BRONZE MEDALLION/CERTIFICATE II IN PUBLIC SAFETY (AQUATIC RESCUE)
LESSON PLAN
CHAPTER 1 – SAFETY AND WELLBEING
Chapter duration:
LEARNING OUTCOMES
Contribute to participative arrangements for the management of occupational health and
safety (OH&S)
• identify personal and environmental hygiene factors that contribute to a safe
workplace
• identify the types of costs associated with workplace illness and injury
• list management’s and members’ OH&S responsibilities
• define ‘duty of care’ in the workplace
• identify causes of accidents
• recognise, report and rectify where possible, hazards in the workplace
• follow workplace procedures and work instructions for controlling and reporting risks
• identify factors that contribute to a healthy lifestyle
Follow workplace procedures for hazard identification and risk control
• define when you should report OH&S issues to designated personnel
 define suitable methods of storing equipment
 demonstrate correct manual handling procedures
• list common sun disorders
• list preventative measures for sun safety for surf lifesavers on patrol
LEARNING STRATEGIES
 group exercise
 discussion
TOPICS
INTRODUCTION
SUGGESTED
TIME
5 minutes
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review induction
PERSONAL CARE/PERSONAL HYGIENE/
ENVIRONMENT HYGIENE
Ask your group for their ideas on personal care and discuss
their answers
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages: 3 – 15
SLSA WKBK –
Pages: 7 – 8
20 minutes
PP : 1 – 3
SLSA TM –
Page: 4
SLSA WKBK –
Chapter 1, Q1
PP : 4 – 6
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter One – Safety and Wellbeing
October 2010, v4
1.1
BRONZE MEDALLION/CERTIFICATE II IN PUBLIC SAFETY (AQUATIC RESCUE)
Explain that as surf lifesavers work closely with each other
and members of the public, it is important to maintain a
professional appearance
Discuss the personal and environmental hygiene factors that
a lifesaver needs to meet or contribute to respectively
COST OF WORKPLACE ILLNESS AND INJURY
5 minutes
The surf club, the beach and its environment are seen as
the surf lifesaver’s workplace
SLSA TM –
Page: 6
PP: 7
Approximately 700 Australians die every year as a result of
workplace accidents
Workers compensation claims have grown to almost $10
billion annually
Other costs involve:




human costs
social costs
economic costs
organisational costs
Ask your group for examples of possible injuries within a
surf lifesaving environment. Try to include all areas of your
club (IRBs, boat shed etc)
Ask candidates to discuss potential workplace hazards
Use this discussion to lead into OH&S
OCCUPATIONAL HEALTH AND SAFETY
5 minutes
The law ensures that employers provide a safe and healthy
workplace for their employees. It also requires that
employees use safe work practices so that they do not
injure themselves or others
SLSA TM –
Page: 6
SLSA WKBK –
Chapter 1, Q2
PP : 8 – 11
Ask the group, under the OH&S Act, what are the
responsibilities of your club?
DUTY OF CARE
Ask your group for a definition of ‘Duty of Care’
5 minutes
Duty of care means accepting responsibility for the health
and safety of people in the workplace. It applies to
employers, employees and volunteers
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter One – Safety and Wellbeing
October 2010, v4
1.2
BRONZE MEDALLION/CERTIFICATE II IN PUBLIC SAFETY (AQUATIC RESCUE)
Explain how duty of care needs to be adhered to by:



clubs and services
members
volunteers
CAUSES OF ACCIDENTS AND ILLNESS
20 minutes
Ask your group for their opinions of what hazards may be in
a surf club. Discuss the following in length:









SLSA TM –
Page: 7
PP: 12
obstructions
spills and slippery surfaces
faulty equipment
environmental
incorrect storage of equipment
incorrect use of equipment
lifting and carrying
infections
accidents
Go for a walk around your club to identify possible hazards
RISK MANAGEMENT
10 minutes
Explain that the underlying principle of risk management is a
process of identification, assessment and control of hazards
in the environment that we work in
SLSA TM –
Pages: 8 – 9
PP: 13
Use table 1.2 on page 9 in the training manual to generate
discussion on risk management principles within a SLSC
PERSONAL INJURY
As a volunteer surf lifesaver you are covered by workers
compensation or equivalent in the event of sustaining an
injury while performing your duties.
If you are injured in the course of surf lifesaving duties,
follow these injury reporting steps:
•
fill in the appropriate injury report form
•
give the form to the OH&S representative or senior
club official at your club or your workplace
supervisor
•
if appropriate, fill in a compensation form
10 minutes
SLSA TM –
Page : 11
SLSA WKBK –
Chapter 1, Q4
PP : 16
Hand out incident report forms and ask the group to
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter One – Safety and Wellbeing
October 2010, v4
1.3
BRONZE MEDALLION/CERTIFICATE II IN PUBLIC SAFETY (AQUATIC RESCUE)
complete one each
PHYSICAL HEALTH AND FITNESS
10 minutes
SLSA TM –
Pages: 13 – 14
It is vital for lifesavers to maintain a high level of physical
fitness. Lifesavers are placing their own lives at risk if they
go on patrol in an unfit state.
SLSA WKBK –
Chapter 1, CQ5
As a group, discuss:
PP : 19 – 21
•
•
•
•
diet – carbohydrates, fats and oils, protein
alcohol – remains in the blood for 12-20 hours
cigarette smoking – 30% of cancer deaths are due
to smoking
sun protection – discuss prevention of sun damage
Trainer Note:
As a trainer it is important that any injuries sustained during
your course are correctly documented
CONCLUSION
PP: 22
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter One – Safety and Wellbeing
October 2010, v4
1.4
LESSON PLAN
CHAPTER 2 – SURF AWARENESS AND SKILLS
Chapter duration:
LEARNING OUTCOMES
Describe surfing and environmental conditions and hazards
• describe three types of waves
• perform front and rear release and escape methods
• perform leg and arm blocks
• recognise and describe differing currents in surf zones, specifically, rips and inshore
drift currents and inshore holes.
• describe methods of escaping from a rip for both strong and poor swimmers.
Recognise an appropriate safe beach and zone for surf bathing in key locations
• identify different types of beaches.
• assess prevailing weather and water conditions.
• identify safety aspects of the beach structure.
Demonstrate surf skills
• perform a swim; negotiate the surf, using fins and a rescue tube.
• paddle a board, negotiate the surf using an SLSA rescue board,
• demonstrate body surfing techniques
LEARNING STRATEGIES
 group exercise
 discussion
 demonstration
TOPICS
INTRODUCTION
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review previous lesson
SUGGESTED
TIME
5 minutes
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages: 17 – 31
SLSA WKBK –
Pages: 9 -11
PP : 1 - 3
This lesson plan consists of a dry session to cover underpinning
knowledge and a water session to be completed at the beach.
Dry component must be completed before entering the water.
Depending on the group, numerous water sessions are
recommended
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
October 2010, v4
2.1
WAVES
10 minutes
Waves are formed by wind blowing across the surface of the
ocean
SLSA TM –
Pages: 18
SLSA WKBK –
Chapter 2, Q1
The size of the waves is determined by three factors:
PP : 4 - 5
 length of time the wind blows
 intensity of the wind
 distance the wind blows
LID is an acronym that will assist trainees in remembering how
waves are formed
Explain how the number of waves in a set and the duration of
the lull between sets is consistent within a given swell, but
varies between swells. By correctly timing the lull between
each set, a lifesaver can get out from shore, or return to shore
using minimal effort
Wave types – Although there are many different types of
waves, they are generally groups as:
 plunging waves or ‘dumpers’: a common cause of spinal
injuries
 spilling waves: generally the safest type of wave
 surging waves: can knock swimmers off their feet
RIP CURRENTS
Ask your group if they have ever been caught in a rip or seen
anyone caught in a rip – if they have been, what were their
observations?
Explain that a rip current is formed by water seeking its own
level, usually as a result of a large set of waves increasing the
amount of water close to shore. The need for this extra water
to return to sea causes an outward drag.
20 minutes
SLSA TM –
Pages: 20 – 21
SLSA WKBK –
Chapter 2, Q2
PP : 6 - 10
Has any of your group seen a rip and can explain how to
identify them?





discoloured brown water
foam on the surface beyond the break
waves breaking further out to sea on both sides of the
rip
debris floating seaward
a rippled appearance, where surrounding water is calm
Rip currents are difficult to identify on windy days when the
surface is choppy
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
October 2010, v4
2.2
Types of rip currents – there are four types of rip currents:
•
permanent: remains for months or years
•
fixed: may last several hours to many months
•
flash: temporary and usually appear without
warning when a large set of waves increases the
volume of water close to shore
•
travelling: propelled along the beach by a strong
littoral current
Use the acronym PFFT to assist trainees
Ask your group what sort of rips they think may affect their
beach or surrounding beaches
Ask your group how they think it would be best to escape
from a rip
A swimmer with limited ability should ride the rip out and
swim parallel to the shore for 30-40 metres. Return to shore
where the waves are breaking, parallel to the rip
Strong swimmers should swim at a 45 degree angle across the
rip and in the same direction as the side current
As a lifesaver, rips can be used to assist you in getting out to
sea
INSHORE CURRENTS AND HOLES
Are commonly known as drifts, side sweeps or littoral currents.
Basically it’s a current that moves parallel to the shore and is
usually greater inside the surf zone. These currents become
more dangerous if they wash into a rip current, resulting in
water and unsuspecting swimmers being taken out to sea
10 minutes
SLSA TM –
Page: 22
PP: 11
Inshore holes are another problem for unsuspecting bathers,
especially small children. The inshore hole is a trough that runs
parallel to the shore and its depth can vary
Trainer Notes:
Please ensure that you have covered the essential signals with
your trainees before entering the ocean. As a minimum they
should be able to demonstrate and acknowledge assistance
required, attract attention, return to shore, proceed further
out to sea and shark alarm from a craft
Revisit the theory behind surf awareness every time you have
your group at the beach
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
October 2010, v4
2.3
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
October 2010, v4
2.4
BEACH TYPES AND HAZARD RATINGS
15 minutes
Beaches can generally be described as one of five basic types:
•
•
•
•
•
dissipative: high danger
longshore trough: moderate - high danger
bar and rip: moderate - high danger
low tide terrace: low - moderate danger
reflective: low danger
SLSA TM –
Pages: 22 –
23
SLSA WKBK –
Chapter 2,
Q3
PP : 12 - 17
Read the beach type descriptions with your group and ask them
for examples of what they think their beach and surrounding
beaches would be classified as
OTHER AWARENESS ISSUES
5 minutes
Wind
Explain that the sky can give indications of weather patterns, for
example high streaky clouds indicate high speed winds
SLSA TM –
Page: 24
PP: 18
Tides
Most beaches have up to two high tides per day; refer to local
weather guides for exact timings in your area. A rising tide is
known as a flood and a falling tide is known as an ebb tide
INTRODUCTION TO SELF SURVIVAL SKILLS, SURF
SKILLS, BODY SURFING AND RESCUE BOARD
PADDLING
Trainer Notes:
All trainees need to have completed a 400 m pool swim in less
than nine (9) minutes before entering the water (water session
1). While explaining the practical surf awareness skills, refer
back to theory covered in the first half of this unit
It is essential that, prior to Lesson 9 – Rescue Techniques, the
trainees are competent at these self survival and surf skills
This is a practical activity and can be commenced with the
trainees in the classroom, then they should be introduced to the
skills in a controlled environment. Take the manual onto the
beach with you to reinforce dot points
SELF-SURVIVAL SKILLS
Floating
Have the group practice floating on their back, ensuring that
they lie with the body fully extended, head in line with the rest
of the body, the head, torso, upper legs and feet need to remain
on the surface, the legs are to remain straight, and use a sculling
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
25 minutes
SLSA TM –
Pages: 24 –
25
SLSA WKBK –
Chapter 2,
Q4
October 2010, v4
2.5
motion to remain buoyant
PP: 19
Treading water
The group should be able to use a sculling motion with their
hands and kick their feet to tread water
Releases and escapes
Demonstrate escape methods:
 front release and escape
 rear release and escape
If care is taken when approaching a patient, the chances of
having to use these methods are reduced. Any person in fear of
drowning will not want to go under water: this is the key to your
escape
Break into pairs and each have a turn at being a patient and a
rescuer
SURF SKILLS
When negotiating the surf it is important to note the prevailing
conditions:




30 minutes
(ongoing)
SLSA TM –
Pages: 26 – 27
PP: 20
wind
rips
currents
wave conditions
Advise that before entering the surf, make note of a landmark
such as a building or headland that can be seen from the water
and as a guide for maintaining a fixed position
Demonstrate the following to your group:
Wading:
• high hurdle strides to run through shallow water (to
waist depth)
Dolphining: Medium – Large broken wave:
 dive under waves and hold onto the sand while lying as
flat as possible
 use your hands to pull forward and bend your knees up
under your body do that you can get a good push off
the bottom like an uncoiling spring.
 once in chest deep water start swimming
 if in deep water and a breaking wave approaches, dive
under the turbulence, rather than trying to reach the
bottom
Practice this several times in and out of the break to give your
trainees a good feel of how to negotiate the break quickly
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
October 2010, v4
2.6
Use this opportunity to advise them of the importance of
moving quickly through the wave zone and using conditions to
assist them
Body surfing:
Returning to shore is a lot easier than going out if you use the
surf to your advantage; this can be done by riding the waves
without using any equipment:




when the wave is almost upon you, push off the bottom
or swim forward until it picks you up
as it breaks, take a breath, put your head down and kick
hard until your body breaks through. As the wave
becomes steeper, tilt forward and surf along the face
keep your body straight and use arm strokes and kicks to
maintain position
as you approach the beach, pull out of the wave by
turning your body away from the face
Warning – Do not allow inexperienced trainees to practice this
in large surf or on a shallow bank:



always ensure that everyone is aware of the water depth
keep arms in front of the body at all times
try to choose small spilling waves for their initial practice
Practice body surfing several times and then set a short course
that allows your group to proceed through the surf (to behind
the break) and then return on a wave
Explain the importance of being able to negotiate the surf in and
out to sea, when it comes to reaching a patient. It will also
assist trainees with lowering their run-swim-run times
RESCUE BOARD PADDLING
Trainer Notes:
As an experienced surf lifesaver, you may find paddling a
board fairly easy. As a result, you may overlook some of the
simpler techniques that your trainees will need before
entering the surf
30 minutes
(ongoing)
SLSA TM –
Pages: 28 –
31
PP : 21
If your beach is prone to waves, it is recommended that your
first board session is held in a swimming pool. The following
assumes that your trainees have already been shown how to
paddle a board in flat water
Explain to your group that most individual rescues are now
performed on a rescue board
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
October 2010, v4
2.7
Using a board on the beach, demonstrate the various positions
depending on what you are doing
NEGOTIATING THE SURF ZONE WITH A BOARD
Small waves:
SLSA WKBK –
Chapter 2,
Q5

when entering flat water, position yourself in the
middle of the board
 if entering through a shore break, time it so that you
paddle on top of a broken wave, ensuring maximum
time before the next wave breaks
 as small white water approaches, place your hands on
the sides of the board and lift yourself off the deck
 let the water pass between you and the board
 lie down, check the conditions ahead and continue
paddling
Medium and larger waves:
Rolling technique




keep paddling momentum until the wave is about to
break or white water about to hit
use both hands to grab hold of the two side straps at the
nose of the board
roll the board upside down, holding the straps firmly
when the wave turbulence has passed roll the board
back over, remount the board, check the conditions
ahead and continue paddling
Catching waves:


paddle ahead of the wave until it picks you up and
accelerates you forward
shift your weight back and hold onto lower handles to
prevent the board from nose-diving
Trainer Notes:
Where possible, avoid having this session in large surf or keep
trainees within the break zone
If required, demonstrate how to paddle into shore on top of a
wave in the case of there being large swell; there is no benefit in
a trainee catching a large wave at this stage
Allow plenty of time for all your trainees to experience rolling
over, catching waves etc. Be wary of boards hitting other
paddlers or swimmers
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
October 2010, v4
2.8
Board paddling can be difficult, especially for new comers to
surf lifesaving
Try using board competitors and club coaches to assist with
paddling techniques; this is also an opportunity for your group
to meet other club members
Some activities for practical awareness and skills
Ins and outs
Start on the sand. Have candidate run into the surf, negotiating
the surf and swim ten strokes past the surf break. Rest for two
minutes and return to shore trying to catch a wave. (Repeat as
fitness and skill requires)
* This can be done as a group or as a relay race when the group
is split
Wade races
You will need two or three persons to help with this one
Starting on the sand, candidates are to run into the water and
around two people approximately 20m apart in the water who
are stationed at waist depth
If a third person is available as a marker they can be situated
between the two other markers but at ankle depth. This allows
for an ‘M’ shaped course
CONCLUSION
PP: 22 - 23
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Two – Surf Awareness and Skills
October 2010, v4
2.9
LESSON PLAN
CHAPTER 3 – THE HUMAN BODY
Chapter duration:
LEARNING OUTCOMES
Explain the functions of the:
 circulatory system
 skeletal system
 respiratory system
 nervous system
 digestive system
 integumentary system
 urinary system
LEARNING STRATEGIES
 group exercise
 presentation
 discussion
TOPICS
INTRODUCTION
SUGGESTED
TIME
10 minutes
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Recap the previous topic
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages: 33 –
38
PP: 1 – 3
Trainer Notes:
This lesson is theory intensive and can be tiring on your group,
be sure to allow a short break
‘The Human Body’ chapter covers a lot of the underpinning
knowledge required for practical components of the Bronze
Medallion. Key points covered in this session should also be
revisited when appropriate during the remainder of your
course
THE CIRCULATORY SYSTEM
Ask your group what they think the central organ for
circulation of blood is
 the heart
Ask how many chambers they think the heart has
20 minutes
SLSA TM –
Page: 34
SLSA WKBK –
Chapter 3, Q1
PP : 4 – 6
 four chambers
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Three – The Human Body
October 2010, v4
3.1
Explain that the heart’s primary function is to pump blood to
two main areas:
 The lungs, where oxygen is absorbed into the blood
and carbon dioxide is released; and
 The rest of the body
Arteries:
Carry blood from the heart at high pressure, so their walls are
strong, muscular and elastic
Blood in arteries is a bright red colour due to its oxygen
content
Ask your group of anyone has ever cut an artery, and if so,
what the blood escaping is like; the escaping blood would be
bright red and spurting
Veins :
Carry blood back to the right side of the heart from the organs
and muscles after the oxygen has been used
Blood in veins is dark red and moves at low pressure. Veins
are easily seen on the feet, hands and forearms
Capillaries:
Are tiny vessels that link the ends of the smallest arteries with
the smallest of the veins. The capillaries allow oxygen and
nutrients to reach every cell in the body and carbon dioxide
and other waste products to be removed.
Explain that when breathing and the heart both stop, oxygen is
not being supplied to the body. Damage from lack of oxygen
to the brain begins in less than four minutes.
Use the heart diagram on page 34 of the training manual to
explain how a heart receives and pumps blood
THE SKELETAL SYSTEM
15 minutes
SLSA TM –
Page: 35
Explain the following definitions to your group:
 Skeleton: A rigid framework of bones which supports
the rest of the body and protects the important
organs
SLSA WKBK –
Chapter 3, Q2
PP : 7 - 9
 Joints: Connect bones (e.g. shoulder, hip, knee)
 Ligaments: Fibrous bands that hold joints together
 Muscles: Attached to the bones by tendons.
Contraction and relaxation of the chest muscles
allows movement of the bones so that the body can
breathe
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Three – The Human Body
October 2010, v4
3.2
Ask your group if they can list what they think the skeleton
consists of and which vital organs the main ones protect:





skull : protects the brain
spine/vertebral column: protects the spinal cord
rib cage: protects the lungs and heart
upper limb bones
pelvis and lower limb bones
Use the diagrams on page 32 of the training manual to
explain the skeletal system
As a lifesaver you may have to deal with many of the
common injuries such as sprains, strains, fractures and
dislocations
The spine – read this with your group and explain that will be
covered again when you start spinal carries
THE RESPIRATORY SYSTEM
This system is comprised of upper and lower sections. The
upper is usually referred to as the airway and the lower as
the lungs.
Explain the following to your group:
15 minutes
SLSA TM –
Pages: 36 - 37
SLSA WKBK –
Chapter 3, Q3
PP :10 - 13
Airway:
Includes all structures from the mouth to the larynx
(voicebox)
Pharynx (back of the mouth and nose):
The most common area for a blockage to occur. The base of
the throat divides into two separate tubes:


trachea (windpipe) – The front tube that provides a
passage of air to the lungs
oesophagus – The back tube that allows food to
move to the stomach when we swallow
Use the diagrams on page 46 of the training manual to show
how important an open airway is if performing resuscitation.
Explain that an open airway with backward head tilt is
necessary for successful resuscitation
Lungs:
The lower part of the respiratory system consists of two
lungs, one on the left, and one on the right, which are joined
to the upper airway by the windpipe (trachea). They are
located in the chest cavity and are separated from the
abdomen by a large sheet of muscle called the diaphragm
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Three – The Human Body
October 2010, v4
3.3
Breathing:
Breathing is the act of moving air into and out of the lungs.
Breathing in is called Inspiration. Breathing out is called
exhalation
The air we breathe contains 21% oxygen. Only 5% of oxygen
is absorbed by the lungs into the blood stream, so the air we
breathe out contains 16% oxygen
The average rate of breathing for an adult is about 15 breaths
per minute.
THE NERVOUS SYSTEM
5 minutes
The brain, through the spinal cord and nerves, controls every
part of the body. The brain sends messages which control
the heart beat, the movement of the muscles of breathing,
and all other body functions
SLSA TM –
Pages: 37 - 38
SLSA WKBK –
Chapter 3, Q4
PP : 14 – 15
The breathing control centre is located in the brain stem
Ask your group to complete Chapter 3, Q4 of the workbook
THE INTEGUMENTARY SYSTEM (SKIN)
5 minutes
The skin is the outermost layer that protects and covers the
entire body. It consists of two layers, the inner layer (dermis),
and the outer layer (epidermis), and contains nerves, blood
vessels and fat
SLSA TM –
Page: 38
PP: 17
Ask your group to discuss what the functions of the
Integumentary system are
THE URINARY SYSTEM
5 minutes
SLSA TM –
Page: 38
The urinary system helps rid the body of waste products
PP: 18
CONCLUSION
PP: 19 - 20
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Three – The Human Body
October 2010, v4
3.4
LESSON PLAN
CHAPTER 4 – RESUSCITATION
Chapter duration:
LEARNING OUTCOMES
Perform cardiopulmonary resuscitation (CPR)
• list the stages in the Chain of Survival
• perform one-person patient assessment
• define the rate for CPR
• perform mouth-to-mask, mouth-to-mouth and mouth-to-nose rescue breathing
techniques as part of CPR
• define the differences between infant, child and adult resuscitation methods
• perform one-person and two-person CPR
• demonstrate and describe procedures for managing patients after CPR
• list the conditions of patients who should be should be sent to hospital
LEARNING STRATEGIES



group exercise
discussion
demonstration
TOPICS
SUGGESTED
TIME
RESOURCES/
LEARNING
ENVIRONMENT
INTRODUCTION
SLSA TM – Pages:
41 – 57
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Recap the previous lesson
SLSA WKBK –
Pages: 15 – 16
CHAIN OF SURVIVAL
PP : 1 - 5
5 minutes
SLSA TM –
Page : 42
Briefly describe each step:

Early Access: identify and reach patient as quickly as
possible
 Early CPR: commence CPR as soon as possible
 Early Defibrillation: introduce the defibrillator as
soon as possible
 Early Advanced Life Support: promote access to
advanced medical assistance, hospital or doctors
DANGER
Check for danger to yourself, bystanders and the patient
Ask students to brainstorm possible dangers in a
marine/home environment (group activity)
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Four - Resuscitation
SLSA WKBK –
Chapter 4, Q1
PP: 6
SLSA TM – Page:
44
PP: 8
October 2010, v4
4.1
RESPONSE
Assess the consciousness of the patient by questions or touch
SLSA TM –
Pages: 44 – 45
Check for verbal/physical response
PP: 9
Explain this is ascertaining the level of consciousness in a
patient
Demonstrate the positioning of the unconscious patient –
Lateral Position
AIRWAY




explain the importance of a clear and open airway –
the key to successful resuscitation
explain that care of the airway takes precedence over
all other injuries
look directly into the mouth and remove loose foreign
objects
backward head tilt and chin lift is a must
SLSA TM –
Pages: 46 – 47
PP: 10 - 11
Demonstrate jaw support ‘pistol grip’ and ask your trainees
to practice on their own chins
Demonstrate chin lift and have everyone a practice on a
manikin
BREATHING
The patient should still be on their side after the airway has
been cleared/checked (lateral position)
Demonstrate how to check for breathing and explain how
you ‘Look, Listen and Feel’ for breathing:



SLSA TM –
Pages: 48 – 49
PP: 12 - 15
Look: for movement of the chest and upper
abdomen
Listen: for sounds of normal breathing with your ear
close to the patients nose and mouth
Feel: with your cheek for any movement of air from
the patient’s mouth or nose
If there is no breathing, demonstrate how the operator
would roll the patient back onto their back (using hip and
shoulder technique) to commence two rescue breaths
Demonstrate to the group how to perform mouth-to-mask
(preferred method), mouth-to-mouth, and mouth-to-nose
rescue breathing techniques
After giving two rescue breaths, explain that signs of life need
to be reassessed by the rescuer before proceeding to
commence CPR
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Four - Resuscitation
October 2010, v4
4.2
No signs of life can be identified as:




unconscious
unresponsive
not moving
not breathing normally
COMPRESSIONS
Explain how compressions, and CPR, should be commenced
immediately if no signs of life are identified by the operator
Demonstrate the three methods of locating the compression
point and the correct compression technique for an adult
SLSA TM –
Pages: 50 – 51
PP: 16 - 22
Allow the group to practice locating the compression point,
and perform compressions
Ask the group to read page 51, then ask:

what does CPR do?
keeps a person’s heart alive by providing artificial
ventilation of the lungs (rescue breathing) and
artificial circulation of the blood (external chest
compressions)

what is the depth and rate of compressions?
compression depth: 1/3 of the chest
compression rate: approximately 100 compressions
per minute

how long should CPR be continued?
should continue until the patient recovers, someone
takes over, patient is taken into care of a doctor or
ambulance personnel, the rescuer cannot physically
continue, or an authorised person pronounces the
life extinct
Demonstrate to the group how two-person CPR is performed,
have the group practice by rotating the 1st and 2nd operator
roles on a manikin
DEFIBRILLATION
Explain how defibrillation is an important step in emergency
action plans and there is strong evidence that has emerged
over the past five years of its value
SLSA TM –
Pages: 61 – 63
PP: 23
Refer to Chapter 5 for more information regarding the
introduction of defibrillation to a resuscitation scenario
RECOVERY
Explain that if signs of life return, patients need to be laid in
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Four - Resuscitation
SLSA TM – Page:
52
October 2010, v4
4.3
the lateral position and given oxygen therapy (if available)
Management of the patient after CPR
Explain the procedure for managing a patient when signs of
life return, utilising the following basic principles:








PP: 24 – 25
open, clear and drain the airway
continue to check for signs of life
protect the patient from extremes of heat and cold
handle the patient gently at all times
conscious patients should be made comfortable and
reassessed
if defibrillator pads have been used – keep these on
all patients who have received resuscitation must be
referred to hospital
wherever possible, protect the patient’s privacy
COMPLICATIONS
SLSA TM –
Pages: 53 – 54
Complications during rescue breathing
Explain that several things can go wrong during rescue
breathing
PP: 26
Blocked Airway
Discuss with the group the areas that need to be checked if
the patient’s chest does not rise with inflation. Check that:




the head is tilted back and the jaw is lifted correctly
there is no foreign material in the airway
the seal is firm
enough air is being blown in
Vomiting and Regurgitation
If a patient vomits during resuscitation, roll them onto their
side and clear the airway of foreign materials
Reassess breathing and continue rescue breathing/CPR if
required
Explain to the group that a rescuer will usually know when a
patient is vomiting or is about to vomit
Regurgitation is the silent flow of stomach contents into the
mouth and nose
Distension of the stomach
Swelling of the stomach can make rescue breathing more
difficult to perform. If your patient has a swollen stomach,
check for a blocked airway and be careful of how hard you
are blowing
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Four - Resuscitation
October 2010, v4
4.4
SLSA TM –
Page: 54
CPR ON INFANTS AND CHILDREN
Explain that an infant is a newborn to 12 months, and a child is
defined as being aged between 12 months and eight years
PP: 27
Discuss why an infant’s airway is different from an adult’s, and
why it is likely to become blocked
The rescue breathing technique (on infants) is similar to
adults’, except for the following:




do not tilt the head (keep in neutral position), but
support the jaw
avoid putting pressure under the infant’s chin
for rescue breathing, cover both the infant’s mouth and
nose with your mouth
use gentle puffs of air from your cheeks only
With infants, compressions are performed with two fingers.
The technique of rescue breathing for a child (12 months to
eight years) follows the same sequence as for an adult,
keeping in mind the smaller anatomical features of a child,
therefore will most likely not have to breathe as hard for some
children, and may only need one hand for compressions
INFECTIOUS DISEASES AND VACCINATIONS
Immunisation against hepatitis is strongly advised and
encouraged by SLSA for all members. Masks and gloves are
strongly recommended when performing resuscitation
5 minutes
SLSA TM –
Page: 55
PP: 28
Prevention of cross-infection during resuscitation
Several disorders are known to have been communicated
during resuscitation
There are some simple rules to help you stay ‘infection free’
during a resuscitation:







mouth-to-mask
wear gloves
wash hands in warm soapy water after resuscitation
use sharps containers
all contaminated items should be disposed of in
appropriate labeled containers
avoid contact with blood or bodily fluids
use eye protection
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Four - Resuscitation
October 2010, v4
4.5
MANIKIN TRAINING
Infection can also occur while using training manikins. To help
avoid this, do the following:





5 minutes
SLSA TM –
Page: 55
PP: 29
scrub masks in hot soapy water
rinse in water
soak in disinfecting agent
dry carefully
wash hands before, during and after training sessions
Trainer Notes:
Perfecting rescue breathing and CPR takes a lot of practice and
will need to be covered in several sessions before your group
will be ready for assessment. Resuscitation should also be
included in water work scenarios
CONCLUSION
PP: 30 - 31
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Four - Resuscitation
October 2010, v4
4.6
LESSON PLAN
CHAPTER 5 – DEFIBRILLATION AND BASIC OXYGEN
Chapter duration:
LEARNING OUTCOMES
•
•
•
•
•
•
•
define defibrillation
describe the functions of an automatic external defibrillator (AED)
describe the defibrillation process using an AED
demonstrate the operation of an AED
define the safety precautions when using oxygen
perform oxygen-aided resuscitation
demonstrate the use and knowledge of oxygen therapy
LEARNING STRATEGIES



group exercise
discussion
demonstration
TOPICS
INTRODUCTION
SUGGESTED
TIME
10 minutes
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review the previous lesson
DEFIBRILLATION
Defibrillation involves delivering an electric shock to revert
the heart to its normal rhythm
Early access to defibrillation, when combined with starting
effective CPR as early as possible, provides the best chance of
survival for a patient suffering cardiac arrest
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages: 59 - 66
PP : 1 - 3
40 minutes
SLSA TM –
Pages: 60 – 63
SLSA WKBK –
Chapter 5, Q1
PP : 4 – 6
AED means Automatic External Defibrillator
The defibrillation process:
The group should check indications (by reading page 61) for
the use of an AED (patient has no signs of life, and the
rescuer has access to an AED), and connect the AED and
follow the prompts
Defibrillation Safety:
The group should read page 61 and identify safety
considerations when using an AED
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Five – Defibrillation and Basic Oxygen
October 2010, v4
5.1
Accessories:
The group should read page 62 and identify accessories that
should be kept with the defibrillation unit
Effective adherence of electrode pads:
The group should ensure that:






pads are placed on clean, dry skin
alcohol wipes are not used on pads
If the chest is hairy, hair is removed with razor or
scissors
electrode pads are applied with a smooth rolling
action to prevent air bubbles
once applied, electrode pads should not be
repositioned or removed unless advised by the
defibrillator
electrode pads are not used after their expiry date
Positioning of electrode pads:
Explain and demonstrate the positioning of electrode pads as
per directions on page 62
Shock protocols:
The group should understand the shock delivery protocols;
these can be read on page 62
Operation of the AED:







check that the patient needs defibrillating (no signs of
life)
always check that conditions are safe for use of the
AED
turn on AED and follow prompts
apply electrode pads to patient’s chest
respond to unit’s prompts
deliver a shock in an appropriate and safe manner
when prompted
maintain basic life support protocols; that is, check
signs of life and commence CPR if required
AED Prompts:
AED prompts may vary, depending on the make and model,
but they are usually similar to the example shown on page 63
Demonstrate the whole procedure of introducing
Defibrillation to a resuscitation scenario.
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Five – Defibrillation and Basic Oxygen
October 2010, v4
5.2
OXYGEN
10 minutes
SLSA TM –
Page:
Explain how patients can benefit from administering oxygen
SLSA WKBK –
Chapter 5, Q2
Patients likely to benefit from oxygen include those suffering
from:










PP: 7 – 8
unconsciousness
shock
blood loss
chest pain
shortness of breath, including asthma
circulatory distress
severe pain
injuries
after resuscitation
absent breathing
Safety precautions when using oxygen:
Explain the following safety precautions:









never use oxygen near an open flame
never use oxygen near cigarettes
never use grease or oil with oxygen equipment
remember that oxygen promotes all types of burning
(combustion)
do not allow anyone to tamper with oxygen
equipment
store the oxygen unit in a cool place
store oxygen bottles lying flat, or securely fastened, if
upright
use only medical oxygen
never use oxygen when delivering a shock via a
defibrillator
PROCEDURE FOR ADMINISTERING OXYGEN
THERAPY
Trainees need to be able to competently administer oxygen
therapy to a patient. To be able to do this they need to have
an understanding of the basic unit components and be able
to troubleshoot in the event of a malfunction
30 minutes
SLSA TM –
Pages: 64 – 65
PP: 9
Ask your group for an example of when they would use
oxygen therapy - explain that oxygen therapy is only used on
patients who are breathing
The unconscious breathing patient will be in the lateral
position
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Five – Defibrillation and Basic Oxygen
October 2010, v4
5.3
It is assumed that the equipment has been checked and is
ready for patrol
Method:



remove the appropriate therapy mask from its
packaging and attach to tubing and unit
the mask, with oxygen turned on, should be placed
onto the patient’s face from the chest upwards,
cupping the patient’s chin in the mask first and then
gently placing the nosepiece into position
operators should communicate with and reassure the
patient, so that the patient has confidence in the
treatment being delivered
Allow time for the group to practice applying oxygen therapy
MOUTH-TO-MASK RESCUE BREATHING WITH
OXYGEN
Explain the benefit of adding oxygen during mouth-to-mask
rescue breathing and demonstrate the method
15 minutes
SLSA TM –
Page: 66
PP: 10
Allow all students to practice the mouth-to-mask oxygen
aided rescue breathing to become competent
CONCLUSION
PP: 11 - 12
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Five – Defibrillation and Basic Oxygen
October 2010, v4
5.4
LESSON PLAN
CHAPTER 6 – FIRST AID
Chapter duration:
LEARNING OUTCOMES
Identify patient management techniques
• perform checks to identify potential danger to oneself, the patient and bystanders;
especially ways to prevent the spread of communicable diseases
• define the principles of basic first aid management
• manage external bleeding injuries
• manage patient shock and fainting
• manage patients with minor burns
• manage patients with needle-stick injuries
• manage patients with soft tissue injuries
 perform a basic emergency care management assessment
Perform basic patient management techniques
•
demonstrate the body check procedure
•
list the procedures for the management of major tissue damage with severe bleeding
•
manage patients with hypothermia
•
manage marine envenomation injuries
•
manage patients with chest pain
•
manage patients with fractures, dislocations and sprains and strains
•
manage patients with spinal and neck injuries
•
manage patients with heat exhaustion and heatstroke
•
manage unconscious patients
•
maintain effective documentation
•
define methods of checking vital signs
•
restore and maintain first aid equipment
•
refer the patient to more appropriate care
LEARNING STRATEGIES



group exercise
discussion
demonstration
TOPICS
INTRODUCTION
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review the previous lesson
SUGGESTED
TIME
10 minutes
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM – Pages:
69 - 98
SLSA WKBK –
Pages: 19 – 26
PP: 1 – 4
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.1
WHAT IS FIRST AID?
First aid is the immediate or emergency assistance given on
the spot to people suffering from illness or injury.
Aims of first aid:





Provide: reassurance and comfort to the ill or injured
Prevent: injury or illness from becoming worse
(cause no harm)
Protect: the unconscious patient
Preserve: life
Promote: recovery
SLSA TM – Page:
70
SLSA WKBK –
Chapter 6, Q1
PP: 5
Signs and symptoms:
A sign is something that can be seen; for example,
bleeding/change in skin colour
A symptom is something that a person can feel and
describe; for example, pain/nausea
FIRST AID AND THE LAW
Consent:
The group should understand the two kinds of consent they
should receive from a patient:


actual
implied
SLSA TM – Pages:
70 - 71
SLSA WKBK –
Chapter 6, Q1
PP: 6
Discuss the following topics with the group:







duty of care (first aid)
negligence
protection against litigation
patient privacy
documenting first aid incidents
first aid kit contents
maintaining the first aid kit
REFERRAL TO APPROPRIATE CARE
SLSA TM – Page:
72
All patients who have been treated by a lifesaver (excluding
minor injuries) should be referred to appropriate medical
care for continuing or follow-up management
PP: 9
Have the group look at the ‘patient handover card’ form on
page 72, and think of mock details they could use to fill in a
form similar to this
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.2
PRINCIPLES OF MANAGEMENT
SLSA TM –
Page: 72
When approaching a first aid incident, you need to:





rapidly assess
o danger to yourself, bystanders and patients
o how many patients
o their overall condition
ensure continuing safety to yourself, bystanders and
patients
assess the response of each patient
if more than one patient, treat unconscious first
stay with the patient and send for help if needed
PP: 10
Do not move the patient unless at risk (danger etc)
Immobilise fractures before moving the patient
One of the most important but often neglected aspects of
treatment is reassuring the patient and explaining everything
that is being done
Who should be sent to hospital?
Any person who has experienced any of the following should
be sent to hospital:





lost consciousness, even for a brief period
required either initial rescue breathing or CPR
may have a secondary condition, such as a heart
attack or neck injury
has a persistent cough or an abnormal colour
may have inhaled a significant amount of water
PROTECTION OF FIRST AIDERS AND LIFESAVERS
First aiders must avoid direct contact with blood and other
body substances of the person being treated
SLSA TM –
Page: 73
PP: 12
SLSA strongly recommends, for your own safety, that you
wear protective gloves for every case
First aid rooms must be kept spotlessly clean at all times
All association members should be vaccinated against
hepatitis
Trainer Notes:
Use this as an opportunity to show your group around the
club’s first aid room and equipment
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.3
SLSA TM –
Page: 73
DRABCD
The first priority is to perform a basic emergency care
management assessment of the patient and their
surroundings
SLSA WKBK:
Chapter 6, Q2
Explain and demonstrate DRABCD
PP: 13
D – Danger
Ask students to brainstorm possible dangers in a home
environment (group activity)
R – Response
Explain this is ascertaining the level of consciousness in a
patient
A – Airway
Explain the importance of a clear and open airway.
Demonstrate how this is done
Explain that care of the airway takes precedence over all
other injuries
B – Breathing
Demonstrate how to check for breathing
C – Compressions
Demonstrate the location of compressions, as well as the
depth of compressions
D – Defibrillation
Explain how defibrillation is an important step in emergency
action plans and there is strong evidence that has emerged
over the past five years of its value
Break into pairs and each have a turn at being the patient
and the first aider
VITAL SIGNS
Discuss how important vital signs are when monitoring trends
in the patient’s condition and assessing the effectiveness of
the management
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
5 minutes
SLSA TM –
Page: 73
PP: 14
October 2010, v4
6.4
BODY CHECK (SECONDARY ASSESSMENT)
Also known as secondary checks and usually carried out after
managing life-threatening problems
Rescuers will be checking the body for:




bleeds
burns
fractures
other
10 minutes
SLSA TM –
Page: 74
SLSA WKBK –
Chapter 6, Q2
PP: 15 - 18
Demonstrate the checks in the following order:
1.
2.
3.
4.
5.
neck, up over head and down across face
shoulders, chest, abdomen and pelvis
front and back of upper limbs
front and back of lower limbs
back
By doing the checks in this order you are checking the lifethreatening areas of the body first. These checks can be done
by another patrol member while the patient is undergoing CPR
BLEEDING (ARTERIAL AND VENOUS)
SLSA TM –
Page: 75
Explain standard procedure for treating a bleeding patient:
1. rest and reassure the patient and place them on
their back with their legs slightly raised
2. send others for medical help
3. applying firm, direct pressure sufficient to stop the
bleeding is the best control method. Use gloved
fingers, or the heel of the hand, with clean pads,
towels or bandages
4. if the bleeding part is on a limb, raise it
5. if not already padded, clean around the wound site
with water or saline
6. place a sterile dressing on the wound, maintaining
direct pressure
7. if bleeding persists, do not remove the dressing.
Apply further pads/bandaging and tighter pressure
over the wound
8. administer oxygen therapy, if this is necessary
9. a tetanus injection may be required
SLSA WKBK –
Chapter 6, Q3
PP: 19
Arterial tourniquets are a ‘last resort’ management in cases
where other methods of controlling bleeding have failed.
They might be used in the case of a shark or crocodile attack
or powercraft injuries resulting in limb amputation or
massive blood loss
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.5
Tourniquets should be released every 20 minutes and time
applied noted somewhere (even written on patient).
Demonstrate how to bandage various wound sites and allow
your group to practice on each other
CUTS AND ABRASIONS
5 minutes
SLSA TM –
Page: 75
Abrasions that aren’t treated promptly can result in scarring
SLSA WKBK –
Chapter 6, Q3
Treatment




clean dirty areas with soap and water, washing away
from the site
clean the wound with water or sterile saline
control bleeding
cover with a sterile non-stick dressing
MANAGEMENT OF ALL BLEEDING
PP: 20
5 minutes
Advise the group that the following needs to be performed in
all cases of bleeding until the ambulance arrives:






SLSA TM –
Page: 76
PP: 22
direct pressure
reassurance
assist the patient to a comfortable position
monitor the signs of life
administer oxygen if available
do not give the patient anything to eat or drink
NEEDLE-STICK INJURIES
Due to the risks of HIV and Hepatitis B, any needle-stick injury
needs to be reported to the patient’s doctor or the nearest
major hospital
5 minutes
SLSA TM –
Page: 76
PP: 23
Treatment of needle stick injury:




wash area thoroughly with warm soapy water
report to Patrol Captain and complete Incident Log
Book
send patient to doctor or hospital
dispose of needle in sharps container
Show the group a sharps container from your club’s first aid
room
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.6
SHOCK
5 minutes
Ask your group for their definition of shock and then read the
training manual definition
SLSA WKBK –
Chapter 6, Q3
Causes of shock include







SLSA TM –
Page: 77
PP: 24 - 27
blood loss
fluid loss
sweating and dehydration
severe diarrhoea and vomiting
heart attack
severe infection
severe injuries such as spinal fractures
Signs and symptoms of shock include








faintness
breathlessness
nausea
reduced level of consciousness
rapid breathing or ‘air hunger’
pale, cold, clammy skin
rapid, weak pulse
confusion
Management of shock







if unconscious, turn patient onto their side
stop any bleeding
raise their legs slightly
seek medical help
protect patient from extremes of temperature
moisten lips – no drinks
oxygen therapy if available
BREATHING/RESPIRATORY EMERGENCIES
10 minutes
SLSA TM –
Pages: 78 – 79
Drowning
Drowning is death by suffocation from immersion in liquid,
whether or not the liquid has entered the lungs
SLSA WKBK –
Chapter 6, Q4
The group should be made aware of the management of
drowning:
PP: 28 - 29



remove the patient from the water
follow DRABC (see Chapter 4)
send for immediate assistance
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.7
Asthma
Asthma and bronchitis are chronic conditions that may affect
a patient’s ability to breathe
Explain to the group that if a patient is having difficulty
breathing they (lifesaver) should:




urgently seek emergency medical assistance
administer oxygen
position the patient appropriately
monitor signs of life
Asthma is an inflammatory disorder of the small airways in
which the lungs’ air passages become sensitive, and
sometimes narrow, making it hard to breathe
The group should discuss possible Asthma triggers, and signs
and symptoms of an Asthma attack
Explain and demonstrate to the group the management of an
Asthma attack, see page 79
HEART/CARDIOVASCULAR EMERGENCIES
5 minutes
Chest pain
Ask your group how they would treat a patient who
approached them on patrol and complained of chest pains:








SLSA WKBK –
Chapter 6, Q5
call an ambulance, and send for the AED
rest and reassure the patient (conscious)
place patient in most comfortable position
loosen tight clothing
assist patient to take medication
administer oxygen via facemask
if patient collapses, place them on their side
if patient is unconscious or has no signs of life,
commence CPR
ALTERED STATE OF CONSCIOUSNESS
PP: 30 - 31
1 minute
Rescuers need to be aware that when a patient experiences an
altered state of consciousness they have a reduced ability to protect
their own airway from obstruction, or themselves from further injury
or harm
FAINTING
Ask your group if any of them have ever fainted or seen
somebody faint. If yes, what did they/others do to treat the
patient?
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
SLSA TM –
Pages : 79 – 80
SLSA TM –
Page : 80
PP : 32
5 minutes
SLSA TM –
Page: 80
PP: 33 - 34
October 2010, v4
6.8
What is fainting?
A brief loss of consciousness that can be as a result of injury,
shock, hunger etc
Symptoms of imminent fainting



light headedness and dizziness
nausea
a feeling of anxiety
Management of fainting


lie patient flat with a pillow, If unconscious put them
in the lateral position
raise legs slightly
SPINAL INJURIES
An injury to the spinal column should be viewed as serious
because paralysis, partial paralysis or loss of sensation can be
a result
Neck injuries
Describe how nearly all spinal injuries sustained in the water
occur in the neck region and involve the fifth, sixth and
seventh vertebrae
SLSA TM –
Pages: 81 – 83
SLSA WKBK:
Chapter 6, Q7
PP: 35 - 37
Describe vertical compression and flexion (examples on page
81 of the training manual)
Ask your trainees to read the training manual pages 81 & 82,
then ask the following questions:

in surf, what is the main cause of cervical spinal
injuries?
being dumped on a sandbank

if breathing is absent, should the rescuers be unhurried
in their rescue?
the rescue should proceed as a normal rescue and
resuscitation, taking as much care of the neck as
possible.
If breathing is present the rescuers can usually be
unhurried in their rescue

what position should the patient’s neck be kept in
during transportation?
neutral
Demonstrate spinal carries as per Chapter 10 in the training
manual
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.9
TEMPERATURE-RELATED ILLNESSES
Hypothermia
Hypothermia occurs when the deep body (core) temperature
falls below 35 degrees Celsius
Factors influencing hypothermia:






the environment: water temperature, wind and rain
length of immersion or exposure
amount of insulation
age – children cool faster than adults
activity during immersion
drugs
30 minutes
SLSA TM –
Pages: 84 – 85
SLSA WKBK –
Chapter 6, Q8
PP: 38 – 42
Managing the conscious hypothermic patient:






prevent further heat loss
give warm, sweet drinks
do not give alcohol or strong caffeine or energy drinks
suggest that the patient curls up in a ball
body warmth from a companion
do not rub or massage the patient’s limbs
Managing the unconscious hypothermic patient:



DRABCD
call an ambulance
supply body-to-body warmth if possible
Heat-induced illness
Heat exhaustion
The patient is sweating profusely and starts to feel hot, thirsty,
dizzy and tired and may complain of cramp. As exposure to
the heat continues, the person will develop cramps, headache,
poor coordination, stupor, confusion and poor judgment. The
body temperature starts to rise above 37.5 degrees Celsius.
Management of heat-induced illness: Heat exhaustion:







lie patient down
loosen and remove excess clothing
moisten the skin with a damp cloth
cool the patient by fanning
if patient is conscious, give them water to drink
call an ambulance
keep the patient in shade
Heat stroke
Heat stroke is the ultimate overheating disaster, and will occur
if the earlier steps of heat exhaustion are not recognised and
treated promptly. Heat stroke is a progression from heat
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.10
exhaustion, usually accompanied by physical collapse, in which
the body temperature rises above 40 degrees Celsius
Management of heat-induced illness: heat stroke:



treat the unconscious patient by placing them on their
side and checking the airway, breathing and signs of
life in the usual manner
seek urgent medical help
apply cold packs or ice to the sides of the neck, the
armpits, groin etc
BURNS
SLSA TM –
Page: 85
Explain to the group how burns occur, by heat, cold,
electricity, chemicals, gases, friction and radiation
SLSA WKBK –
Chapter 6, Q9
PP: 43 - 44
Management of burns:

run tap water over the burn area for at least 20
minutes

if possible, remove rings, watches, jewellery and
other constricting items

elevate the affected area without causing further
damage

cover the burn area with a loose non-stick dressing
Chemical burns
Chemical burns must be flooded with water to ensure
removal of the entire chemical
Management of chemical burns to skin and eyes:

avoid contact with any chemical or contaminated
material

refer to MSDS

rinse exposed area with running water for at least 20
minutes

carefully remove any contaminated clothing

do not remove clothing that is stuck to the skin

call for medical assistance
Note: The danger to the first aider is becoming contaminated
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.11
with the chemical themselves
SUNBURN
SLSA TM –
Page: 85
Discuss signs and symptoms of sunburn:




redness
pain
blistering
fever
SLSA WKBK –
Chapter 6, Q9
PP: 45
Management of sunburn:





rest in a cool place
cool with water for 20 minutes
give plenty of fluids to drink
don’t pop blisters
get medical advice if sunburn is extensive
HARD AND SOFT TISSUE INJURIES
SLSA TM –
Pages: 86 – 89
Hard tissue injuries are those that affect bones
Fractures
 Open – broken skin, usually protruding bone
 Closed – unbroken skin, may be internal organ damage
or bleeding
SLSA WKBK –
Chapter 6, Q10
PP: 46 – 53
The main aim of treatment for any fracture is to prevent
movement at the injury site. If a fracture is suspected,
immobilise the injured part
Discuss and demonstrate the management of the following
fractures:



shoulder, upper arm injuries, elbow injuries, forearm,
wrist and hand injuries
thigh and lower leg injuries
knee injuries, ankle and foot injuries
If a patient needs a splint, it must be long enough to extend
past the joint above and below the fracture site and wide
enough to support the fracture site
Dislocations
A dislocation is an injury in which a bone is moved out of its
normal position in relation to another bone with which it
forms a joint
Management of dislocations:
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.12







prevent movement
immobilise the injured limb in the position you found it
check for signs of circulation below the dislocation
if possible, apply ice packs or cold compress for 5–15
minutes
treat for shock
administer oxygen
qualified personnel can administer analgesic gas for
pain relief
Soft tissue injuries
Soft tissue injuries involve tissues other than bone
Strains
A strain is a soft tissue injury affecting muscle and tendons
and is usually caused by overstretching
Signs and symptoms of strains:



swelling
possible discolouration
pain on movement
Sprains
Sprains are caused when the ligaments which hold bones
together are forced beyond their normal range, leading to
stretching and tearing
Signs and symptoms of sprains:




swelling
loss of power or ability to bear weight
possible discolouration
pain (sudden onset)
Managing all soft tissue injuries
RICER
The acronym RICER stands for rest, ice, compression, elevation
and referral. This basic approach to soft tissues injuries aims
to minimise bleeding, swelling and further tissue damage:





REST: sit/lie the patient down with the injured part
supported carefully
ICE: use ice/cold pack to cool the affected area
COMPRESSION: wrap a compression bandage around
the injured area
ELEVATION: raise the injured area above the level of
the patients heart
REFERRAL: refer to an appropriate health care
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.13
professional
Cramp
Ask who has ever had cramp while in water or on dry land –
how did they treat it?
Ask the group if they know what causes cramp…
• Dehydration
Management of cramp while swimming:
 tread water or float
 signal for help
 gently stretch the muscle
Management of cramp on land:
 gently stretch the muscle
 drink fluids
MARINE ENVENOMATION
SLSA TM –
Pages: 90 – 98
Key principles of treatment:




DRABCD
resuscitate the patient, if necessary
reassure the patient
remain with the patient and send others for help
SLSA WKBK –
Chapter 6, Q11
PP: 54 – 83
Major methods of treatment:




apply cold packs or ice: jellyfish stings
apply heat: penetrating spine injuries
compression bandaging: prevents some venoms being
absorbed into the blood stream
vinegar: all jellyfish stings which occur in tropical
Australia
With your group, read through Marine Envenomation section
in the training manual on pages 92 - 98. Once completed,
revisit the sections that are most relevant to your beach
Ask your group for any examples of creatures that they’ve
witnessed or share some of your own experiences
CONCLUSION
PP: 84 - 86
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Six – First Aid
October 2010, v4
6.14
LESSON PLAN
CHAPTER 7 – RADIO OPERATIONS
Chapter duration:
LEARNING OUTCOMES
Perform radio communication practices using approved SLSA radios
• describe the way the SLSA radio system network operates
• demonstrate basic transmitting and receiving procedures and call signs
• detail rescue emergency procedures
• detail pre-patrol and post-patrol procedures
• detail routine maintenance of waterproof inflatable rescue boat (IRB) radios and
hand-held radios
• detail emergency maintenance and procedures if a radio has been submerged in
water
LEARNING STRATEGIES




group exercise
role play
discussion
demonstration
TOPICS
INTRODUCTION
SUGGESTED
TIME
5 minutes
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review the previous lesson
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages: 101-107
SLSA WKBK –
Pages : 27 – 28
PP: 1 - 4
Trainer Notes:
This session can be run before a visit to your local Surfcom
headquarters. Radio procedures should be practiced in
conjunction with water session scenarios
15 minutes
Your club radio officer or Surfcom operator can be of
assistance in delivering this unit
Ensure that all radios are set to your local area training
channel
RADIOS
5 minutes
Explain that radios on patrol are vital when carrying out search
and rescue operations. They allow for contact between the
beach, tower, IRB, RWC, helicopters etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 7 – Radio Operations
October 2010, v4
7.1
RADIO EQUIPMENT
5 minutes
SLSA TM –
Page : 103
Explain the common types of radio equipment:



SLSA WKBK –
Chapter 7, Q1
portable radios: carried by hand, clipped onto
clothing, or secured in a harness
mobile radios: usually mounted in a radio room or
vehicle with a hand-held microphone.
repeaters: a powerful radio transmitter usually
located at a high point near the coast.
PP: 5
Radio networks:
Explain the two networks used in surf lifesaving:


UHF – Ultra High Frequency. Works on line-of-sight, so
repeater stations may be needed. Many emergency
services use UHF radios
VHF – Very High Frequency. Also operates on line-ofsight. Mainly used by support services
RADIO CHANNELS
5 minutes
Radio communication occurs from one radio unit to another
(simplex) or through a repeater system (duplex)
SLSA WKBK –
Chapter 7, Q1
Channels used in SA:
Channel 1: training and competition
Channel 2: training and competition and Normanville
Channel 3: calling radio base (repeater), metro clubs
(can also be used as an alternative by south coast clubs),
also a channel for Port Elliot and Chiton
Channel 4: simplex of 3
Channel 5: calling radio base (repeater), southern clubs
(can also be used as an alternative by metro clubs)
Channel 6: simplex of 5
Channel 7: Myponga repeater (VMR and Support services
also use)
Channel 8: simplex of 7
YOUR RADIO
The group will need to become familiar with the radio units
used in their lifesaving service. Have the group identify:







on/off switch
battery or power supply indicator
antenna
channel selector
‘Press to talk’ (PTT) button
volume control
inbuilt microphone (or speaker microphone)
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 7 – Radio Operations
SLSA TM –
Page : 103
PP: 6
15 minutes
SLSA TM –
Page : 105
SLSA WKBK –
Chapter 7, Q2
PP: 7 - 10
October 2010, v4
7.2
Radio technique:
Demonstrate to the group the radio technique:










hold radio approximately 10 cm from mouth and to
the side
think about what to say, including call signs and radio
terminology before transmitting
ensure channel is not in use before transmitting
to transmit, press and hold the PTT button and wait
1–2 seconds, then speak
speak clearly using appropriate call signs and radio
terminology
release the PTT button once transmission is finished
shield microphone when talking in high noise and
windy areas
remain stationary when transmitting
don’t yell
never carry radio by the antenna
Call signs:
Call signs uniquely identify each station on the radio network.
Explain the call signs for your club (eg ‘VH5GB Semaphore’, or
‘VH5GB Semaphore Inflatable’)
Pass radios around and allow trainees to turn on and off and
practice speaking into them
Prowords:
Prowords are a single word or phrase with a common
meaning and provide a quick and simple way to keep
transmissions short
Encourage the group to read the Prowords and their
meanings on page 105
Radio Checks:
Demonstrate how to do a radio check using your club’s call
sign
Allow everyone to practice doing radio checks with each
other
SURF RESCUE COMMUNICATION CENTRE
(SURFCOM)
Make the group aware of what SurfCom’s role is
5 minutes
SLSA TM – Page:
105
PP: 11
Explain where SurfCom is located (Lonsdale)
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 7 – Radio Operations
October 2010, v4
7.3
INCIDENT PROCEDURES
15 minutes
When passing on information about an incident, we use the 4
P’s to ensure that all required information is given. This
could be when contacting Surfcom, ambulance, emergency
response group etc
SLSA TM – Page:
106
SLSA WKBK –
Chapter 7, Q3
PP: 12
People – the number of people or age/sex of person
Problem – what’s happened
Position – where’s it happening
Progress – what has been done so far, type of rescue etc
Demonstrate several scenarios to the group using the 4 P’s
Allow time for the group to pair up and perform scenarios
Emergency call:
Explain that the emergency call sign for SLSA is Rescue,
Rescue, Rescue
If Semaphore Patrol is calling the SurfCom, the correct call
would be:
‘RESCUE, RESCUE, RESCUE, THIS IS SEMAPHORE PATROL’
SurfCom would respond:
‘ALL STATIONS STANDBY, SEMAPHORE PATROL THIS IS
SURFCOM, GO AHEAD, OVER’
The call sign is used for TWO main purposes:
•
•
to clear the network of routine traffic
to advise Surfcom that you have a situation that
requires assistance
When another club calls ‘rescue, rescue, rescue’, a radio
silence is maintained until the situation has passed
Interruptions to radio communications:
Discuss with the group possible reasons why a radio network
may become unavailable, and discuss ways to fix any
situations like this that may occur
RADIO MAINTENANCE
15 minutes
Trainer Note:
Maintenance will vary depending on the type of radios that your
club uses; the following is from the 33rd Edition Training Manual
If possible take your group to the area where the radios are kept
after patrol.
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 7 – Radio Operations
SLSA TM –
Pages: 106 - 107
SLSA WKBK –
Chapter 7, Q3
PP: 14 – 15
October 2010, v4
7.4
Routine maintenance:
Radios should be kept as dry as possible. All radios should be
checked prior to, and after, their use, including:








operation of knobs or buttons
operation of channels control knobs or buttons
operation of PTT button
damage to the case or antenna
signs of water penetration around and under battery
battery is in good condition
display screens are readable
radio check
Waterproof bags/harnesses should be rinsed lightly with fresh
water after use, to remove salt water and sand, then allowed to
dry. It is essential for an IRB to be equipped with a water proof
radio. Show the group how to use a water proof bag
Demonstrate how to correctly use a radio harness
Battery Charging:
Batteries should always be fully charged for the next patrol duty or
lifesaving operation
Put radios on charge after patrol: make sure they start charging
(check the indication light on the battery base)
Emergency Maintenance
If a radio is dropped in the water, follow the steps on page 107 of
the Training Manual
Damaged equipment should be taken to an approved radio
repairer or service agent as soon as possible, after you tell your
radio officer within your club
GENERAL INFORMATION
5 minutes
SLSA TM – Page:
107
Discuss the general information dot points on page 107 with
the group
CONCLUSION
PP: 16 - 17
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 7 – Radio Operations
October 2010, v4
7.5
This page intentionally left blank
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 7 – Radio Operations
October 2010, v4
7.6
LESSON PLAN
CHAPTER 8 – COMMUNICATIONS
Chapter duration:
LEARNING OUTCOMES
Communicate in the workplace
• explain how interpersonal communication happens
• demonstrate the five skills needed for effective interpersonal communication
• discuss the appropriateness of the different styles of interpersonal communication
• choose an appropriate channel to ensure effective interpersonal communication
• minimise potential breakdowns and barriers when communicating in the workplace
• take part in group discussions and informal meetings
• demonstrate SLSA document procedures
• demonstrate SLSA signals
LEARNING STRATEGIES



group exercise
discussion
demonstration
TOPICS
INTRODUCTION
SUGGESTED
TIME
10 minutes
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages:
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review the previous lesson
SLSA WKBK –
Pages: 29 – 33
EFFECTIVE COMMUNICATION
PP: 1 – 3
SLSA TM –
Pages : 110 111
Explain that effective communication is giving and receiving
information in a way that is clear and easily understood by
both the communicator and receiver
Ask your group when they think they may use
communication skills in surf lifesaving:







10 minutes
SLSA WKBK –
Chapter 8, Q1
PP: 4 - 9
performing rescues
informing members of the public about dangers and
safety
working with other safety organisations and
emergency services
educating and informing others
completing documentation
learning new procedures
working as a member of a team
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eight – Communications
October 2010, v4
8.1
Explain that effective communicators must understand that
different language is used in different situations. Language
changes depend on:



what we are communicating about
who we are communicating with
how the communication takes place
This can be done by matching our language to the situation,
once we have clearly worked out:



purpose of the communication (what?)
audience of the communication (who?)
best form of communication (how?)
Ask, what are three ways that we communicate



words: spoken and written
body language: facial expressions, gestures and
movement
graphic symbols: pictures, signs and symbols
Group discussion – when will use the above three methods
as a lifesaver?
VERBAL COMMUNICATION
When communicating as a lifesaver, you will:




exchange information
concentrate on important ideas and supporting points
participate in open-ended discussions
listen to spoken presentations or briefings
10 minutes
SLSA TM –
Pages : 112 113
SLSA WKBK –
Chapter 8, Q2
PP: 10 - 12
Barriers to communication:
Discuss possible barriers that can get in the way of effective
verbal communication:






background noise
don’t use jargon
don’t make assumptions
listen to them (difference between listening and
hearing)
avoid conflict and don’t argue
use appropriate tone, emphasis and volume
Listening skills:
Ask your group to read page 113 of the Training Manual and
discuss the three levels of good listening skills
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eight – Communications
October 2010, v4
8.2
SLSA TM –
Pages: 113 114
NON-VERBAL COMMUNICATION
Ask your group how important they think words are to
communicating
•
•
•
SLSA WKBK –
Chapter 8, Q3
only 7% of a message is made up of words
38% audible non-verbal communication (voice tone,
stress, pace and pitch)
55% non verbal communication (body gestures,
postures and facial expressions)
PP: 13 - 15
Ask your group to read page 113 of the Training Manual and
then ask for examples of when a lifesaver uses non-verbal
communication that can be ‘read’
GRAPHIC COMMUNICATIONS
5 minutes
Discuss signs used at your beach and go through the signs
on pages 115 - 117 of the Training Manual. Explain that we
use graphic symbols to assist people from a non-English
speaking background
SELECTING AN APPROPRIATE COMMUNICATION
TOOL
As a lifesaver, there are many tools that can assist you to
communicate effectively:








SLSA TM –
Pages: 115 117
SLSA WKBK –
Chapter 8, Q4
10 minutes
PP:16
SLSA TM –
Page: 118
PP: 17 – 19
radios
telephones
public address systems
logbooks
letters and memos
newsletters and notice boards
email
articles in newspapers and magazines
The tools that you choose will depend upon whether the
communication is:




internal: within your organisation, club etc
external: outside of the organisation
formal: following recognised written and spoken
conventions
informal: conversation or handwritten notes to a
small group
Ask your group to read page 118 of the Training Manual
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eight – Communications
October 2010, v4
8.3
SIGNALS
Trainer Notes:
Please ensure that your trainees are familiar with basic
signals before entering the ocean
Signals are an essential part of surf lifesaving communication.
All of these signals should be continued until acknowledged
Give some examples of when signals may be used:





20 minutes
(ongoing)
SLSA TM –
Page: 119
SLSA WKBK –
Chapter 8, Q6
& Q7
PP:20 – 27
rescues
assistance needed
training exercises
shark alarms
IRB returning to shore
Show your group the orange and blue signal flags and use
during training.
Teach your group the following signals:
Beach to water:
 attract attention from shore to boat/craft
 return to shore
 remain stationary
 message not clear, repeat
 pick up swimmers
 investigate submerged object
 proceed further out to sea
 go to the right, or to the left
 message understood, all clear
 pick up or adjust buoys
Water to beach:
 assistance required
 boat wishes to return to shore
 emergency evacuation alarm
 shore signal received and understood
 search completed
Tower signals:
 emergency evacuation alarm
 search completed after emergency evacuation alarm
 mass rescue
Helicopter signals:
 request to enter
Allow the group to break up into pairs, one person in the
water on a board, the other on the beach delivering signals
CONCLUSION
PP: 28 – 29
Check that everything has been achieved
How did the participants feel about the lesson
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eight – Communications
October 2010, v4
8.4
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eight – Communications
October 2010, v4
8.5
LESSON PLAN
CHAPTER 9 – RESCUE TECHNIQUES
Chapter duration:
LEARNING OUTCOMES
Perform patient approaches, supports and escapes aided by equipment on a conscious and an
unconscious patient





perform a tube and board rescue for a person in distress
assess the patient’s level of distress
secure and support the patient using rescue equipment
perform patient tows
return the patient safely to shore
Identify people in distress in an aquatic environment
 describe the signs of drowning
 list common rescues, and sites and conditions for rescues experienced by lifesavers
 describe the states in which people requiring assistance may be
Perform surf skills
 complete a 200 metre run, 200 metre swim and 200 metre run within eight minutes
for Bronze Medallion candidates
LEARNING STRATEGIES




group exercise
role play
discussion
demonstration
TOPICS
INTRODUCTION
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review the previous lesson
SUGGESTED
TIME
10 minutes
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages: 123 143
SLSA WKBK –
Pages: 34 -38
PP: 1 - 3
Trainer Note: Although the majority of this session involves
water work, your candidates will benefit from covering
some of the theory in a classroom setting
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
October 2010, v4
9.1
INTRODUCTION
25 minutes
Discuss the attributes that will assist in a rescue, and in
particular the four important concepts of lifesaving practice:




SLSA TM –
Page: 124
PP: 4 - 5
prevention
recognition
rescue
recovery
Recognition and rescue involves a sequence of steps known
at The Essential Steps of Aquatic Rescue; these include:




recognising the patient
alerting the patrol captain
deciding on a course of action
retrieving the patient
STEP 1 - RECOGNISING THE PATIENT
Explain how patient recognition can assist you on the beach.
People in high risk groups need to be watched carefully:






age extremities - very young or very old people
overweight people
recent immigrants or tourists
unstable or intoxicated people
people using floats
people improperly dressed for beach conditions
15 minutes
SLSA TM –
Page : 125
SLSA WKBK –
Chapter 9, Q2
PP: 6 – 8
Characteristics of different types of patients
Distressed people
Ask your group for their opinions on the signs of someone
who is distressed:





calls for help or waves an arm
attempts to swim to safety, but with a weak or
ineffective stroke
in pain and holds their arm, leg, head, or stomach
visibly holding their breath
faces shows wide-eyed fearful look
Drowning patients
Ask your group for their opinions on the signs of someone
drowning:
• no call for help or wave
• upright body position
• non-supportive leg action
• vigorous arm movements
• head tilted back
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
October 2010, v4
9.2
•
face and eyes show panic
STEP 2 - ALERTING THE PATROL CAPTAIN
Advise the group that all information relating to a rescue
needs to be reported to the patrol captain, as they are in
charge of all search and/or rescue operations
STEP 3 - DECIDING ON A COURSE OF ACTION
Inform the group that there are factors that may influence
their course of action:




patients: number and condition
distances: the distance from a lifesaving service
conditions: surf and prevailing conditions
resources: human and equipment
SLSA TM –
Page: 126
SLSA WKBK –
Chapter 9, Q2
PP: 9
SLSA TM –
Page : 127
SLSA WKBK –
Chapter 9, Q4
PP: 10 – 11
Have candidates discuss various items of equipment they can
use in a rescue and the most effective rescue tool
STEP 4 - RETRIEVING THE PATIENT
The group should read page 129 to see what is the best
method for a patient approach, including for a submerged
person
RESCUE METHODS
Rescues without equipment
Explain to candidates that if they do perform a rescue
without equipment it is a high-risk situation for rescuers to
be in, and they should assume the ‘defense position’ when
approaching a patient without rescue equipment. Rescues
without equipment are strongly discouraged
SLSA TM –
Page : 129
SLSA WKBK –
Chapter 9, Q5
PP: 12 – 13
SLSA TM –
Pages: 130 –
135
SLSA WKBK –
Chapter 9, Q6
PP: 14 – 15
Defensive position
Have the group practice the defensive position
Hip carry
Have the group break into pairs and practice performing a
hip carry with each other
Wrist tow
Have the group break into pairs and practice performing a
wrist tow with each other
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
October 2010, v4
9.3
Tube rescues
Conscious patient
Demonstrate how to approach a conscious patient:
•
•
•
•
reassure the patient once within voice range
stop two metres from the patient and pull tube
towards you and then push to patient
keep reassuring patient and watch their eyes for
signs of panic
once they calm down, secure and clip tube and swim
with them kicking
Break into pairs and each have a turn at being a patient and a
rescuer
Deep water rescue breathing with a rescue tube
Demonstrate how to perform rescue breathing with a tube:





approach patient and assess breathing
secure the patient and ensure head tilt and jaw
support (pistol grip)
mouth-to-nose the preferred deep water method
rescuer’s chin should be able to reach patient’s nose
secure patient and swim
Returning to shore



tow patient to shore with rescue tube if its available
patient to kick if able (conscious)
in the break zone:
o pull the patient towards you
o turn your patient towards the beach, placing
yourself between the patient and the wave
 tell the patient to take a deep breath then clamp your
hand over the patient’s mouth and nose and hold
onto them, attempt to submerge
Swim fins are recommended when performing tube rescues
Break into pairs and each person should have a turn at being
a patient and a rescuer
Unconscious non-breathing patient
Demonstrate how to perform rescue breathing with a tube:
• maintain patient support
• perform two rescue breaths, and signal for assistance
Break up into pairs and each person should have a turn at
being a patient and a rescuer
Double tube tow
Have the group break up into groups of three. Have two
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
October 2010, v4
9.4
members act as the rescuers and join their tubes together
while the other group member is a patient
Demonstrate board paddling in and out of the break
SLSA TM –
Pages: 136 –
141
This is also an opportunity to ask a competitor or board
captain to assist
PP: 16
BOARD RESCUES
Securing the conscious patient (beyond the break)
Demonstrate how to approach a conscious patient:
• if the patient is panicking, place the rescue board
between you and the patient and reassure them
• keep the board on the shoreward side of the patient
(parallel to the beach)
• sit up on the board (straddle)
• tell the patient to reach across and take hold of the
handles
• tell the patient to pull themselves onto the board and
swing their legs onto the deck; the rescuer may need
to assist by grabbing the patient’s nearest leg and
pulling them onto the board
• check the patient is positioned correctly
• take a prone paddling position between the patient’s
legs and return to shore
Break into pairs and each have a turn at being a patient and a
rescuer
Heavy, awkward, exhausted or unconscious patient (beyond
the break)
Follow the film strip on pages 137 – 138, and demonstrate to
the group how they would secure a heavy, awkward,
exhausted or unconscious patient onto the board
Deep water rescue breathing with the rescue board
Demonstrate how to perform rescue breathing on a rescue
board:




approach patient and dismount, lying across the deck
of the board, while holding the patient with one hand
with the patient facing away from the board, place
one arm under the patient’s corresponding arm, and
secure the patient’s head with jaw support (pistol
grip) to open the airway
the other hand helps control the patient’s position
perform two rescue breaths in about four seconds,
then turn the patient to face the board, and resume
the rescue
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
October 2010, v4
9.5
Returning to shore


when returning to shore through a surf break, you
and the patient should move well back on the board –
no nose-diving
wait for a lull in the wave pattern then paddle
Break into pairs and each have a turn at being a patient and a
rescuer
Returning to shore: conscious breathing patient



at the shore, instruct the patient to step off the board
on the side where prevailing conditions will not injure
them
assist the patient out of the water
monitor the patient’s condition
Returning to shore: unconscious breathing/exhausted
patient





at the shore steady the board by straddling it, and
signal for assistance
step off to the side of the board where water is
flowing away from you
maintain control of the board and patient at all times
monitor the patient’s vital signs
upon arrival of assistance, use a team carry to take
patient up the beach
Returning to shore: unconscious non-breathing patient





steady the board by straddling it, and signal for
assistance
step off to the side of the board where water is
flowing away from you
roll the patient off the board and pull them away from
the board so the prevailing conditions move the
board away from you
attempt two rescue breaths in the shallows
upon arrival of assistance, use a team carry to take
the patient to a safe location
Trainer Notes: For a step by step description of board
rescues, refer to SLSA TM pages 137 - 138
RESCUE BODYBOARDS
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
SLSA TM –
October 2010, v4
9.6
Lifesavers are encouraged to use SLSA approved bodyboards
to assist them with in-water swimmer surveillance and if
need be, to be used as a floatation device
Page: 142
Bodyboards are not an assessable component of this training
MASS RESCUES
Explain how a mass rescue can happen and use any examples
that you may have experienced
SLSA TM –
Page: 143
PP: 17
Explain the procedure which should be followed in the event
of a mass rescue:






as soon as a mass rescue arises, the ‘mass rescue’
signal is given (a series of three blasts of the siren)
SurfCom should be notified
all available club members should assist with any
available equipment
the Patrol Captain takes control and co-ordinates
resources
boards, skis, tubes etc are to be sent out immediately
IRBs, RWCs etc are to be deployed as quickly as
possible
Multiple patients with a rescue tube
Demonstrate how a patrol member can assist two people
who are in difficulty using a rescue tube:





assess the best order in which to assist the patients
secure the first patient with the tube
assist any other patient(s) to a position where they
can lock their arms inside the tube to keep afloat
give assistance required signal
reassure the patients
Multiple patients with a rescue board
Demonstrate how a rescue board can support multiple
patients:






assess the best order in which to assist patients
manoeuvre the board to the patient in most difficulty
encourage all patients to swim to the rescue board
ensure all patients are holding onto the board (straps)
give assistance required signal
reassure the patients
Boards and tubes can be used as flotation devices until
IRB/RWCs arrive
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
October 2010, v4
9.7
CONCLUSION
PP: 18 – 19
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
October 2010, v4
9.8
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Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter 9 – Rescue Techniques
October 2010, v4
9.9
LESSON PLAN
CHAPTER 10 – CARRIES AND SUPPORTS
Chapter duration:
LEARNING OUTCOMES
Perform patient retrieval and support unaided by equipment
 perform a two-person carry
 perform a two-handed seat
 perform a two-person drag
 perform a spinal carry
 perform a stretcher carry
LEARNING STRATEGIES




group exercise
role play
discussion
demonstration
TOPICS
INTRODUCTION
SUGGESTED
TIME
10 minutes
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review the previous lesson
SLSA WKBK –
Page : 39
Trainer Notes:
Initial training should be in a dry environment, it can then be
incorporated in beach scenarios
MOVING A PATIENT
Moving an injured patient should only be attempted when
the patient is in immediate danger or is capable of being
moved.
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages: 145 155
PP: 1 – 3
5 minutes
SLSA TM –
Page: 146
PP: 4
Inform the group of what needs to be considered when
moving a patient:







danger and safety
location
route of movement
equipment
personnel
urgency
lift and carrying technique
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Ten – Carries and Supports
October 2010, v4
10.1
PICKING UP, CARRYING AND LOWERING THE
PATIENT
The following carries are usually required when a rescuer has
returned to shore with a patient
Two-person carry
Explain that this carry is used when an exhausted or
unconscious patient requires removal from the shallows or
away from danger on land
60 minutes
SLSA TM –
Page : 146 –
148
SLSA WKBK –
Chapter 10, Q1
PP: 5 – 8
Demonstrate the carry based on the principles below, and
have the group break into groups of three and practice this


one lifesaver should provide support with the
patient’s back against his or her chest, slide both arms
under the patients armpits, use one hand to maintain
pistol grip on the patient’s jaw line, and use the
second hand to grip the patient’s corresponding arm
at the wrist
another lifesaver should grasp the patient’s legs
under the knees
IRB variation of two-person carry
Explain that this carry is to remove a patient from an IRB and
take them to dry sand
Demonstrate the carry as per page 147 of the training
manual and have the group break into groups of three and
practice this
Ensure that:


the patient is moved promptly before further waves
hit the boat
don’t pull the driver out of the boat
Two-handed seat
Explain that this carry is used to move a conscious patient
who needs assistance
Demonstrate the carry as per page 147 of the training
manual and have the group break into groups of three and
practice this
Two-person drag
Explain that this carry is used to move a stinger patient
Demonstrate the drag as per page 148 of the training manual
and have the group break into groups of three and practice
this
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Ten – Carries and Supports
October 2010, v4
10.2
Ensure that:


the lifesavers hold the patient by the wrist and
between the underarm and elbow
after being dragged to safety, the patient is placed on
their side and assessed
SPINAL INJURIES
Explain that all non-witnessed persons found floating face
down in the water should be managed as suspected spinal
injury cases
Principles of spinal rescue and treatment in the aquatic
environment
The group should be made aware of the basic principles of
spinal rescue and treatment in the aquatic environment:







SLSA TM –
Pages: 148 –
155
SLSA WKBK –
Chapter 10, Q2
PP: 9 – 26
remove the patient’s face from the water while at
the same time stabilising the neck in the neutral
position
signs of life must be assessed as quickly as possible
if breathing of signs of life are absent you should
proceed as a normal rescue and resuscitation.
Remember: Resuscitation is more important than a
suspected spinal injury when breathing and signs of
life are absent
if breathing is present, you can normally take more
time when performing the rescue
during the rescue, all attempts should be made to
keep the patient’s neck in the neutral position
in all cases of suspected spinal injury, lifesavers
need assistance
a spinal collar, if available, should be applied by a
lifesaver
Extended arm rollover and stretcher carry
Explain that this is the preferred method of moving a
suspected spinal patient from the water
Demonstrate the carry as per page 149 - 150 of the training
manual and have the group break into groups of six and
practice this
•
if breathing is absent, the patient must be moved
quickly
• if patient is breathing, movements can be unhurried
• ensure that the neck is kept in a neutral position
• person supporting the head is in control of the
commands
• reassure the patient
• give oxygen therapy if needed
Conscious patient in a standing position
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Ten – Carries and Supports
October 2010, v4
10.3
Explain that it is common for suspected spinal patients to
walk up to lifesavers complaining of neck pain following a
collision with a sandbank or from beach activity
Demonstrate the carry as per page 151 - 152 of the training
manual and have the group break into groups of six and
practice this
Ensure that:
•
•
•
•
•
•
the patient does not move any further once
complaining of the pain
the first lifesaver immobilises the head and neck
and maintains the neutral position
qualified person applies a spinal neck brace
care taken when lowering the patient onto the
board
keep reassuring patient
keep neck in neutral position
Five-person carry
Explain that this carry is usually used to move a patient
found floating face down in shallow water. This carry should
only be used when no spinal board is available
Ensure that:
• the first rescuer promptly lifts the patient’s head
out of the water
• the neck must be kept in a neutral position
• if patient is conscious, keep reassuring them
throughout the carry
• if breathing absent, patient must be moved
promptly to dry sand (care must still be taken to
keep the neck in the neutral position)
• care to be taken when moving and lowering patient
• a conscious patient can lie on their back with neck
continually supported
• an unconscious breathing patient is to be kept in
the neutral position
• if rescue breathing is required, care should be taken
to maintain the neutral position while turning the
patient
All persons with suspected spinal injuries need to be taken
to hospital by ambulance
Demonstrate the carry as per page 153 - 155 of the training
manual and have the group break into groups of six and
practice this
This carry will need to be practiced before trainees can
perform it to an acceptable standard
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Ten – Carries and Supports
October 2010, v4
10.4
Trainer note:
All of these carries will require constant practice throughout
the training course
CONCLUSION
PP: 28 – 29
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Ten – Carries and Supports
October 2010, v4
10.5
LESSON PLAN
CHAPTER 11 – PATROLS
Chapter duration:
LEARNING OUTCOMES
Set up a patrol and describe your role on patrol
 describe the roles of lifesavers
 establish a patrol base and check equipment
 describe the activities and trends of beach users at one local beach
Demonstrate standard patrol practices
 identify patrol methods
 describe scanning procedures and methods
 define responsibilities covered under service agreements and standard operating
procedures (SOPs)
 define beach closure procedures
Work as part of a team
 contribute positively to team activities
 interact successfully in the workplace
 give and receive support to/from team members
 define other emergency services in your area
 perform a simulated patrol rescue
LEARNING STRATEGIES






Group exercise
Presentation
Role Play
Discussion
Demonstration
Case Study
TOPICS
INTRODUCTION
Introduce the lesson’s topic
Tell the participants what they will be doing
Check for participants’ prior knowledge
Review the previous lesson
SUGGESTED
TIME
5 minutes
RESOURCES/
LEARNING
ENVIRONMENT
SLSA TM –
Pages: 145 - 155
SLSA WKBK –
Pages: 40 - 42
PP: 1 - 3
Trainer Notes:
The first duty of Surf Life Saving Australia, as a communityorientated volunteer service, is to protect the public on the
surfing beaches around Australia
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eleven – Patrols
October 2010, v4
11.1
INTRODUCTION
Lifesavers’ primary function is prevention. When prevention
fails you need to be ready to respond
5 minutes
SLSA TM –
Page : 158
PP: 4
Think about yourself as a lifesaver
Ask the group to picture themselves as a lifesaver and ask:



what is your job?
what do you do?
how do you do it?
Ask the group to think about their group members, and
discuss:



how will they work as a team?
how will they work together to patrol the beach?
what will the public expect of them and their team?
YOUR ROLES AND RESPONSIBILITIES
Encourage the group to break into pairs and to read the roles
and responsibilities dot points on page 158 and discuss these
ROLES AND RESPONSIBILITIES OF YOUR PATROL
CAPTAIN
SLSA TM – Page:
158
SLSA WKBK –
Chapter 11, Q1
PP: 5
SLSA TM – Page:
159
Patrol captains are in charge of all operations in the event of
a rescue, and their instructions have to be followed
promptly.
Have the group read the roles and responsibilities of the
patrol captain on page 159
PP: 6 - 7
STARTING YOUR PATROL
SLSA TM – Page:
160
The group should be aware that:






they need to arrive 15–30 minutes early – remember
that the patrol start time will be the time everything
and everyone is ready for action
the patrol captain advises the location of the patrol
area
members should check all equipment for damage
sign on in the Patrol Log Book once patrol is set up
ensure that the correct uniform is being worn
participate in patrol briefing
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eleven – Patrols
SLSA WKBK –
Chapter 11, Q2
PP: 9
October 2010, v4
11.2
SLSA TM –
Page: 160
CHECKING PATROL EQUIPMENT
Demonstrate to the group how you would check the following
items prior to commencing patrol:




PP: 10 – 11
rescue tubes: splitting, fraying etc
rescue board: sharp areas, handles, wax etc
radios: clean, out of direct sunlight, in waterproof bag,
kept away from water and sand
oxygen equipment/defibrillator: see chapter 5
‘Defibrillation and Basic Oxygen’ for checks
Use your patrol agreement (which lists all patrol equipment to
be used by your club), and take your group on a tour of the
area of your club that stores patrol equipment
PATROLLING THE BEACH
Patrol methods
Describe the three patrol methods ( if possible, using a
whiteboard to show how they can be used on your beach):



between the flags (traditional)
roving
outpost
10 minutes
SLSA TM –
Pages: 161 –
163
SLSA WKBK –
Chapter 11, Q3
PP: 12 – 15
Discuss in depth the method/s used most commonly at your
beach
Scanning
Fixed focus:
• focus on specific people and what they are doing
• look and listen for the unusual
Wide focus:
• use your peripheral vision (side view)
• maintain focus and avoid turning your back on the sea
Avoiding fatigue:
• avoid staring at one thing for long periods
• give eyes a break by focusing on the horizon for a
moment
Moving focus:
• move eyes at a moderate pace across the surveillance
area for short periods
Tracking:
• track a particular moving target for a set period
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eleven – Patrols
October 2010, v4
11.3
Scanning strategies (discuss):
• head counting
• grouping
• mental filing
• profile matching
• tracking
WORKING WITH OTHER PEOPLE
SLSA TM –
Page: 164
Groups and teams
Ask your group why they think good relations between
patrolling members are so important?
To interact effectively and efficiently a group should:
PP: 21 – 22
•
•
•
•
•
•
•
have a clearly defined purpose and goals
have someone to lead the group
identify tasks to be done
allocate tasks to individuals
use time efficiently
encourage participation from all members
include all members in activities
QUALITY SERVICE
Ask for examples of good and bad service that people have
received. Examples could include on the phone, restaurant,
shopping centre etc
SLSA TM –
Pages: 164 –
165
PP: 23 – 27
Examples of poor service can include:
•
•
•
•
•
•
not acknowledging presence
ignoring, hoping that you’ll go away
refusing to smile
telling you all their troubles
not knowing much about their company or services
not interested in finding information out for you or
finding someone who can
Explain the importance of providing the quality community
service and that it is vital to the success of surf lifesaving
Discuss the good community service hints on page 164 of the
training manual
Explain how members of the public feel threatened by people
sitting around in the patrol enclosure. You can make them feel
more comfortable by moving out to greet them on their
approach
Dress to impress
Explain uniform requirements and procedures for your club.
Only proficient SRC and Bronze award holders can wear the
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eleven – Patrols
October 2010, v4
11.4
quartered red/yellow cap
Crowd control
A rescue procedure on a crowded beach can be hindered by
overcrowding. Discuss various ways that a patrol member can
prevent a crowd from interfering in the process
PATROL SERVICE AGREEMENTS OR STANDARD
OPERATING PROCEDURES
SLSA TM –
Page: 166
Obtain a copy of your club’s patrol agreement and go through
this with the group
CLOSING OF BEACHES
SLSA TM –
Page: 166
Ask the group for reasons that they think a beach might need
to be closed. Workshop their answers and explain the
procedures required to close a beach in your area
PP: 28
EMERGENCY SERVICES
Ask your group if they can think of any emergency services
that they may have to contact or work with as a surf lifesaver
Most common answers will be police, ambulance, doctors and
council rangers. Ensure that contact phone numbers are
available for these contacts
SLSA TM –
Pages: 168 –
173
SLSA WKBK –
Chapter 11, Q4
PP: 29 - 30
Discuss contact procedures for each of the above
Emergency response groups
If you have an emergency response group in your state or
branch, explain their role and contact procedures. For example
the Jet Rescue Boats (JRB’s) are ‘on-call’ 24/7.
Two-way radio
Radios are a vital link, and often an efficient way to get outside
help. If your club uses a two-way radio, ensure that trainees
are given an opportunity to practice using it – see Chapter 7
lesson plans
Motorised rescue craft and patrol vehicles
All patrol members should have an understanding of rescue
units that they may encounter on patrol
•
Inflatable Rescue Boats (IRBs):
All candidates should practice launching an IRB during a
practical water session
o safety precautions
o launching procedures
•
Surf Rescue Vehicles (Quad bikes, 4WDs etc)
o qualified personnel only
o be aware of vehicles capabilities
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eleven – Patrols
October 2010, v4
11.5
o fitted with reversing lights and safety alarms
Trainer Note:
All candidates should practice launching an IRB during a
practical water session. If unaware of procedures yourself, ask
a specialist (IRB Driver etc) to assist
Helicopter rescue services
Depending on your location, club members may need to deal
with a helicopter service
If required, ensure that:
•
•
•
The appropriate roped off area is available
Permission is granted by the pilot to enter the
helicopter area
Spectators are standing clear at take-off and landing
Ambulance Services
Discuss the relationship between the ambulance service and
surf lifesavers and when ambulances should be summoned:
•
•
a patient has lost consciousness, even for a brief period
a patient has received resuscitation
Medical aid
Discuss and show your local areas contact list for medical aid
eg. Local doctors
Police
Discuss the relationship between the police and surf lifesavers
Discuss and show your local area’s contact list for police and
other emergency services
CONCLUSION
PP: 31 - 32
Check that everything has been achieved
How did the participants feel about the lesson
What is coming next, eg, topic, what to bring, etc
Bronze Medallion/Certificate II in Public Safety (Aquatic Rescue)
Chapter Eleven – Patrols
October 2010, v4
11.6