OPTIONAL: If you already work with children you’ll probably be comfortable with all the material here. If you only ever intend to work with adults then it won’t be relevant anyway (and remember, you can always come back and revisit this lesson any time).  

If you are planning to start working with children as a new venture then information in this lesson is pretty vital, and you should work through this lesson in full.

This lesson discusses: 

• The legal & ethical considerations for working with young people
  
• Recommended minimum ages
  
• General advice on working with youngsters
  
• Some of the problems and issues that may arise
  
• A quick look at some of the paddleboard-related activities you can consider when working with young people.

Check your existing knowledge:

• Do you understand the recommendations for minimum ages when teaching young people?

• Do you understand how you should adapt your instruction to create the right tone and environment for working with young people?

• Are you comfortable with equipment for instructing young people?

• Do you have some ideas about what sort of on-water activities you might do with young people?

If you’re going to be working with young people and you are unsure on any of these, we recommend working through the lesson, which will take about 25 minutes to complete.

If you require a Police Check certificate please contact us – NZSUP is an authorised Police Check certification source. There will be at $25 administration fee for the service.

This is the last lesson in the Safety and Planning section of the SUP Instructor Level 1 conversion course. See the prompt at the bottom of this page for a reminder on what needs to be completed from this section.

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This barely scratches the surface of the topic – working with young people can be a whole course in itself. For some instructors it’s their ‘bread and butter’,  others prefer the somewhat  quieter and less hectic life of working with adults!

If you require a Police Check certificate please contact us – NZSUP is an authorised Police Check certification source. There will be at $25 administration fee for the service.

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Check Understanding!

• Do you understand the recommendations for minimum ages when teaching young people?

• Do you understand how you should adapt your instruction to create the right tone and environment for working with young people?

• Are you comfortable with equipment for instructing young people?

• Do you have some ideas about what sort of on-water activities you might do with young people?

If you’re unsure on any of these, go back and review the lesson again.

Otherwise, well done – you’ve completed the Safety and Planning section of the SUP Instructor Level 1 refresher course! If you would like a zoom discussion about any of the material in this section please contact us.

PROMPT: Remember to print out and practice your safety briefings, as detailed in Lesson 5, and your GAGA responses to the emergencies detailed in Lesson 7.

IMPORTANCE: Medium. You need to know the maximum recommended group sizes for SUP instruction in New Zealand, along with the essentials of group control. .

This lesson looks at the important skill of maintaining control of your group of clients whilst on the water. 

The lesson discusses: 

• Recommended group sizes

• Good practice recommendations for the instructor 

• The problems with group control that the instructor may encounter 

• Group dynamics, and how they can impact on a group

• How do deal with group control problems that may arise 

Check your existing knowledge:

• Do you understand the various recommended group instructor:client ratios in New Zealand?

• Do you understand how you can utilise other competent adults in order to increase your group size?

• Can you recall some of the main issues that the instructor is likely to face in terms of group control?

• What techniques would you use in order to keep your group together?

If you’re unsure on any of these, you should work through this lesson, which will take around 20 minutes to complete. There will be questions on this topic in the self-assessment test at the end of this course. If you’re confident with all this material already, you can move on to the next lesson.

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Every group of clients is different, no two lessons are ever the same. Learning to manage a group is a skill that comes with practice, but having some ideas in advance on what might go wrong and how best to deal with it will be of great value, particularly for your first few lessons.

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Check Understanding!

• Do you understand the various recommended group instructor:client ratios?

• Do you understand how you can utilise other competent adults in order to increase your group size?

• Can you recall some of the main issues that the instructor is likely to face in terms of group control?

• What techniques would you use in order to keep your group together?

If you’re unsure on any of these, go back and review the lesson again. There will be questions on this topic in the self-assessment test at the end of this course. Otherwise, you can move on to the next lesson.

Importance: Critical! There are tasks at the end of this lesson page that you need to complete and bring with you to your assessment. You are also quite likely to encounter a (simulated) emergency in your assessment, and will be expected to deal with it using the process outlined in this lesson.

This lesson looks at how to deal with problems that may occur during a SUP activity. This is a vitally important part of the course, hence the extra time devoted to it. The lesson will take around an hour to complete, but has been broken into smaller subsections so as to make it easier to digest.

The first training video discusses the general approach for dealing with problems.  Once you’ve watched this you will have the opportunity to consider how you would deal with some scenarios, and then check out our own take on dealing with them.

Now that you have watched the video and are familiar with the GAGA approach, consider the following scenarios. With each one, consider how you would handle the problem.  Write it down in GAGA format – ie start with how you would handle and utilise the group,  then your assessment of the situation and how it’s going to play out, then consider whether you’re going to need to get help or not, and if so, how you’d do it, and finally, what actions you’d take. When you’ve done all that, listen to the video debrief of the problem and see how it compares to your own notes.  

Problem Scenario 1
You are on the water in the middle of a lesson with a group of middle aged paddlers.  One of them suddenly drops his paddle, clutches his chest and collapses onto their board…

Consider how you would handle this scenario – write down your thoughts for each stage of the GAGA process, then watch the video below to see how it compares to your own notes.

This first example has hopefully given you a clearer grasp of how to use the GAGA approach to best effect. With that in mind, now have a go at the next problem scenario: 

Problem Scenario  2
You are 15 minutes into a cruise along the shore with a group of clients, when a participant falls off their board and cuts their foot badly on some underwater sharp thing. They call to you for help, and you paddle over – it’s clearly a deep and nasty cut, there’s lots of blood on the board and in the water.

Consider how you would handle this scenario – write down your thoughts for each stage of the GAGA process, then watch this video to see how it compares to your own notes. 

And one more…

Problem Scenario 3
You’re 100m offshore with a group of clients during a coastal session. One client suddenly sees something large and alive underwater, and COMPLETELY freaks out – they collapse into a screaming heap…

Consider how you would handle this scenario – write down your thoughts for each stage of the GAGA process, then watch this video to see how it compares to your own notes. 

Hopefully these examples have given you a clearer picture of how to use the GAGA process to best effect.  

Repeat the process for the following three scenarios.  Write out your GAGA solution for each one as fully as you need. You will be required to present your plan for one of them at the practical assessment. 

Problem Scenario 4
Halfway through a lesson, a client shouts for help – he’s dropped his paddle and it has sunk like a stone, disappeared completely!

Problem Scenario 5
One of your clients is clearly not right. Gone very quiet, looking pale, slowing down. You go to check on them, and they sit down and complain of headache…

Problem Scenario 6
Sudden strong headwinds – unexpected, unforecast. You have to get the group back to the launch site, UPWIND.  But first you have to navigate your  group of beginners (with a couple already struggling) around a headland that sticks out into the channel. The wind is really funnelling past it…

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Once again – be warned that you are also very likely to encounter a (simulated) problem of some sort during your practical assessment! And you will be expected to follow the GAGA format as you deal with it. Not being able to demonstrate that you are up to handling a problem would be a reason for failing the assessment.

When you feel comfortable with the overall approach to dealing with a problem, you may proceed to the next lesson.

Importance: Medium If you have already been instructing for a while then you’ll almost certainly have encountered a few problems or interesting situations already, and will need no convincing that things can and do go awry. However, if you’d like to refresh your memory as to the full panoply of possible problems then there will be no harm at all in viewing this lesson. Consider it as Professional Development!

This lesson looks at the sort of issues that could arise during a SUP activity, which require some sort of intervention or a change of plan.  The lesson will take around 20 minutes to complete.

The variable nature of the environment we work in and the type of clients we tend to have, makes it statistically very likely that you’re going to – at very least – have to change or modify your plan from time to time. Or indeed you may have to deal with a full-blown emergency situation. And you’re going to have to deal with it yourself. You’re going to have to show leadership, make judgement calls, make decisions and solve problems.  So having a clear understanding of what might go wrong makes it much easier to predict problems and handle them when they arise.

The lesson discusses: 

• What actually constitutes a problem

• The various categories and types of problem that may occur

• Their likelihood and significance. 

If you’re unsure on any of this material, you would be wise to work through this lesson, because being able to recognise and deal with problems is of paramount importance in your work. However, if you already feel comfortable and confident with this topic, you can move on to the next lesson.

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Check Understanding!

• Do you understand what we mean by a ‘problem’, and why it is of significance?

• Can you recall the three main categories of problem?

• Take a minute to recall as many of the ‘people problems’ as you can and consider how you would deal with them if they happened in a lesson you were leading.

• Can you recall the three categories of environment problem?

• Take a minute to recall as many of the weather related problems as you can, and consider how you would deal with them if they happened in a lesson you were leading.

• Take a minute to recall as many of the equipment related problems as you can, and consider how you would deal with them if they happened in a lesson you were leading.

If you’re unsure on any of these, go back and review the lesson again. Otherwise, you can move on to the next lesson.

Importance: Critical! You will be required to deliver a safety briefing as part of your practical assessment.

This lesson looks at the safety briefing(s) that must take place at the start of every session. This is an absolutely essential part of the process, and it’s important that the right things get said.  This lesson will take around 30 minutes to complete.

The training video discusses: 

• Why we do the briefing
• The various topics that should be covered
• Briefing the other instructors and/or staff members. 
• Practicing your briefing

You will be required to present a safety briefing at the practical assessment.  Download this template card and practice giving the briefing – you can make it relevant to your own venue.  You may use the card as a prompt when delivering the briefing at the assessment (indeed, we highly recommend using prompts when delivering any safety briefings, no matter how well practiced you may be!).  

Here is a recording of a full safety briefing for you to listen to. It’s about 5 minutes long in total – 5 very valuable minutes that sets up your lesson and ensures the best possible safety outcomes for your clients. (Plus removing any embarrassment caused by clients losing hats, sunglasses or inadvertantly taking their carkeys onto the water!).

Remember, it doesn’t matter if you get things in the wrong order. All that matters is that you cover everything that needs to be said.

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Check Understanding!

• Do you understand why we do the safety briefing?
  
• Can you deliver a full comprehensive safety briefing, as set out here? Remember, you will be required to demonstrate this at the practical session.
  
• Do you understand what sort of things you should run through with other instructors or team members before the session?

If you’re unsure on any of these, go back and review the lesson again. Otherwise, you can move on to the next lesson.

Importance: Very High! Proper planning procedures are an absolutely vital part of safety management.

This lesson looks at the planning process for sessions on the water. It will take around 20 minutes to complete.

The training video discusses: 

• Why we do the planning
• How to do a venue analysis
• What needs to be done in terms of planning before a session
• What needs to be done when you arrive at the venue

Check your existing knowledge!

• Do you understand why prior planning for organised paddleboarding activities is so vitally important?

• Do you understand the general concept and importance of venue analysis, and the sort of things that should be noted?

• Do you understand the sort of things you should be considering when planning a paddleboarding session?

• Do you know what to look for on the weather forecast, and why?

• Do you understand how to prepare when you arrive at the venue?

If you’re unsure on any of these, we strongly recommend you complete this lesson as a refresher on proper planning procedures, which are an absolutely vital part of safety management. The current Health and Safety legislation also increases the importance of getting this part of the process right. However, if you’re completely competent and comfortable in this area, you can move on to the next lesson.

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Using checklists to ensure you have done everything that needs to be done is an extremely sensible approach. Even the most experienced instructor will from time to time forget something if relying purely on memory, and the consequences can range from mild inconvenience to extreme embarrassment!

Comprehensive checklists and processes should be part of the Standard Operating Procedures (SOPs) for the operation. If you are an employee of an established  SUP Operation they should be able to supply you with checklists.  If you are running your own business, then we strongly recommend you set up your own checklists. Guides and templates for creating documentation including these checklists are available as part of the Paddle Business Set-Up & Management Course.

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Check Understanding!

• Do you understand why prior planning is important?

• Do you understand the general concept and importance of Venue Analysis, and the sort of things that should be noted?

• Do you understand the sort of things you should be considering when planning a session

• Do you know what to look for on the weather forecast, and why?

• Do you understand how to prepare when you arrive at the venue?

If you’re unsure on any of these, go back and review the lesson again. Otherwise, you can move on to the next lesson.

Importance: High You may already be familiar with the essential documentation for conducting paddleboarding lessons. If not then you really need to complete this lesson, as this is a vital part of the modern Health and Safety environment

This lesson looks at the four documents that every commercial SUP operation should have.   It will take around 20 minutes to complete.

Check your existing knowledge:

• Do you understand what the following documents are, and what their purpose is?

• SMP

• SOPs

• RAMs

• EAP

• Do you understand the difference between a Hazard and a Risk, and the significance of each?

• Do you understand the general process of risk management?

If you’re unsure on any of these, we strongly recommend you work through the following lesson. Otherwise, you can move on to the next lesson.

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This lesson discusses: 

• Why we have documentation

• The Safety Management Plan document (SMS)

• The Standard Operating Procedures document (SOPs)

• The Risk Assessment & Management Documentation  (RAMs)

• The Emergency Action Plan  (EAP)

• The general principles of good documentation management

As with the legal framework material in the previous lesson, this may all seem a bit tedious, and far too much hassle for just doing a few simple paddleboard lessons. However, the reality is that good documentation can actually make life much easier, and is also the only way of ensuring best practice from a safety point of view. 

If you are working as an employee of an organisation, they must have these documents available for your use.  If you are running your own business, then you are responsible for creating and managing your own documentation. Guides and templates for creating the necessary documentation are available as part of the Paddle Business Set-Up & Management Course.

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Check Understanding!

• Do you understand what the following documents are, and what is their purpose?

• SMP

• SOPs

• RAMs

• EAP

• Do you understand the difference between a Hazard and a Risk, and the significance of each?

• Do you understand the general process of risk management?

If you’re unsure on any of these, go back and review the lesson again. Otherwise, you can move on to the next lesson.