lifeguards.
Pool:
Drill: Identify a number of routine, but important tasks that must be performed regularly
at your facility. These may include water testing, filter cleaning or pump backwashing,
sweeping or vacuuming the pool, or cleaning the deck. Assign a senior lifeguard in your
staff to lead a group on one topic. They must demonstrate the correct way to carry out
the procedure, give the others in the group a chance to perform it, and take any questions
that are asked. Divide the rest of the lifeguards into groups and have the groups rotate
through the stations so that they can attempt each type of duty.
Drill: Distribute your safety inspection and maintenance report to each lifeguard.
Individually, or in small groups, instruct the lifeguards to evaluate the facility and to note
anything that needs to be fixed or any safety hazards that must be addressed. When
finished, compare all reports to see what needs to be addressed. Evaluate how thorough
each guard or group was in their inspection. Identify areas or equipment that should be
checked every routinely every time a guard is at the facility.
Review:
During breaks or down time is the best time for maintenance to be performed.
Make sure that the guards are never performing secondary duties when they are guarding
the swimming area. Encourage an open dialogue between the aquatic staff and the
aquatic directors so that issues of safety and operations can be communicated easily.
Keep issues of recent aquatics trade magazines available for guards to look through
during breaks or down time. This can lead to an increased interest in aquatic safety as
well as new ideas on how your facility can be at its best.
In-service scenario #3 – Submerged Victim Recognition/Rescue
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
fairly crowded with a number of different activities taking place. As the lifeguards rotate,
they maintain vigilance of the pool. In a location of the pool, there is a submerged victim
(manikin). It is unknown to the guard who discovers the victim how long they have been
underwater. After the guard has identified the manikin, a pre-assigned guest should
submerge and take the place of the manikin so that the rescue can be performed on a
person.
- Equipment needed: manikin, rescue equipment, AED, supplemental oxygen.
- Lifeguards needed: at least 2
- Victims needed: manikin plus 1
- “Guests” needed: represent normal use of facility
- Alternatives: Have the victim respond to different levels of treatment. They may
gain consciousness once out of the water, or after the AED use. They may have a
pulse but not be breathing.
In-service scenario #1 – Active Victim Rescue
Lifeguards are on duty, in the stand, watching the activities of the swimmers. A
number of children at the pool for a birthday party are playing near the deep end of the
pool. A boy paddles over on an inflatable raft to join them. As he nears them, one of the
children swims under the raft and pushes up, flipping the boy off the raft. As the boy
surfaces, he tries to grab the raft, but it has floated out of reach. The boy is vertical in the
water, thrashing his arms, but not kicking. The boy’s body is low in the water, and his
face has trouble staying above the surface of the water. He looks panicked. The other
children in the water do not respond to him.
- Equipment needed: rescue equipment, inflatable raft.
- Lifeguards needed: at least 1.
- Victims needed: 1
- “Guests” needed: at least 1
- Alternatives: Instead of a raft, another flotation device may be used, or the victim
may enter the water via a diving board, lane rope, or push.
In-service scenario #2 – Passive Victim Rescue
Lifeguards are on duty, in the stand, during lap swimming. There are very few people in the pool,
all swimming steadily back and forth in separate lanes. One of the older swimmers, in the middle of a lap,
begins to experience severe chest pain, and is unable to move. The guest cannot move the head above
water and loses consciousness. The other swimmers do not notice the situation and continue swimming.
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Equipment needed: rescue equipment, AED, supplemental oxygen.
Lifeguards needed: at least 2.
Victims needed: 1
“Guests” needed: any number.
Alternatives: Have the victim respond to different levels of treatment. They may
gain consciousness once out of the water, or after the AED use. They may have a
pulse but not be breathing.
In-service scenario #4 – Multiple Victim Rescue: Together
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
fairly crowded with a number of different activities taking place. A child who is unable
to swim enters the deep end of the pool and begins to struggle. Before the lifeguard can
respond, an adult sitting by the side of the pool jumps in to try to save the child. The
adult is not a strong swimmer, and is grabbed around the neck when he reaches the child.
The adult struggles and is unable to support the combined weight.
- Equipment needed: rescue equipment
- Lifeguards needed: at least 2
- Victims needed: 2
- “Guests” needed: represent normal use of facility
- Alternatives: The victims may either remain on the surface or submerge. They may
require different levels of treatment out of the water.
In-service scenario #5 – Multiple Victim Rescue: Separate
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
fairly crowded with a number of different activities taking place. A swimmer doing laps
gets a cramp in the calf and needs assistance to make it out of the pool. The first
lifeguard responds. As the pool is cleared, or in the commotion of the rescue if the pool
is not cleared, a child who has been holding a lane rope in the deep end is knocked off
and cannot regain hold. The child struggles for 10-20 seconds barely able to keep the
head above water, then submerges.
- Equipment needed: rescue equipment
- Lifeguards needed: at least 2
- Victims needed: 2
- “Guests” needed: represent normal use of facility
- Alternatives: The second victim will need treatment relative to time spent
submerged. If the second guard reacts quickly, the victim may be active, if not, they
will be passive.
In-service scenario #6 – Multiple Guard Rescue
Lifeguards are on duty, in the stand, during normal use of the pool. The pool has
been rented out for an adult barbecue and party. Although it was explained in the rules
before the party that alcohol was not allowed, a few guests had been drinking anyway,
unknown to the lifeguards. A number of adults, after a number of drinks, are in the pool
playing a game. One gets pushed, slips down the slope to the deep end and is unable to
regain footing. He begins to panic and thrash excessively. As the lifeguard approaches
the victim, he poses a threat to the safety of the guard. The other guests attempt to assist
the lifeguard but only hinder the rescue.
- Equipment needed: rescue equipment
- Lifeguards needed: at least 2
- Victims needed: 1
- “Guests” needed: at least 3 – 4
- Alternatives: The victim may be in shallow or deep water.
In-service scenario #7 – Spinal Injury – Shallow Water
Lifeguards are on duty, in the stand, during normal use of the pool. A man walks
along the pool deck and decides to take a dive, either not realizing, or not caring that the
water is only 3.5 feet deep. He strikes his head on the bottom and temporarily loses
consciousness. He floats to the surface, and cannot move.
- Equipment needed: rescue equipment, backboard, AED, supplemental oxygen.
- Lifeguards needed: at least 2
- Victims needed: 1
- “Guests” needed: any number
- Alternatives: The victim may surface either face-up or facedown. He is conscious,
but may complain of various symptoms such as pain in the neck, numbness, or
tingling in the hands and feet.
In-service scenario #8 – Spinal Injury – Deep Water
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
fairly crowded with both normal users of the pool and children from an outside day camp.
A number of children are jumping, diving, and playing in the deep water. As one child
jumps in the pool, he lands on the head of another child who is swimming underwater.
The child who was swimming loses consciousness and remains unconscious during the
rescue.
- Equipment needed: rescue equipment, backboard, AED, supplemental oxygen.
- Lifeguards needed: at least 2
- Victims needed: 1
- “Guests” needed: any number
- Alternatives: Have the victim respond to different levels of treatment. They may
gain consciousness once out of the water, or after the AED use. They may have a
pulse but not be breathing.
In-service scenario #9 – Missing Child Search
Lifeguards are on duty, in the stand, at a lakefront camp. There are a number of
swimmers in the swimming area, and many on the land and surrounding area. A child
approaches the lifeguard and tells him that he has just returned to the lake from the
bathroom, and cannot find his assigned “buddy”. If asked, the boy replies that he left his
“buddy” in the lake when he left. There should be a manikin placed underwater to
represent the victim. A guest should take the place of the manikin when found for the
rescue portion.
- Equipment needed: rescue equipment, AED, supplemental oxygen, volleyball net.
- Lifeguards needed: at least 2, should be as many as are normally present
- Victims needed: manikin
- “Guests” needed: represent normal use of facility
- Alternatives: Place the manikin in different locations in the water, or hide the
manikin in an area on land.
In-service scenario #10 – Special Situation: Seizures
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
fairly crowded with a number of different activities taking place. A guest that they are
aware has health problems including seizures enters the pool. The guards know of the
condition, but it has never occurred in the past at the pool. After a few minutes of
swimming, the guest loses consciousness and submerges. A guest nearby alerts the
lifeguard, and helps the victim to the surface. The victim is rigid, shaking, and not
breathing.
- Equipment needed: rescue equipment, AED, supplemental oxygen.
- Lifeguards needed: at least 1
- Victims needed: 1
- “Guests” needed: at least 1
- Alternatives: Have the victim respond to different levels of treatment. They may
gain consciousness once out of the water, or after the AED use. They may have a
pulse but not be breathing.
In-service scenario #11 – Respiratory and Cardiac Emergency: Adult
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
occupied primarily by adult lap swimmers. One swimmer, an elderly man, stops
swimming in the middle of a lap, and clutches to the lane line. He is struggling for air,
and can barely hang on to the line.
- Equipment needed: rescue equipment, AED, supplemental oxygen.
- Lifeguards needed: at least 1
- Victims needed: 1
- “Guests” needed: any number
- Alternatives: The victim may either retain or lose consciousness once removed from
the pool. If unconscious, they may respond differently to treatment in order to vary
CPR drills.
In-service scenario #12 – Respiratory and Cardiac Emergency: Infant
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
fairly crowded with a number of different activities taking place. A guest holding an
infant in her arms summons the lifeguard. She is panicked and screaming for help. The
lifeguard notices that the infant is motionless and blue around the lips. Use an infant
manikin to simulate the infant
- Equipment needed: rescue equipment, supplemental oxygen.
- Lifeguards needed: at least 1
- Victims needed: 1 infant manikin
- “Guests” needed: at least 1
- Alternatives: Have the victim respond to different levels of treatment. They may
have a pulse but not be breathing, or have no pulse.
In-service scenario #13 – Respiratory and Cardiac Emergency: Child
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
fairly crowded with a number of different activities taking place. A number of children
are having a snack outside of the pool. One boy runs up to the lifeguard to tell him that
something is wrong with another child. The lifeguard sees one child bent over in his
chair fall unconscious. When the guard reaches the victim he is not breathing.
- Equipment needed: rescue equipment, AED, supplemental oxygen.
- Lifeguards needed: at least 1
- Victims needed: 1
- “Guests” needed: at least 1
- Alternatives: Have the victim respond to different levels of treatment. They may
gain consciousness once out of the water, or after the AED use. They may have a
pulse but not be breathing.
In-service scenario #14 – First Aid and Water Rescue
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
being used primarily for competitive swim practice. During sprints, one of the swimmers
attempts a flip-turn, but is to close to the wall. As her feet flip quickly toward the wall,
her heels both strike the wall forcefully. The swimmer grabs her feet, and can stay afloat,
but cannot make it to the wall or climb out under her own power. A large amount of
blood is in the water, and the heels continue to bleed heavily once the victim is out of the
pool.
- Equipment needed: rescue equipment, first aid supplies (gauze, bandages, tape, etc.)
- Lifeguards needed: at least 1
- Victims needed: 1
- “Guests” needed: any number
- Alternatives: Other bleeding injuries may be used on different areas of the body.
In-service scenario #15 – First Aid on Land
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
crowded, and a number of children are using the diving boards. They have been diving
for a long time, and the diving boards have become very wet. One child jumps off the
board, climbs out of the pool, and sees that there is no one yet in line for one board. He
runs to the board, climbs up two steps, but slips on the third and falls backward. He
braces the fall with his arm, which he lands on awkwardly. He rolls over, holding his
arm in pain. When the lifeguard arrives, it is noticed that the bone has broken, and is
protruding through the skin.
- Equipment needed: First aid supplies (gauze, bandages, tape, sling, etc.)
- Lifeguards needed: at least 1
- Victims needed: 1
- “Guests” needed: any number
- Alternatives: The method and type of injury may vary. Sever bleeding may also be
present.
In-service scenario #16 – First Aid and Rescue: Water Slide
Lifeguards are on duty, in the stand, during normal use of the pool. There are two
guards properly watching the water slide. One is on top, dispatching guests, the other is
on the bottom watching the guests as they exit the slide. The guard at the top is waiting
for the signal from the guard at the bottom to send another rider. A child at the top does
not wait for the dispatcher and jumps into the slide. The first slider is a weak swimmer,
and has a difficult time swimming away from the hydraulic current coming off the end of
the slide. Before the guard at the bottom can assist the first rider, the second lands on the
neck of the first. The second rider hops slowly to the side complaining of an injured
ankle. The first becomes submerged under the end of the slide.
- Equipment needed: rescue equipment, backboard, AED, supplemental oxygen, first
aid supplies.
- Lifeguards needed: at least 2
- Victims needed: 2
- “Guests” needed: any number
- Alternatives: The specific injuries and the levels of consciousness and breathing can
vary on the guests. Simulate the incident so that the two victims do not actually
make contact.
In-service scenario #17 – Disruptive or Violent Incident
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
crowded with a high school graduation party at the beginning of the summer. The
atmosphere at the pool has been chaotic with a large number of guests, many of who do
not know the rules and many who have disregard for them. The lifeguards have had to
talk to a number of guests who have been pushing others, roughhousing, and acting in an
unsafe manner around the pool. In one incident, a guest is pushes another in, and is
pulled in himself. The two argue for a minute in the pool before they begin throwing
punches and wrestling. One begins bleeding from the nose.
- Equipment needed: rescue equipment, first aid supplies
- Lifeguards needed: at least 1
- Victims needed: 0
- “Guests” needed: at least 2
- Alternatives: The disruptive guests may fight outside of the water, and the incident
may involve more than two combatants.
In-service scenario #18 – Severe Weather
Lifeguards are on duty, in the stand, during normal use of the pool. It is a hot
afternoon, and the weather stated that there is a chance for thunderstorms. Clouds roll in
quickly, and the sky becomes overcast. A few sounds are heard that may be thunder, but
it is difficult to tell due to the noise in the pool and from the outside. A lightning strike is
then seen, followed shortly by obvious thunder. Many guests immediately leave the pool,
some disregard the lightning, and others, swimming laps, did not see or hear anything.
The storm grows quickly as the guard attempts to clear the pool.
- Equipment needed: Whistle, communication equipment if used
- Lifeguards needed: at least 1
- Victims needed: 0
- “Guests” needed: as many as possible
- Alternatives: Thunderstorms, tornadoes, wind, or hail may all be used. Incidents and
accidents may occur when clearing the pool that could require a rescue or first aid.
In-service scenario #19 – Special Situation: Disabled Guest
Lifeguards are on duty, in the stand, during normal use of the pool. A parent
approaches the guard with her son, who is blind. The child is old enough to be at the
pool unaccompanied by an adult. The parent will be at the pool, but will be watching
other children as well and wanted the lifeguards to be aware of the situation. She asks
what the staff can do to make her son acquainted with the pool and safe while there.
- Equipment needed: blindfold
- Lifeguards needed: at least 1
- Victims needed: 0
- “Guests” needed: at least 2
- Alternatives: Other disabilities may be used.
In-service scenario #20 – Normal Operation
Lifeguards are on duty, in the stand, during normal use of the pool. The pool is
fairly crowded with a number of different activities taking place. Nothing out of the
ordinary takes place. Some guests may break rules that need to be enforced. Observe
whether or not the guard reacts to an incident that is not a dangerous one. Use this
scenario to keep the guards honest, and make sure they know that they must always be
ready, not just when they think something will happen.
- Equipment needed: rescue equipment
- Lifeguards needed: at least 1
- Victims needed: 0
- “Guests” needed: as many as possible
- Alternatives: This scenario works well when used near the time of the submerged
manikin scenario.
Sorbets (Fun Activities)
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Football Drills
o Have guards run in place in knee/thigh deep water
 1 whistle = lay on stomach
 2 whistles = get up and run in place
 3 whistles = roll to the right
 4 whistles = roll to the left
AW-OO-GA
o Have guards line up on wall in water facing the deck with hands on the deck
 1 whistle = push up onto wall with arms
 2 whistles = back into water and relax
 3 whistles = push up half way
 4 whistles = get all the way out of the water, turn around, yell “aw-oo-ga”,
hit E-stop and compact jump
 5 whistles = grab partner by linking arms and get out of the water
together and aw-oo-ga etc.
Shoulder-Rubs
o Have everyone get in circle everyone give the person in from of them a shoulderrub
Look Down, Look Up
o Have guards stand in a circle facing the center with shoulders touching, looking
down
o When you say “look up”, everyone has to look up and look at another person’s
face
 If 2 people are looking at each other, they are both out
 Everyone else stays in and closes in the circle
o Then say “look down”…etc
o The last 2 people win
o Additional Rules: you cannot look at the same person twice in a row
Eye Contact
o Have guards pick a partner they don’t know very well
o Have them sit facing each other in a line with feet together holding hands
o When you say “go” have them look at each other in the eye without looking away
o Rules: no talking, no laughing, no smiling… anyone who does is out
o Tell them that this is to get them used to making eye contact for public relations
Chuck the Chicken
o Break the guards into 2 teams
o One team lines up (heel-to-toe) with the a rubber chicken at the front of the line
o The other team huddles into a clump and selects one “runner” to run around the
huddled group
o When you say go, team one starts to pass the chicken over the shoulder of the
first person, then under the legs of the second person, then over the shoulder of
the next person, etc. until the last person in line gets the chicken. Then, the last
person yells “Chuck the Chicken!” and throws the chicken as far as he can
(within the boundaries set). This group then huddles and their runner starts to
run around them.
o While the first group is passing the chicken, the runner runs around the group as
many times as they can. Each lap is worth one point. When they hear “Chuck
the Chicken!”, they run to where the chicken is, and line up and start to pass the
chicken.
o The process continues for a few rounds (until you want to stop) and the team
with the most points wins.
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NOTE: Warn the guards to be careful, as people tend to get roudy!!! Also, for an
added bonus, this can be played in water, such as the wavepool.
Freeze Tag
o Appoint a few people to be “it” to tag the others
o Once you are tagged, you have to stand with your legs apart and your hands on
your head
o To unfreeze someone, you have to swim through his or her legs
Drowning Victim Tread
o Have guards get to where they can all tread but not touching each other
 1 whistle = regular treading
 2 whistles = tread as high as possible (chest out of water)
 3 whistles = go under water for 4 sec
 the next time increase to 6 sec, then 8 sec, and finally 10 sec
o NOTE: Guards will be tired! Have them get to an edge, then explain to them that
this is what a drowning victim feels like, and why they should swim quickly to
respond to a distressed guest
Rescue Tube Tug of War
o Put a rescue tube between 2 people and the guards hold onto the tube
o The guard who pushes the other to the wall first wins
o NOTE: It’s actually more of a “push of war”
1,2,3 Name Game
o After you have gone through everyone’s names, split group in half
 Put one group on each side of the room with their backs to each other
o Bring two people to the center back to back
o Say “1,2,3”, they turn around, and 1st one to say the others’ name wins
o Keep eliminating and bringing the winners against each other.
 Remember to mix the people up
Lifeguard Scrabble
o Throw the letter balls into the pool
o Break the group up into teams
o Only one person from each team may be in the water at a time, and can only
retrieve one ball at a time
o The teams have to make lifeguard-related words with the letters
o 1 pt per letter is received for each correct word
Pass the Lifesaver
o Break the guards into 2 teams
o Give each person a toothpick, and have them place it in their mouths
o Place a lifesaver on the toothpick of the first person in line
o They must pass the toothpick all the way down the line
o First team to get it down the line wins
 If they drop the lifesaver, they have to start over
o NOTE: this game can also be played using fruit (oranges, apples, bananas)
except there are no toothpicks and they have to pass it without using their hands
Treading Water Duck Duck Goose
o Play Duck Duck Goose, but instead of sitting in a circle, they are treading in a
circle
o When the Goose is chosen they have to swim around the circle to catch the
person who is “it”
Back to Back
o Split group into pairs
o Have each pair sit back to back on the ground, linking arms
o The object is for them to stand up without using their hands
o Expand to 4, 8, then 16 people if possible
Hula Hoop Line Pass
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Split the group into 2 teams
Have the teams line up holding hands (Red-Rover style)
Place a hula hoop in the hand of the person at the beginning of each line
Teams must race to see who can pass the hula hoop down the line quickest
without letting go of hands
Name Action Syllables
o Have group sit in a circle
o Each person must make up a simple action for each syllable in their first name
 I.e. “Susan” has 2 syllables, so she grabs her ear on “Su”, then grabs her
nose on “an”
o After the 1st person goes, the 2nd person must repeat Susan’s then creates their
own
o The 3rd person does the first 2, then creates their own and so on… until the last
person in the circle does everyone’s and their own
Name Juggling
o Have the group form a circle
o You start with several balls (or other soft objects)
o You toss the first ball to a person across the circle from you while calling their
name
o This person tosses the ball to a 3rd person across the circle from him while calling
their name, who tosses it to a 4th, and so on… until it makes it to all people
around the circle
 This establishes a pattern, and everyone must remember who they threw
to
o Once the ball has made it to everyone in the circle, start the game again, but this
time as soon as the 2nd person gets rid of the 1st ball add a 2nd, 3rd, 4th, etc
Yurt Circle
o Have the group stand in a circle holding hands (tell them to get a good grip of the
person’s hand next to them)
o Have the members count off “1,2,1,2,1,2…”
o Then slowly, and in unison have the “1’s” lean in toward the center, while the
“2’s” lean outward
o With practice, the group should be able to switch back and forth in slow waves
o NOTE: You must have an even number of people for this to work. You can finish
up by telling them that a team depends on everyone, so if anyone was out of
balance or not pulling their weight, the whole circle would have fallen… just like
we succeed or fail as a team.
Alphabet Soup
o The object is for the group to form whatever letter you call out by lying on the
ground and forming the letter so that you could read it from above
 Every member must participate in every letter
o You can also split the group into 2 teams and see who can form all the letters of
the alphabet in order the quickest
Move It If
o Have everyone sit in a circle of chairs with one less chair than there are people
o The extra person is “it” and stands in the middle of the circle, and starts by saying
“Move it if…” and finishes the sentence creatively with things like “you have
brown eves” (must be a positive statement)
o Everyone who fits that description has to get up and find another seat, besides
the one right next to him
o The person left standing becomes “it”
o NOTE: A variation of this is to have everyone that fits that description must move
over one seat, even if they have to sit on another person’s lap. You continue
removing chairs, and the stacks grow.
Blob Tag
o Select 2 pairs, and have each pair hold hands
When you say “Go”, the 2 pairs chase the other players
 When a player is tagged, they add onto the chain that the 2 pairs have
started
 Once a chain reaches 4 people in length, it splits into 2 groups, each of
which begins chases the remaining people
o Play continues until all players are hooked onto a chain
o NOTE: Be sure to establish boundaries. An alternative is to not have the chains
split up, but to form 2 enormous blobs
Elbow Tag
o Have the group get partners and tell them to spread out
o The partners stand next to each other with linked arms
o Split up one pair, making one the “chaser” and one the “chasee”
o The chaser tries to catch the chasee before they link onto one of the pairs
 If the chasee hooks onto an available elbow before getting tagged, the
person on the opposite side lets go of their partner’s elbow and
immediately becomes the chasee
o NOTE: You can add more chasers and chasees to make it more intense.
Spider Web
o Establish boundaries and a goal line at each end of the playing area
o Have 2 “spiders” stand in the middle of the playing area, and the rest of the
players are “flies”, who stand behind one of the goal lines
o When the spiders yell “Come flies, come!” the flies have to get across the playing
area to the other goal line without getting caught by the spiders
o If a fly is tagged, they have to sit where they were tagged, and become stationary
spiders who cannot move, but can tag any fly that comes near them
o The game continues until there are only 2 flies remaining
Smaug’s Treasure
o Place a hula hoop on the ground, or make a circle with rope
o Place a “treasure” (i.e. a stuffed animal, etc) in the middle of the hoop/rope circle
o Have the group get in wide circle around the hoop
o Choose one person to be “Smaug” the dragon, whose job it is to protect his
treasure
o Smaug then calls forward potential “hobbits” by saying things like “Anyone with
braces”, etc
 If you fit the description, you must try to take the treasure from the hoop
with out getting tagged by Smaug
 If you are tagged, you must sit where you are since Smaug has turned
you into stone
o Smaug may chase any hobbit that fits the description, but is never allowed into
the hoop
o If a hobbit gets the treasure out of the hoop without getting tagged, they become
Smaug
This Is a What?
o Have the group sit in a circle
o You start with several objects (whistle, lanyard, hat, glasses, etc)
o You will pass the objects around the circle in this manner:
 You give the whistle to the girl on your left and say, “This is a whistle.”
 She takes it and asks “A what?”
 You say “A whistle”
 She asks again “A what?”
 You say “A whistle”
 She says “Oh, a whistle”
o Then she passes it on to the person on the side of her in the same way, but as
she starts, you pass her another object
o Continue until it gets too confusing and funny to continue
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NOTE: Once there a couple objects going around to the left, you can start
another couple going around in the other direction. Don’t worry about what to do
if the objects would cross, because it will never make it to that point!
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Serpent’s Tail
o Split the group into 2 teams
o Have each team form a line
 The person at the front of the line become the “head”, and the last
person becomes the “tail”
 Everyone holds onto the shoulders/hips of the person if front of them
o The head of each line is given a foam ball to try to hit the tail of the opposite
serpent
o If a tail is hit, that person is out, and the new end of the line is the “tail”
o The willing team is the one that lasts the longest before their whole body is
knocked off
Pass the Squeeze
o Have the group form a circle holding hands
o One person is chosen to be “it”, who stands in the center of the circle
o A person in the circle is silently designated to squeeze the hand of the person
next to them, who passes the squeeze on to the person on the side of them, and
so on
o The person who is “it” has to try to find and catch the squeeze
o The person who is caught squeezing becomes it
Human Herd
o Each person in the group picks a name of an animal out of a hat, but they do not
share their animal with anyone else
o Blindfold everyone
o The object of the game is for the animals to find their partners/groups within the
herd.
o NOTE: When making the animal names, make sure that there are at least 2 of
each animal.
Orange Pass
o Divide the group into two teams
o Each team must form a line
o The first person places an orange (or ball) under their chin and holds it there
without using their hands
o When you say “Go!”, they must pass the orange down the line without using their
hands
o If the orange is dropped, they must start from the beginning
o The first team to get the orange all the way down the line wins
Mingle Mingle
o When you say “Mingle, Mingle, Mingle…” (over and over again), the group walks
around in a tight group
o You yell out a number, and everyone must get into groups of that number
o Anyone without not in a group of that number is out
o Start saying “Mingle, Mingle, Mingle…” again, and continue the game until there
are 2 people left
o NOTE: To make it more fun, you can whistle the number of times you want them
to get into a group (i.e. if the number is 4, whistle 4 times).
People to People
o Everyone finds a pair and forms a wide circle
o One person is chosen to be “it” and stands in the middle of the circle
o “It” calls out a body part to another body part (i.e. “left hand to right leg”)
o Partners must follow the directions
o When “it” sees that it is getting too difficult, he yells “People to People”
o When everyone hears “People to People” they run to the center, find a partner,
and get back into the large circle
o The person without the partner becomes “it”

Evolution
o Everyone starts out as “eggs” rolling on the floor
o Each egg must find another egg, and play Paper, Rock, Scissors
 The egg that wins becomes a “duck”, and the other egg stays an egg
o Eggs have to roll around and find another egg to play against
o Meanwhile, the ducks have to waddle around quacking and finds another duck to
play against
 The duck that wins becomes an “ape”, the other duck reverts back to an
egg
o The game continues in this manner (with apes matching up with apes, ducks
against ducks, and eggs against eggs) until you become a “well being”
o Once you are a well being, you are a winner and can watch the fun.