Running Head: LIFEGUARD BOOTCAMP UNIT

Lifeguard Bootcamp Unit Plan

CAHA 533

Brianne Baranowski
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An Aquatics Approach to Education

Positionality Statement
Brianne Baranowski
LIFEGUARD BOOTCAMP UNIT 3

People do not care how much you know, until they know how much you care, is a

quote from Theodore Roosevelt that I use as my personal mantra when it comes to teaching and

supervision. Getting this message across can be a challenge depending on the setting, but has

been key to building relationships with students that drive success. I want each student to leave a

session that I have led being confident in their skills and knowing that I will be a continued

resource for them and a cheerleader for their futures. I am a student-centered, goal oriented, ever

evolving educator that cares deeply about the subjects that I teach and the people that I have the

honor of educating.

Reflecting on my past experiences as an educator, there are several key factors that have

remained constant, while others seem to develop over time and with each role. The large

contrast between teaching fun and silly youth swim lessons with the seriousness of teaching

professional rescuer CPR has allowed me to wear different hats and test different methods. I

have learned these varied methods through my certifications to teach as well as by absorbing the

varied teaching methods of instructors that I have had over the past twenty plus years.

The seriousness with which I teach lifeguarding, CPR, and First Aid has stemmed from

my own initial lifeguard certification course when I was sixteen. This training was subpar and

did not prepare myself or the other students in the class for our future roles as lifeguards. Our

instructor simply showed us the required videos, read out of his instructor book, and did not get

in the water himself once to demonstrate skills. Not a single person passed the written exams on

the first try and many struggled with in-water saves, yet everyone passed and became American

Red Cross Lifeguards. Luckily, I was hired to work for a park district that valued training, and a

boss who wanted to have the best guards possible on his staff. Each year we went through an

exhaustive recertification program, had weekly in-services, and were taught to always be on top
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of our game through audits and drills. These experiences showed me what teaching lifeguarding

should and should not look like and led my desire to become a certified Lifeguard Instructor.

The American Red Cross is very structured in their training materials and the skills each

participant needs to know and be able to perform are explicit. It can be difficult to balance these

rigid protocols and at times very dry training materials, with the need to make the material stick

and the desire to keep the students engaged. Luckily, the length of the courses allows me to

build in time for the participants to learn from their mistakes and utilize fun drills and challenges

that are still skill oriented. With each class I teach, I learn new ways to engage the students and

learn from the instructor feedback that is given.

Each time, I set out into a different educator role; whether that be as a supervisor for

student employees, swim instructor, or teaching an American Red Cross course, I think about my

audience first. I believe in a student-centered approach to education. In order for me to teach a

student, I need to understand where that student comes from and what their previous interactions

with the subject have been. If I am teaching lifeguarding to a group of varsity swimmers and

divers the focus is going to be very different than a group of students who are from a variety of

backgrounds who will be working together at a camp for the summer. Each group will have their

own dynamic and that dynamic will allow individual strengths to shine and develop.

At the start of a new session, expectations are put into place, both for participants and

myself as the educator. This allows me to create a sense of authority in the learning place. I do

not believe in setting myself up as the end all be all but rather give expectations that require

each person to hold themselves accountable and know what is coming so that there are no

surprises. Giving progress updates and having meaningful conversations as time progresses
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allows me to gage where participants are and how I can alter my approaches to best benefit the

group.

In each different role that I play as an educator, it is my duty to give everyone a voice and

a chance to not only succeed but excel. If I am not setting my students and participants up for

success than that falls back on me as the instructor to make changes and reevaluate what

approaches will work best. My role as an educator is to constantly be adapting to the needs of

my students and to truly utilize the feedback that I have been given. The skills that I teach can

mean life or death; and at the end of the day that is the constant that is driving my desire to be the

best instructor possible.

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A Behaviorism and Experiential Learning Approach

Learning Theories

Brianne Baranowski
LIFEGUARD BOOTCAMP UNIT 7

I am a student-centered instructor who believes in constant development and the need to

focus on individual learning styles but the severity of what I teach can require a hardened

approach. Behaviorism and Experiential Learning theories will be utilized to guide the creation

of our three-day Lifeguard Boot camp that will be happening at the beginning of the 2016 fall

semester. These theories were chosen based on the objectives that need to be fulfilled throughout

the training. The combination of conditioning and learning-by-doing align with effective

lifeguarding education and the needs of our aquatics department.

According to Phillips and Soltis (2009) behaviorism is an assumption that humans are

biologically wired at the core to interact with the environment and profit from the interaction (p.

22). Behaviorists believe that learning is a process of developing or conditioning behaviors.

Behaviorism is broken down into classical conditioning and operant conditioning. Classical

conditioning happens when a natural reaction is combined with a new stimulus to create a

conditioned response. Operant conditioning says that, the more the behavior is practiced or

exercised the more strongly it will be established or learned (Philips, D.C., & Soltis, J. F, 2009,

P. 25).

Conditioning is used regularly in aquatic facilities. Patrons are conditioned to know that

when the whistle is blown it means to exit the pool. This is a common practice used at facilities

across the country and taught in aquatic management and lifeguarding courses. The use of the

whistle is drilled into lifeguards during their training. When the whistle is blown a certain way,

say three short blasts, the Emergency Action Plan is initiated causing the lifeguards to react

based on their training.

This practice will be utilized in our Lifeguard Boot camp by requiring the whistle to be

used at the beginning of each skill. At the beginning of training, if the whistle is not blown, they
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will need to exit the water and begin the save again. During our full-blown Emergency Action

Plan drills if the whistle is not blown they will learn the repercussions of not doing this in a real

emergency. These repercussions can range from not having a backboard delivered or having to

perform CPR for an extended period of time because the emergency response was not activated.

We will also be using behaviorism to drill in the need for professionalism in the work

place. Guards are required to come to work and this training in full uniform, a problem we have

struggled with this year, the importance of this will be demonstrated through positive and

negative conditioning. If each member of a team shows up in full uniform they will receive team

points. Someone not in uniform will have to swim extra laps for each piece of uniform they are

missing. This may seem like a drastic measure but something that is needed, guards not in swim

suits or wearing jeans to work cannot properly save someone at the bottom of eleven feet of

water, and our current methods for eliminating these behaviors has not worked.

The teaching machine that Skinner developed gave the learner immediate positive

feedback for a correct answer and a remedial example was presented if the answer was wrong. I

utilize this system during our trainings in order to get the lifeguards involved in each others

development. At the end of practicing a save or going through a drill each group is asked what

went well and what needs to be improved. The positive feedback allows the group to switch

positions and go forward with the next person attempting the skill. If the skill was not done

properly group members share what needs to be changed and the skill is practiced again. For

some lifeguards they immediately want to try the skill a second time and for others they will

rotate around and try again after they have had time to process the feedback given. This

immediate use of feedback ensures that guards are not practicing a skill incorrectly multiple

times and becoming hardwired in performing a skill wrong.

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Experiential learning theory is, a dynamic view of learning based on a learning cycle

driven by the resolution of the dual dialectics of action/reflection and experience/abstraction

(Kolb, A. Y., & Kolb, D. A., 2011, P. 43). It holds that experience is critical in the development

of knowledge. Experiential Learning Theory states that learning is a process and that individuals

learn by doing and reflecting on what was done. This theory also states that learning results from

the interactions between the person and the environment. This process of learning is a cycle

where the learner experiences, reflects, thinks, and acts in a reoccurring process.

We will be utilizing this learning cycle each day of training as bridge exercises and as an

end of day debrief. Taking time to allow the guards to think about what they just practiced and

share out in between the different skill sessions will help myself gauge where they are at in the

mastery process and how to approach the next portion of the day. The ability to actively reflect

on the experiences had during that day in a debriefing session will help the students process what

was learned and interact in a more meaningful way the next day. Different learning techniques

will be utilized in order to reach different learning styles. We will be doing a lot of hands on

simulation drills to learn from experience but also watching videos and hearing lifeguard

testimonials.

The proposition that all learning is re-learning is key due to the nature of this training.

We will be testing the lifeguards prior knowledge of their skills and job knowledge but also

asking them to reflect on their past experiences working with us in hopes to find ways to

improve their experience in the upcoming year. Building on past knowledge and reflecting on

experiences in a different light will hopefully allow us to keep the training from becoming too

repetitive and keep the students engaged.

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A holistic approach will be taken when the lifeguards are practicing the different skills.

Not only will they be the primary and secondary rescuer but also act as the drowning victim in

order to fully feel what it is like to have the different techniques used on them. Being placed in

these different roles will lead to a deeper reflection and understanding of the process. Each time

they engage with a different lifeguard and experience a different scenario they will be creating

new knowledge and actively participating in the process of learning.

Lifeguards will be placed on teams in order to learn from each other. This team learning

environment will be created by placing students together who have different levels of experience

and differing backgrounds. We will have an overall team leader who will have higher

responsibilities throughout the semester due to the structure of our department but during this

three-day training each individual will be asked to step into a leadership role based on their

strengths. Leadership roles will be shared with the individual before the three day training

based on previous semesters and will be shared with the individuals in advance so they will not

be put on the spot. Allowing each group member to shine will and have ownership of a

particular area will help make groups more cohesive and hopefully have a better learning

experience.

Experiential learning theory states that learning is a process and not based on outcomes.

This portion of the theory is something that I struggle with in terms of this training. The guards

will be participating in a continuation of their training and the focus will be on engagement,

however outcomes are necessary with this type of work. A learner could go through the process

and be engaged and improve but if they cannot properly save a life and perform the skills then

they will not be able to be on staff due to liability concerns.

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These theories were chosen based on personal experience. When tragedy struck and I

had to perform CP; the training that I went through allowed me to properly perform the needed

lifesaving skills despite the fear and pumping adrenaline. If I had not had hands on experience

and constant conditioning to properly perform the needed skills a mans life could have been lost.

The combination of behaviorism and experiential learning theory leads to hands on experience

focused around repetition and reflection. I believe this combination will lead to a successful

Lifeguard Bootcamp that refreshes each persons skills and lead to a successful academic year.
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References

Kolb, A. Y., & Kolb, D. A. (2011). Experiential Learning Theory: A Dynamic,

Holistic Approach to Management Learning, Education, and

Development.

Philips, D. C., & Soltis, J. F. (2009). Perspectives on Learning. New York, New

York: Teachers College Press.

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Lifeguard Lesson Plans and Assessment

Brianne Baranowski
LIFEGUARD BOOTCAMP UNIT 14

Day One Training

1. Welcome back 5 min

2. Overview of training 5 min
3. Team Placement for this years guard wars 10
min
a. Two teams- student management team as captains
b. Mix students by seniority
c. Teams will be used throughout semester for Guard Wars
d. Decide on team names
4. In teams- uniform check 5 min
a. Red guard shirt, Guard suit, solid colored athletic bottoms, bare
feet or sandals, whistle
b. If not in full uniform then warning for Day 2
5. Ice Breaker Day 1 15 min
a. Staff Bingo and checklist
6. Overview of changes to job duties for the new academic year
(TBT)
a. Chair policy
b. Full uniform at in-services- yes even in the water (has become
the new standard across the county)
i. Conversation about the reasons why and how this will
benefit program
c. Will be more by Fall 2016
7. Watch negligence video (video- 10) 20 min
a. Discuss repercussions
b. How could this happen here
c. Prevention
d. Each person name a way that a lifeguard could be negligent and
how to prevent in teams
8. Break- 10 minutes and then beginning skills portion of Day 1
9. Enties and Approaches video (video- 6:53)
10. Rescues at or near the surface (video- 7:04)
11. Begin Skills- each time you enter the water you must activate the
EAP
a. Skill 1: Rear Facing Active Drowning- partner up 15
min
i. Check for proper performance
1. Uses correct entry- stride jump
2. Approaches victim and maintains tube placement
while swimming quietly
3. Securely grabs victim under the armpits and inserts
tube inbetween victim and self
4. Calmly reassures, asks to help kick if possible
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5. Brings to side of pool and brackets on wall until can

exit with ladder or assistance out of pool
ii. After each save what went well what needs to go better
next time
iii. As group debrief skill
iv. Gauge confidence level (1, 2, 3 self rating)
b. Skill 2: Front Facing Active drowning 15
min
i. Check for proper technique
1. Uses proper approach- stride jump is effective
2. Approaches victim with tube under arms and then
puts in front when approaching victim
3. Securely places tube under active drowning victim
and secures hold on arms
4. Brings to side of pool and ensures proper exit
ii. Each guard practice twice with different victim
iii. After each save what went well what needs to go better
next time
iv. As group debrief skill
v. Gauge confidence level
c. Skill 3: Escapes 20 min
i. Review safety procedures- double tap means let the other
person go
ii. Start paired off in water, rescue guard can choose to do
front or rear first, pair counts to three and victim grabs
hold, then practice escape
iii. Check for proper technique
1. Lifeguard tucks chin and brings the victim
underwater (normally this would make the victim
break hold)
2. Using both hands grabs victim by the elbows and
pushes up while ducking head down and swimming
underwater away
3. Once swims away readjusts tube, takes a second to
determine best route for save and re-approaches
4. Makes correct save as above
iv. Practice front and rear with count down and then practice
with not being aware when grab was going to happen
v. Debreif as group
1. What went through your minds during the struggle to
get free?
2. Difference between knowing it was coming and not
knowing?
a. Why do we practice both?
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vi. Based on observation make note of who may need more

practice and what that may look like for Active Drowning
Scenarios
d. Skill 3: Passive Drowning- Face Down 10
min
i. Check for proper technique
1. Enters water appropriately for victim placement
2. Approaches victim with tube to the side
3. Properly approaches victim from side and grasps
under armpits
4. Rolls under the participant making sure to not pull
them under water with them
5. Is aware of how the victims head is coming back so
there is not a collision
ii. Practices twice (This skill is one most everyone has down,
unless needed individual feedback but not a group debrief)

Day Two

1. Ice breaker Day 2: silent crate climbing with Outdoor Adventures 30

min
a. Discuss the importance of working together and communication
b. If time permits try eyes closed
2. Get into teams
3. Review of expectations 15 min
a. Tablet usage
b. Key protocols
c. Lane line shifts
d. Picking up shifts and documenting
e. Down shift duties
4. Primary Assessment video (3:43)
5. Practice Primary Assessment- adult found laying in hallway
20 min
a. Skills Check
i. Size Up the scene- checking for safety while putting on
gloves
1. Give prompts of scene barriers or safety concerns
ii. Check for responsiveness
1. Receive consent from conscious, if uncounscious tap
on shoulder, are you ok are you ok
2. What does an nconscious victim mean for consent
iii. Call EMS if does not respond
iv. Properly open airway
1. Provide corrective feedback for anyone not doing so
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v. Check for breathing and a pulse for no more than ten

seconds
1. Making sure that guards are properly checking,
listening and feeling for breathing
2. Taking pulse correctly?
vi. Give 2 ventilations
vii. Check for sever bleeding
b. What would you do if the unconscious person is breathing?
c. What if it was someone you pulled out of pool?
d. What are agonal gasps? What do you do if this is happening
e. Practice primary assessment again
f. Group debrief
6. Rescue breathing 15 min
a. When do we use this?
b. Skills check- Giving Ventilations video (3:46) practice while you
watch
i. Follow along with video prompt
c. Skills check practicing without video prompts
i. Activates EAP and properly performs primary assessment
ii. Correctly positions self for recuse breathing, airway is
opened correctly
iii. 1 ventilations everyt5 seconds
1. chest clearly rises
2. breathe lasts about a second
3. counting out-loud
iv. Do this for two cycles
1. DO they stop and reassess at two minutes and begin
a new cycle?
2. Are they keeping on pace?
3. How often re-check?
7. One- Rescuer CPR 15
min
a. Practice while you watch CPR video (4:55)
b. Practice without video checking for knowledge
i. Activates EAP, Primary Assessment
ii. Adult- 30 compressions two breathes
iii. Youth, and in water- 2 breathes and then compressions
iv. Do they stop or keep going until prompted
c. Debrief
i. How deep do compressions go?
ii. What are the reasons why you would stop CPR?
iii. When can an AED be used?
8. Two Rescuer CPR 30 min
a. Watch video (2:25)
b. Practice in pairs- senior guard with newer guard
c. Check if meeting the standards for CPR
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i. Depth of compressions
ii. Rescuer two is doing proper ventilations
iii. Switch at two minutes
iv. Do not use same mask- keeps self safe with PPD
v. Continues CPR until prompted
vi. Utilizes AED when becomes available
9. Debrief and allow for individuals to stay for more practice as needed

Day Three

1. Welcome and uniform check 15

min
a. If not in uniform for second time they will need to meet with Chrissy
b. Questions or concerns about the changes to job duties and
expectations that you were given previous two days
2. Group Activity- Circle CPR 30 min
a. Separated into groups of three- predetermined based on day before
b. Explain Activity
i. One person will be in water swimming a 50, one will be rescuer
one, one will be rescuer two, once the person in the water is
done and ready to switch, you will rotate positions. This will
continue until each person swims a 300 (ARC pre-test length)
c. During activity check for skill level, keep track of yardage, give
feedback and correction to technique as needed
3. Review backboarding 45 min
a. Spinal Rescues
i. In water practice spinal holds
1. Approaches victim in water without splashing
2. Utilizes chin-splint or head splint based on victim
position and body type
3. keeps spine neutral
4. Once in hold does not let go
ii. Team Backboarding (repeat with each person both positions
twice)
1. Skills check
a. Does rescuer one call for backboard
b. Rescuer two hgets backboard and does and
slide in entry
c. Does rescuer one continuously move victim so
legs do not sink
d. Rescuer two properly places backboard
e. Guards work together to bring board to the wall
and do not let go of victim hold
f. Guards switch holds when needed
g. Straps are placed across top of chest before
legs
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h. Rescuers do not reach over body but go around

i. Guards are talking to victim if conscious
j. Guard do not move victim once on board and
maintain spinal hold at all times
k. Guards are communicating as a team
l. Head support is placed properly
m. Guards remove backboard from water keeping
as parallel as possible

4. Final Scenrios 30 min

a. Each guard will be given a final scenario that must be completed,
they will act as primary lifeguard and will have a secondary that is not
a lifeguard (GA from other area) acting as a participant that is there to
help. Scenarios will be as follows using skills list from previous day
i. triage on deck- must save the cardiac arrest person first,
following CPR skills check from previous day
ii. Passive submerged victim, pulse but not breathing to CPR
iii. Active to Passive drowning victim that requires rescue
breathing
b. While guards are doing their final scenarios others will be filling out
work goal sheets for the upcoming school year, and will be given an
index card asking for major, future plans, personal goal for semester,
along with any concerns they may have
c. After done with cards they will get in teams and decide what in-
service they would like to plan for the semester and pick a general
topic. We will then schedule a meeting to plan the in-service as a
team.
5. Once everyone is done with A-C we will end training with dinner at Fatties!